How do I choose a stimulus for devised theatre?

Your teacher will usually provide a stimulus, but if you have a choice, pick something that sparks strong reactions or questions. A good stimulus is open-ended—like a photograph of a crowded street or a line from a poem—so you can explore multiple interpretations. Avoid stimuli that are too literal or have a single obvious meaning, as they limit creativity.

What should I include in my devising log?

Your devising log should have three sections: (1) Research and Ideas – how you explored the stimulus and generated initial concepts; (2) Development and Collaboration – how you structured scenes, developed characters, and worked as a group; (3) Analysis and Evaluation – what worked, what didn't, and how you improved. Include specific examples, drama terminology, and reflections on your intentions.

How long should our devised performance be?

For WJEC GCSE, the performance should be between 5 and 15 minutes, depending on group size. Check your specification for exact timings. Aim for around 10 minutes for a group of 4-5. Too short may lack depth; too long may lose focus.

Can we use props and costumes in devised theatre?

Yes, but keep them simple and meaningful. Every prop or costume should serve your intention—don't use them just for decoration. For example, a single red scarf could symbolise danger or passion. The examiner is more interested in how you use them than how many you have.

What if my group disagrees on an idea?

Disagreements are normal and can lead to better work. Discuss each idea openly, focusing on how it serves your shared intention. If you're stuck, try a compromise (e.g., combine elements) or test both ideas through improvisation. Record conflicts in your devising log as part of the collaborative process.

How is devised theatre marked?

Your mark is split: 40% for the final performance (assessed on interpretation, skills, and communication) and 60% for the devising log (assessed on research, development, and evaluation). The examiner looks for originality, clear intentions, and a strong connection between your log and performance.

Unit 1: Devised Theatre

WJEC

GCSE

Unit 1: Devising Theatre is a non-exam assessment where learners create, develop, and perform an original piece of theatre in response to a WJEC-set stimulus. Learners must apply the techniques of an influential theatre practitioner or the characteristics of a specific genre. The unit requires a portfolio of supporting evidence documenting the research and development process, a live performance or design, and a supervised written evaluation.

Objectives

Exam Tips

Pitfalls

Key Terms

Mark Points

Subtopics in this area

Devising

Topic Overview

Devised Theatre is a collaborative, creative process where you work in a group to create an original piece of theatre from scratch, without relying on a pre-existing script. For WJEC GCSE Drama, this unit is worth 40% of your final grade and assesses your ability to generate, develop, and refine ideas into a polished performance. You'll explore a stimulus (e.g., a photograph, poem, or news article) and use it as a springboard to create a piece that communicates meaning to an audience. This unit is crucial because it mirrors professional theatre-making, where directors and performers often start with a concept rather than a script.

Throughout the process, you'll develop skills in improvisation, character creation, and structuring a narrative. You'll also keep a detailed devising log that documents your journey from initial ideas to final performance. This log is assessed alongside the performance itself, so it's vital to record your decisions, challenges, and reflections. Devised Theatre teaches you to think like a playwright, director, and performer all at once, fostering creativity, teamwork, and problem-solving. It's not just about the final show—it's about how you get there.

In the wider WJEC Drama course, Devised Theatre connects to Unit 2 (Performance from a Text) by building your performance skills, and to Unit 3 (Written Examination) by deepening your understanding of theatrical conventions. Mastering this unit prepares you for A-level Drama or any career requiring collaboration and creative thinking. Remember, the exam board wants to see originality, clear intentions, and a strong connection between your ideas and the final piece.

Key Concepts

Core ideas you must understand for this topic

→Stimulus: The starting point for your devised piece (e.g., a picture, song, or article). You must explore it thoroughly and use it to generate initial ideas.
→Devising Log: A written record of your process, split into three sections: Research and Ideas, Development and Collaboration, and Analysis and Evaluation. This is worth 40% of the unit marks.
→Intention: What you want the audience to think, feel, or understand. Every decision should serve your intention.
→Structure: How you order scenes to create dramatic impact (e.g., linear, non-linear, flashback, or episodic).
→Collaboration: Working effectively with your group, including giving and receiving feedback, negotiating ideas, and resolving conflicts.

What You Need to Demonstrate

Key skills and knowledge for this topic

AO1: Create and develop ideas to communicate meaning (30 marks) - assessed through performance/design and portfolio.
AO2: Apply theatrical skills to realise artistic intentions (15 marks) - assessed through the final performance/design.
AO4: Analyse and evaluate their own work (15 marks) - assessed through the written evaluation.
Evidence of research, creation, and development in response to the stimulus.
Incorporation of practitioner/genre techniques to communicate meaning.
Evidence of amending and refining work during the rehearsal process.
Individual contribution to the creation and development of the piece.
Effective use of performance space, physical/vocal skills, or design elements to communicate meaning.

Marking Points

Key points examiners look for in your answers

AO1: Create and develop ideas to communicate meaning (30 marks) - assessed through performance/design and portfolio.
AO2: Apply theatrical skills to realise artistic intentions (15 marks) - assessed through the final performance/design.
AO4: Analyse and evaluate their own work (15 marks) - assessed through the written evaluation.
Evidence of research, creation, and development in response to the stimulus.
Incorporation of practitioner/genre techniques to communicate meaning.
Evidence of amending and refining work during the rehearsal process.
Individual contribution to the creation and development of the piece.
Effective use of performance space, physical/vocal skills, or design elements to communicate meaning.
Realisation of artistic intentions in the final performance.
Analysis and evaluation of character/role interpretation or design interpretation.
Analysis and evaluation of how skills contributed to the effectiveness of the piece.
Analysis and evaluation of the final performance against initial aims and objectives.

Examiner Tips

Expert advice for maximising your marks

💡Ensure the portfolio is edited to focus on three significant stages of development (750-900 words total).
💡Designers must ensure their design is realised in performance; technical equipment can be operated by others, but the design itself is assessed.
💡Use the 1 hour 30 minutes evaluation time effectively; you may bring two sides of A4 bullet point notes.
💡Ensure the recording is from the audience perspective and is unedited.
💡Aim to use between four and six techniques or characteristics of the chosen practitioner or genre.
💡Check that the group size (2-5 actors) and design support (up to 4 designers) align with the requirements.
💡Ensure the portfolio and evaluation clearly reference the chosen stimulus and practitioner/genre.
💡Tip 1: Start your devising log early and update it after every session. Use the three sections as a guide: in 'Research and Ideas', show how you explored the stimulus; in 'Development and Collaboration', explain how you refined scenes; in 'Analysis and Evaluation', reflect on what worked and what you'd change.
💡Tip 2: Ensure every moment in your performance has a clear purpose. Ask yourself: 'Why is this scene here? How does it serve my intention?' Avoid filler scenes that don't advance the narrative or theme.
💡Tip 3: Use a range of theatrical techniques (e.g., physical theatre, naturalism, direct address) to keep the piece dynamic. The examiner wants to see you can apply different styles effectively, not just stick to one.

Common Mistakes

Pitfalls to avoid in your exam answers

Work that is significantly short, leading to insufficient evidence of development or audience engagement.
Exceeding the maximum performance time (moderators will stop watching after the limit).
Failure to clearly identify learners by name and candidate number at the start of the recording.
Inadequate focus on the three significant stages of development in the portfolio.
Lack of clear link between the chosen practitioner/genre techniques and the final performance.
Designers failing to contribute fully to the creation of the piece.
Providing a full record of the rehearsal period rather than an edited portfolio focusing on significant development stages.
Misconception: 'Devised theatre means making it up as you go along.' Correction: While improvisation is used to generate material, a devised piece must be rehearsed and refined. The final performance should be polished, with clear intentions and structure.
Misconception: 'The devising log is just a diary of what we did.' Correction: The log must analyse your choices, explain why they were made, and evaluate their effectiveness. Use drama terminology (e.g., 'status', 'subtext', 'blocking') and link to your intentions.
Misconception: 'We can copy a scene from a film or play.' Correction: Devised theatre must be original. While you can be inspired by other works, the final piece should be your own creation. The exam board penalises plagiarism.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic performance skills (voice, movement, and characterisation) from KS3 Drama.
•Understanding of dramatic elements like tension, contrast, and climax.
•Familiarity with group work and giving constructive feedback.

Likely Command Words

How questions on this topic are typically asked

Create

Develop

Communicate

Research

Rehearse

Amend

Refine

Analyse

Evaluate

Realise

Interpret

Ready to test yourself?

Practice questions tailored to this topic

Unit 1: Devised Theatre

Subtopics in this area

Topic Overview

Key Concepts

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

Before You Start

Likely Command Words

Ready to test yourself?

Related Topics in WJEC GCSE Drama

Unit 2: Performing Theatre

Unit 2: Performing Theatre

Unit 3: Interpreting Theatre

Unit 3: Interpreting Theatre

How to Revise Unit 1: Devised Theatre — WJEC GCSE Drama

Examiner Tips for Unit 1: Devised Theatre

Common Mistakes in Unit 1: Devised Theatre

Key Marking Points

Unit 1: Devised Theatre

Subtopics in this area

Topic Overview

Key Concepts

What You Need to Demonstrate

Marking Points

Examiner Tips

Common Mistakes

Frequently Asked Questions

How do I choose a stimulus for devised theatre?

What should I include in my devising log?

How long should our devised performance be?

Can we use props and costumes in devised theatre?

What if my group disagrees on an idea?

How is devised theatre marked?

Before You Start

Likely Command Words

Ready to test yourself?

Related Topics in WJEC GCSE Drama

Unit 2: Performing Theatre

Unit 2: Performing Theatre

Unit 3: Interpreting Theatre

Unit 3: Interpreting Theatre