Theatre

If you're trying to understand the Production Proposal component of the IB Theatre syllabus, you've come to the right place. In this post, we’ll break down the assessment and share practical tips to help you succeed.&nbsp;&nbsp;<h2 style="text-align:center;">IB Theatre Production Proposal</h2>&nbsp;&nbsp;<ul><li>At SL, the Production Proposal accounts for 30% of the final grade, and for HL, it makes up 20%. &nbsp;</li><li>This component challenges students to take on the role of both director and designer, imagining how they would stage a published play text for a live audience.&nbsp;</li><li>Students select a play they haven’t studied before and develop a detailed vision for how it could be brought to life on stage. This is a theoretical proposal – students don’t need to stage the play itself, but instead present their creative ideas in a written and visual portfolio. &nbsp;</li><li>Each student is required to submit a production proposal of up to 12 pages, combining written text (not exceeding 4,000 words) and visual materials. A list of all sources used must also be included.</li></ul>&nbsp;&nbsp;<h3>The Production Proposal</h3>&nbsp;The Production Proposal is all about envisioning theatre – taking a published play text and crafting a staging proposal that reflects your own artistic vision. Students identify key ideas in the play and articulate their unique theatre-maker intentions: what they want to communicate to an audience, how they will do it, and the emotional or intellectual impact they hope to achieve.&nbsp;&nbsp;Students must decide on both a performance style (like naturalism, surrealism, expressionism, etc.) and a performance space that supports their vision. This proposal must explore how performance elements (like movement, voice, gesture, and staging) and production elements (like lighting, set design, costume, sound, and props) work together to bring meaning to the stage. &nbsp;&nbsp;A critical part of the proposal is analysing a significant moment from the play and showing how that moment can be staged to create TEAM – tension, emotion, atmosphere, and/or meaning. This can be anything from a dramatic entrance to a key exchange between characters, but it must provide enough depth to demonstrate the student’s creative approach in action. &nbsp;&nbsp;While students cannot alter the text of the play, they are encouraged to introduce new design choices or additional stage action (when appropriate) to support their vision. These choices must be clearly explained and justified in the context of the original script.&nbsp;It is very important to highlight that students do not actually perform the play. Students are assessed purely on their completed proposal i.e. their written and visual portfolio.&nbsp;<h3>&nbsp;</h3><h3>Tips on succeeding&nbsp;</h3>&nbsp;<ul><li>Choose a play that inspires you. Pick a published play that genuinely interests you and sparks your imagination. The more it resonates with you, the stronger your vision will be. &nbsp;</li></ul>&nbsp;<ul><li>Be bold with your ideas. This is your chance to think like a professional theatre-maker. Don’t be afraid to take creative risks – just be sure you can justify your decisions and link them back to your theatre-maker intentions.</li></ul>&nbsp;<ul><li>Make TEAM your compass. Your goal is to create moments that stir the audience – with tension, emotion, atmosphere, and meaning. Every design or performance element should serve that purpose. &nbsp;</li></ul>&nbsp;<ul><li>Think like both a director and a designer. Think about how will the actors move and speak? How will lighting and costume support the story? Your vision needs to consider both the look and the feel of the piece.&nbsp;</li></ul>&nbsp;<ul><li>Stay grounded in the text. Even as you add your own creative ideas, remember that you must stick to the text. Your choices should emerge from a deep understanding of the script rather than overwrite it.</li></ul>&nbsp;<ul><li>Learn from exemplars. One of the best ways to guarantee a high mark is to take inspiration from other successful works. <a href="/search?q=theatre+production+proposal" target="_blank" rel="noopener noreferrer">Click here </a>for a plethora of Production Proposal exemplars.</li></ul>&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.&nbsp;

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A comprehensive guide to IB Theatre Production Proposal. Learn about how this component is structured, its weighing, and tips on how to excel.

IB Theatre Production Proposal

If you're searching for the grade boundaries for IB Theatre, you're in the right place! In this post, we'll break down the points required for each component and the overall score you need to achieve your final grade.&nbsp;&nbsp;&nbsp;<h2 style="text-align:center;">IB Theatre Grade Boundaries</h2>&nbsp;The following grade boundaries are based on official IB May 2025 grade boundaries.&nbsp;&nbsp;&nbsp;<h3>Standard Level</h3>&nbsp;<figure class="table" style="width:96.54%;"><table class="ck-table-resized"><colgroup><col style="width:11.36%;"><col style="width:21.68%;"><col style="width:24.37%;"><col style="width:22.42%;"><col style="width:20.17%;"></colgroup><thead><tr><th colspan="5">Points needed</th></tr></thead><tbody><tr><td>Grade</td><td>Collaborative Project</td><td>Production Proposal&nbsp;</td><td>Research Presentation</td><td>Final grade (%)</td></tr><tr><td>1</td><td style="text-align:center;">0-2</td><td style="text-align:center;">0-2</td><td>0-2</td><td style="text-align:center;">0-9</td></tr><tr><td>2</td><td style="text-align:center;">3-4</td><td style="text-align:center;">3-5</td><td>3-4</td><td style="text-align:center;">10-19</td></tr><tr><td>3</td><td style="text-align:center;">5-7</td><td style="text-align:center;">6-9</td><td>5-8</td><td style="text-align:center;">20-35</td></tr><tr><td>4</td><td style="text-align:center;">8-11</td><td style="text-align:center;">10-12</td><td>8-12</td><td style="text-align:center;">36-51</td></tr><tr><td>5</td><td style="text-align:center;">12-16</td><td style="text-align:center;">13-15</td><td>13-16</td><td style="text-align:center;">52-69</td></tr><tr><td>6</td><td style="text-align:center;">17-20</td><td style="text-align:center;">16-18</td><td>17-20</td><td style="text-align:center;">70-85</td></tr><tr><td>7</td><td style="text-align:center;">21-24</td><td style="text-align:center;">19-20</td><td>21-24</td><td style="text-align:center;">86-100</td></tr></tbody></table></figure><h2 style="text-align:center;">&nbsp;</h2><h3>Higher Level&nbsp;</h3>&nbsp;<figure class="table" style="width:96.54%;"><table class="ck-table-resized"><colgroup><col style="width:11.38%;"><col style="width:13.18%;"><col style="width:16.74%;"><col style="width:16.97%;"><col style="width:20.32%;"><col style="width:21.41%;"></colgroup><thead><tr><th colspan="6">Points needed</th></tr></thead><tbody><tr><td>Grade</td><td>Collaborative Project</td><td>Production Proposal&nbsp;</td><td>Research Presentation</td><td>Solo Theatre Piece</td><td>Final grade (%)</td></tr><tr><td>1</td><td style="text-align:center;">0-2</td><td style="text-align:center;">0-2</td><td style="text-align:center;">0-2</td><td>0-2</td><td style="text-align:center;">0-9</td></tr><tr><td>2</td><td style="text-align:center;">3-4</td><td style="text-align:center;">3-5</td><td style="text-align:center;">3-4</td><td>3-5</td><td style="text-align:center;">10-20</td></tr><tr><td>3</td><td style="text-align:center;">5-7</td><td style="text-align:center;">6-9</td><td style="text-align:center;">5-8</td><td>6-9</td><td style="text-align:center;">21-36</td></tr><tr><td>4</td><td style="text-align:center;">8-11</td><td style="text-align:center;">10-12</td><td style="text-align:center;">9-12</td><td>10-12</td><td style="text-align:center;">37-51</td></tr><tr><td>5</td><td style="text-align:center;">12-16</td><td style="text-align:center;">13-15</td><td style="text-align:center;">13-16</td><td>13-16</td><td style="text-align:center;">52-68</td></tr><tr><td>6</td><td style="text-align:center;">17-20</td><td style="text-align:center;">16-18</td><td style="text-align:center;">17-20</td><td>17-19</td><td style="text-align:center;">69-83</td></tr><tr><td>7</td><td style="text-align:center;">21-24</td><td style="text-align:center;">19-20</td><td style="text-align:center;">21-24</td><td>20-24</td><td style="text-align:center;">84-100</td></tr></tbody></table></figure><h2 style="text-align:center;">&nbsp;</h2><h3>&nbsp;</h3>We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.

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A comprehensive list of IB Theatre grade boundaries for the Collaborative Project, Production Proposal, Research Presentation, Solo Theatre Piece, and the final grade. See what the boundaries are and use this to plan your studying accordingly. 

IB Theatre Grade Boundaries

If you're trying to understand the Research Presentation component of the IB Theatre syllabus, you've come to the right place. In this post, we’ll break down the assessment and share practical tips to help you succeed.&nbsp;&nbsp;<h2 style="text-align:center;">IB Theatre Research Presentation</h2>&nbsp;<ul><li>At SL, the Research Presentation accounts for 30% of the final grade, and for HL, it makes up 20%. &nbsp;</li><li>This component requires students to investigate a world theatre tradition they have not previously studied and explore how performance conventions from that tradition can be practically applied.&nbsp;</li><li>Students choose a tradition, conduct detailed research, and then deliver an individual presentation where they demonstrate their understanding by proposing and justifying specific performance choices for a hypothetical piece of theatre. &nbsp;</li><li>Each student is required to submit a recording of a live or pre-recorded presentation (up to 15 minutes), a list of all sources used, and a set of visual materials used in support of the presentation (such as slides or images).</li></ul>&nbsp;<h3>&nbsp;</h3><h3>The Research Presentation</h3>&nbsp;The Research Presentation is all about diving into a world theatre tradition and showing how its performance practices can inspire creative choices in theatre-making today. Students are not simply describing the tradition; they are analysing its conventions and demonstrating how they could be applied to a piece of theatre. &nbsp;&nbsp;The presentation must focus on a single world theatre tradition – such as Japanese Noh, Indonesian Wayang Kulit, or Commedia dell’Arte – and investigate it in depth. Students identify key features of the tradition, including performance style, staging, movement, voice, design elements, and cultural context. &nbsp;&nbsp;A core part of the task is showing how those elements can be meaningfully applied to a moment or scene from a play (the scene may be hypothetical, and students do not need to perform it).&nbsp;Students must also show critical awareness – not only of the theatre tradition itself, but of how cultural, historical, and social contexts influence performance practices.&nbsp;<h3>&nbsp;</h3><h3>Tips on succeeding</h3>&nbsp;<ul><li>Choose a tradition that intrigues you. A genuine interest in the tradition will make the process more enjoyable, your research deeper and your presentation stronger. &nbsp;</li></ul>&nbsp;<ul><li>Show, don’t just tell. Use visuals to support your ideas – images, diagrams, costume sketches, or clips from performances can bring your points to life. The more clearly you illustrate your ideas, the more engaging and effective your presentation will be. &nbsp;</li></ul>&nbsp;<ul><li>Make connections to context. Explore the roots of the tradition – its history, its cultural significance, its purpose. Understanding the “why” behind performance practices will help you apply them more thoughtfully.</li></ul>&nbsp;<ul><li>Respect the tradition. World theatre traditions often come from cultures that are different from your own. Approach them with care, curiosity, and integrity. Avoid appropriation and instead focus on respectful adaptation and honest reflection on your role as an artist. &nbsp;</li></ul>&nbsp;<ul><li>Keep it clear and concise. Structure your presentation so that your ideas flow logically. Start with a clear introduction to the tradition, then show how it inspires specific theatre-making choices. Speak with energy and clarity – this is your chance to share your discoveries with the audience.</li></ul>&nbsp;<ul><li>Think like a theatre-maker. Focus on how the performance conventions of your chosen tradition could shape your creative decisions. Be specific, intentional, and imaginative in your proposals.</li></ul>&nbsp;&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.&nbsp;

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A comprehensive guide to IB Theatre Research Presentation. Learn about how this component is structured, its weighing, and tips on how to excel.

IB Theatre Research Presentation

If you're trying to understand the Collaborative Project component of the IB Theatre syllabus, you've come to the right place. In this post, we’ll break down the assessment and share practical tips to help you succeed.<h2 style="text-align:center;">&nbsp;</h2><h2 style="text-align:center;">IB Theatre Collaborative Project</h2>&nbsp;&nbsp;<ul><li>At SL, the Collaborative Project accounts for 40% of the final grade, and for HL, it makes up 25%.&nbsp;&nbsp;</li><li>Students at both Standard Level (SL) and Higher Level (HL) collaboratively create, develop, and perform an original piece of theatre, lasting no more than 10 minutes.&nbsp;</li><li>Students present the piece to a live audience.&nbsp;</li><li>Each student is also responsible for submitting a detailed project report of up to 10 pages (not exceeding 4,000 words), as well as a video recording of the final piece.</li></ul>&nbsp;<h3>&nbsp;</h3><h3>The Performance</h3>&nbsp;The Collaborative Project is all about creating a piece of theatre in a group of 2–6 students, from a ''starting point''. This starting point can be anything from an image or a piece of music to a social issue, object, or even a specific place. As the ensemble explores this point practically, ideas evolve into structured scenes, forming the foundation for the final performance. &nbsp;&nbsp;This is not a play based on a pre-written script. Instead, it’s a fully realised, original production that students create through experimentation, discussion, and rehearsal. The final performance, lasting 7–10 minutes, must be presented to an audience selected by the students.&nbsp;Each student must also contribute as a creator, designer, and/or director at various stages of the process, making specific artistic decisions that help achieve the ensemble’s agreed intentions.&nbsp;<h4>&nbsp;</h4><h4>Tips on succeeding&nbsp;</h4>&nbsp;<ul><li>Choose a meaningful starting point. Pick something that inspires your group. Whether it’s a photo, a piece of music, or a real-world issue, your genuine interest will fuel the project. Chances are that if it doesn’t resonate with you, it’ll show in the final performance. &nbsp;</li></ul>&nbsp;<ul><li>Collaborate effectively. Respect every voice in the room, and make sure communication is open and honest. The ensemble’s success depends on strong group collaboration and shared responsibility. &nbsp;</li></ul>&nbsp;<ul><li>Keep your piece focused. You only have up to 10 minutes, so don’t try to explore too many ideas at once. Instead focus on a single clear concept and explore it exhaustingly.&nbsp;</li></ul>&nbsp;<ul><li>Rehearse performance skills. Make sure you're confident with your use of voice (pitch, pace, pause, tone) and body (gesture, posture, movement). Performance skills are essential – the way you physically and vocally communicate onstage should enhance the meaning, emotion, and atmosphere of your piece. &nbsp;</li></ul>&nbsp;<ul><li>Document everything. As the project develops, track your decisions and challenges. Take notes, photos, and videos – this material will be invaluable when it’s time to write your report and identify your key contributions.</li></ul>&nbsp;<h3>&nbsp;</h3><h3>The Project Report</h3>&nbsp;Once your performance is complete, you must complete an individual project report. This document (no more than 10 pages with a 4,000-word text limit) is your chance to reflect on your creative journey and evaluate how you contributed to the ensemble’s final piece. &nbsp;&nbsp;You shouldn't just summarise what happened. Instead, you must demonstrate how your ideas, choices, and artistry helped shape the final performance. &nbsp;&nbsp;You’ll also need to reference specific “TEAM” moments from the performance i.e. those short instances that showcase your performance skills in creating Tension, Emotion, Atmosphere, and/or Meaning. You'll also analyse your contributions as creator, designer, and/or director, highlighting the specific decisions made and their outcomes.&nbsp;<h4>&nbsp;</h4><h4>Tips on succeeding&nbsp;</h4>&nbsp;<ul><li>Start with your role. Clearly define how you contributed – whether as a co-director shaping the structure, a performer crafting physical moments, or a designer guiding visual elements like lighting, sound, or costume. &nbsp;</li></ul>&nbsp;<ul><li>Be analytical, not just descriptive. It’s not enough to say what you did. You need to explain why you made certain choices and how they contributed to the ensemble’s intentions. &nbsp;</li></ul>&nbsp;<ul><li>Reflect on the process. This project isn’t always smooth – and that’s okay. Talk honestly about challenges: maybe your group struggled with time, disagreement, or shifting ideas. What’s important is how you adapted and what you learned. &nbsp;</li></ul>&nbsp;<ul><li>Highlight your TEAM moment. Choose a powerful moment from your performance and break down how you used your voice and body to heighten tension, evoke emotion, or communicate meaning. &nbsp;</li></ul>&nbsp;<ul><li>Look at exemplars. Learn from past students – &nbsp;Clastify is a great place to find strong examples of successful project reports. Analyze how they structure their reflections, reference specific creative decisions, and integrate theory into practice. <a href="/search?q=theatre+collaborative+project+" target="_blank" rel="noopener noreferrer">Click here</a> for IB Theatre Collaborative Project exemplars.</li></ul>&nbsp;&nbsp;&nbsp;We hope you found this post helpful. For more useful materials associated with the IB check out the wide variety of <a href="/ia" target="_blank" rel="noopener noreferrer">IA</a>, <a href="/ee" target="_blank" rel="noopener noreferrer">EE </a>and <a href="/tok" target="_blank" rel="noopener noreferrer">TOK </a>exemplars available at <a href="/" target="_blank" rel="noopener noreferrer">Clastify </a>and other guides available on our <a href="/blog" target="_blank" rel="noopener noreferrer">blog</a>.

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A comprehensive guide to IB Theatre Collaborative Project. Learn about how this component is structured, its weighing, and tips on how to excel.

IB Theatre Collaborative Project

IB Theatre is a comprehensive exploration of dramatic arts, focusing on performance, creation, and critical analysis. Students engage in practical theatre-making, study dramatic traditions from around the world, and develop skills in performance, directing, and theatrical interpretation.

IB Theatre

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1,309 students

4.6 average grade

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IB Theatre Collaborative Project

IB Theatre Production Proposal

IB Theatre Grade Boundaries

IB Theatre Research Presentation

IB Theatre Collaborative Project

IB Theatre Production Proposal

IB Theatre Grade Boundaries

IB Theatre Research Presentation

IB Theatre Collaborative Project

1,309 students

4.6 average grade

Difficulty

Grade distribution