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The IB Theatre Research Presentation is a major external assessment and forms a core part of the IB Theatre course. It requires students at both SL and HL to plan, deliver and video-record an individual presentation in which they investigate and practically explore a performance convention from an unfamiliar world theatre tradition. Understanding the assessment criteria and using a clear preparation checklist can help students create a high-scoring submission. This post outlines the IB Theatre Research Presentation criteria and provides a practical checklist aligned with the rubric of the official IB Theatre guide.
IB Theatre Research Presentation Criteria and Checklist
The Research Presentation is marked out of 24 marks and is externally assessed. It is weighted at 30% for SL and 20% for HL. Students must submit two mandatory components:
One video recording of the research presentation (15 minutes maximum)
A list of all sources cited and any additional resources used by the student during the presentation.
The task requires students to investigate one prescribed world theatre tradition they have not previously studied, select one performance convention from that tradition, and explore it both academically and practically. The presentation is aimed at the examiner and must be delivered by the student alone. The presentation can be structured into three required sections, each linked directly to one assessment criterion, with a recommended maximum of five minutes per section. Alternatively, the presentation can be filmed as one continuous take at the end of the assessment task process.
Criterion A: The unfamiliar theatre tradition – 8 marks
This criterion assesses how accurately the student explains both the unfamiliar world theatre tradition they have selected and the specific performance convention they intend to explore. The focus is on using research to support understanding, rather than simply describing surface features. Students must demonstrate that they understand how the tradition operates within its cultural and historical context. Strong presentations explain the significance of the chosen convention within the wider practice of the tradition, showing why it is used and how it communicates meaning to an audience.
For a maximum of 8 points:
Clearly identify the unfamiliar theatre tradition from the prescribed list.
Explain the cultural, historical and theatrical context of the tradition using research evidence.
Explain the chosen performance convention and its function within that tradition.
Refer directly to sources during the presentation to support key ideas.
Use appropriate theatre vocabulary when discussing performance and conventions.
Avoid simply describing what happens on stage without explaining why or how it is significant.
Criterion B: Practical exploration of the performance convention – 8 marks
This criterion assesses how effectively the student demonstrates their practical investigation of the chosen performance convention through the body and/or voice. The emphasis is on the student’s exploratory process rather than a finished performance outcome. Students are expected to show how they physically experimented with the convention and how their understanding developed through active practice. The presentation must also include a physical demonstration of how the convention was applied to appropriate traditional performance material from the selected theatre tradition.
For a maximum of 8 points:
Demonstrate a clear process of practical exploration using movement, voice, gesture, and posture.
Show how specific aspects of the convention were broken down and tested through practice.
Use performance material from the chosen tradition to guide experimentation.
Physically demonstrate how the convention was applied to that material.
Explain what was discovered through practice, not only what was attempted.
Ensure the material used is appropriate and clearly connected to the chosen tradition.
Criterion C: Reflection on learning – 8 marks
This criterion assesses how effectively the student reflects on what they have learned through both research and practical exploration. Students must explain how working with the performance convention has contributed to their continuing development as a performer and how engaging with an unfamiliar theatre tradition has expanded their understanding of theatre in the world. Strong presentations clearly explain how specific experiences influenced skills, confidence, creative awareness and performance approaches. They also show how the student’s perceptions of theatre’s purpose and cultural significance have been developed or reshaped.
For a maximum of 8 points:
Explain how practical exploration of the convention contributed to your development as a performer.
Refer to specific skills, challenges, discoveries or changes in approach.
Explain how studying this unfamiliar theatre tradition developed your understanding of theatre in the world.
Reflect on how your assumptions or perspectives about theatre may have changed.
Make links to cultural, social or aesthetic roles of theatre.
Avoid listing learning outcomes without explaining their importance.
Focus on showing your personal growth rather than making general comments.
We hope you found this post helpful in learning more about the IB Theatre Research Presentation. For more useful materials associated with the IB, check out the wide variety of IA, EE and TOK exemplars available at Clastify and other guides available on our blog.
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