Set design

Project requirements: Set design

According to the NESA website, the set design must be for an identified established and known performance space and will consist of:

  • a 300-word rationale in the form of a director’s concept/vision

  • a 3-D model built to a scale of 1:25 or computer-aided design submitted as hard copy which depicts the set design. The model or computer-aided design must be a precise miniature or representation of the stage and setting and should include human figures to convey proportion. The model must be of sturdy construction and a fixed assembly. The packaged weight of the project must not exceed 15 kilograms

  • a floor plan of the set design in the scale of 1:25 with an indication of the performance space’s dimensions, audience configuration and sightlines

  • a description and diagrams of any set or scenic changes in the production.

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 set design student.

'Every time I go see a play, I'm always more focused on the way that the play is projected through the environment, and the set...'

Maya Challoner discusses her IP set design for 'Stories in the dark', 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.

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, using the example below as a guide. 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 Maya Challoner 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: 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: Set design

The NESA website lists the following criteria for examining the set design project.

Criteria for examining the Individual Project: Design (Set)

For the Individual Project: Design (Set), a mark out of 10 is awarded for each of the 3 criteria, giving a total mark out of 30.

Criteria 1: Design concept/vision (10 marks)

  • effective interpretation of the play realised in a directorial concept/vision

  • integrity, originality and clarity in the design concept/vision

  • effective visualisation of the whole play in the design concept/vision.

Criteria 2: Appropriateness (10 marks)

  • practicality of the design of the performer and audience sightlines, entrances, levels

  • effectiveness of the design to realise the needs of the play

  • dramatic effectiveness in the use of the stage space, texture, colour and composition.

Criteria 3: Execution (10 marks)

  • realisation of the design concept/vision in the construction and presentation

  • clarity and accuracy of the floor plans, diagrams and explanations

  • precision in the construction of the model or computer-aided design.

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 - Strategies for success

Look back at the marking criteria for set design. Looking carefully at the dot points under each criterion, highlight all the words relating to concept/vision in yellow. Then highlight all the words relating to the play/text in pink. Finally, highlight in blue all the words relating to the way the designs are constructed/presented.

Divide your logbook page into 4 columns, with the headings below.

  • Rationale

  • 3-D model or computer-aided design

  • floor plan of the set design

  • descriptions and diagrams

Using your highlighted words, brainstorm a list of strategies/ideas in each column that you could include in each component of your set design to ensure you meet the marking criteria and fulfill the project requirements.

You may also find it helpful to refer to the questions in the concept map below.

Set design concept map.pptx

Student activity 3 - Apply new understanding

  • Select one of the plays from the current design text list to explore in more detail.

  • As you read, record key information in a concept map like the one above. You might extend this map by adding new branches and could do this using one of the concept mapping tools in the digital learning selector on the NSW Department of Education website.

  • Share and discuss your concept map with your teacher. You can use this concept map to guide the development of your set design project.

Hands held up with the words 'yes' and 'no' written in white on palm of each hand.

Student activity 4 - 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