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Project requirements: Applied research project
The NESA website lists the following requirements for the individual project: Critical Analysis (Applied Research).
The submitted project should be approximately 3500 words in length.
The Applied Research Project will take the form of a structured report on the results of investigative research into the work of ONE of the following:
an individual artist, performance group or theoretician in drama
a specific dramatic text or production
a theatre arts body
a critical or technical issue in drama or theatre.
The project must be based on a specific research hypothesis, clearly articulated in the rationale, and must present the results of the research in a way that clearly addresses the hypothesis. It should include, in separately titled sections:
a 300-word rationale outlining the approach that has been taken
an outline of the hypothesis
a survey of the area of study, based on background research (including reading, diagrams, interviews and/or practical work as appropriate) showing how the hypothesis arises from questions raised by that research
a description of the research tasks undertaken and a summary of the information collected
an analytical discussion of the results
a conclusion referring to the original hypothesis.
Assessment and Reporting in Drama Stage 6, NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2020, date accessed 20/09/2021.
Learning from other students
There are several reasons why learning from your peers is effective. You share a similar language and perspective. Seeing what other students have done to achieve success can support your understanding.
In this lesson students will respond to the ideas and experiences of a successful HSC drama applied research project student.
'I did achieve a sense of dramatic meaning in the kind of journey that was evident throughout my research project, because you saw the beginning with my hypothesis. Then I take you through the steps of how I researched this and what I learned along the way and then come to a conclusion at the end.'
'I did achieve a sense of dramatic meaning in the kind of journey that was evident throughout my research project, because you saw the beginning with my hypothesis. Then I take you through the steps of how I researched this and what I learned along the way and then come to a conclusion at the end.'
Martha Reece discusses her IP titled 'Art vs. Entertainment', Student Interviews about Stage 6 Drama.
Student activity 1 - Example of a successful approach
The interview above is part of a series in which Year 12 students discuss the development of their individual projects - including their use of the drama logbook. Each student reflects on their journey towards the successful completion of their individual project.
The interview above is part of a series in which Year 12 students discuss the development of their individual projects - including their use of the drama logbook. Each student reflects on their journey towards the successful completion of their individual project.
On a new page in your individual project logbook or in a new digital document create a concept map to summarise the successful student's approach to their chosen individual project. You might use one of the concept mapping tools in the digital learning selector on the NSW Department of Education website to record your responses.
View the interview with Martha Reece above.
Summarise the experience of the student in concept map format. Make notes on your concept map as you watch the video. Stop the video so that you can jot down ideas. Add more branches to your concept map where appropriate.
Share and discuss your summary in pairs or in a small group.
Consider the questions below.
What were some of the strongest messages that came out of the interview?
What new information did you learn about the process of developing this individual project?
What was already familiar and reinforced through the interview?
Criteria for examining the Individual project: Applied research project
The NESA website lists the following criteria for examining the applied research project.
For the Individual Project: Critical Analysis (Applied Research Project), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.
Criteria 1: Hypothesis and conclusion (10 marks)
structuring a clear and coherent original hypothesis
evidence of appropriate research for the development of the hypothesis
drawing conclusions from the research.
Criteria 2: Analysis and synthesis (10 marks)
effectiveness of research undertaken
selection of the material and analysis of the research supporting the hypothesis.
Criteria 3: Execution (10 marks)
effectiveness in presenting and organising the project
clarity and accuracy in the use of language.
Assessment and Reporting in Drama Stage 6, NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2020, date accessed 20/09/2021.
Student activity 2 - Apply new understanding
Student activity 2 - Apply new understanding
Brainstorm ideas for the applied research based on your interest in some of the areas listed below.
An individual artist, performance group or theoretician in drama.
A specific dramatic text or production.
A theatre arts body.
A critical or technical issue in drama or theatre.
Record your ideas in a concept map in your logbook or using one of the concept mapping tools in the digital learning selector on the NSW Department of Education website.
Choose 2-3 of these ideas and develop draft hypothesis statements or questions related to each of the areas of interest.
Share and discuss these draft hypotheses with a classmate or your teacher. Ask some of the questions below.
Does the hypothesis engage me and make me wonder?
Is the hypothesis too broad to draw a conclusion in the time and word limit?
Is the hypothesis too narrow or the conclusion already evident?
Can I access the secondary and primary research I would need to draw a conclusion?
Can I test the hypothesis by applying it to my research in a clear and practical way?
Keep a short list of these ideas so you can properly survey one of the areas of interest later and use it to develop the final hypothesis for your applied research project.
Student activity 3 - What's in it for me?
Student activity 3 - What's in it for me?
Considering everything you now know about the project requirements, peer approaches, and marking criteria, how do you feel about this individual project option? Keep a record of your response in your logbook or in digital form and then let your teacher know what you are thinking by completing the individual project questionnaire at the end of this module.
References and images
References and images
Assessment and Reporting in Drama Stage 6, NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2020, date accessed 20/09/2021.
Course Prescriptions for Drama Stage 6 (2025-2027), NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2019 - 2024, date accessed 23/07/2024.
Drama HSC practical marking guidelines, NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2002, date accessed 20/09/2021.
Digital learning selector, date accessed 28/09/2021
"Yes or no image" by Cottonbro is in the Public Domain
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