Performance

Project requirements: Individual performance

According to the NESA website, the Individual Project: Performance will consist of:

  • a 300-word rationale

  • a solo performance of 6–8 minutes duration based on:

      • excerpts or a combination of excerpts from one or more scripts or dramatised texts or the student’s own self-devised material

      • a realisation of a coherent theatrical statement demonstrating a clear sense of dramatic purpose, shape and structure.

The performance must be an individual performance. There should be no other students onstage or offstage accompanying the performance with live music, vocal sound effects or acting as a prompt.

The Individual Project: Performance will be presented to the visiting examiners on the same occasion as the examination of the Group Performance.

Use of excerpts

The construction of the monologue is open to broad interpretation. Excerpts from an existing script linked with student-devised work is possible, while noting Criteria for Examining the Individual Project: Performance – Criteria 3, structure and dramatic coherence (see below). The performance should be a complete and satisfying theatrical journey.

Use of HSC course prescription texts

HSC course prescription texts may be used as material for student performances as long as students are not studying the text for any HSC course.

Musicals, musical theatre

Students may select repertoire from a musical theatre style for the Individual Performance. However, the focus of the Individual Performance is to develop a coherent theatrical performance demonstrating a clear sense of dramatic purpose, shape and structure rather than to focus on musical aspects of the performance.

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 individual performance student.

'In year 11, you have a lot of experiences that really act as catalysts for your development as an actor, as a dramaturge ... skills that you need to know for HSC Drama.'

Hamish Lewis, discusses his performance IP titled 'Exit the King', 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. 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 Hamish Lewis above.

  • Summarize 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?

Student activity 2 - Analysing successful performance

Watch the NESA HSC drama performance video above.

In this video from 2016, experienced drama teachers, Patrick Campbell and Madeleine Sheehy, analyse the characteristics of some successful drama performances and discuss the creative process with some of the student performers.

When you have watched the video, complete the thinking routine below.

  • Divide your logbook page in half. In the first half respond to the prompt 'I used to think..' Reflect on the thoughts, ideas and beliefs you had about what makes a successful drama performance before watching the discussion and interview.

  • On the second half of your page respond to the prompt 'Now I think...' How and why has your thinking changed about the characteristics of a successful individual performance. Do you have any new ideas or opinions about undertaking this project option? What caused you to change your mind?

Criteria for examining the Individual project: Performance

The NESA website lists the following criteria for examining the individual performance.

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

Criteria 1: Performance skills appropriate to the style or form (10 marks)

  • vocal dynamics: projection, clarity, tone, pitch, pace

  • movement dynamics: control, energy, spatial awareness

  • timing: control of delivery, responses to cues, awareness of rhythms.

Criteria 2: Sustaining and developing role/character (10 marks)

  • belief/conviction/energy

  • complexity/dimension

  • clarity in presentation of character(s) or role(s).

Criteria 3: Structure and dramatic coherence (10 marks)

  • effective use of performance elements

  • establishing and maintaining a clear intention and an appropriate relationship with the audience in the context of the performance space

  • integrity, originality and clarity in analysis, interpretation and presentation of the chosen material

  • realisation of a coherent theatrical performance

  • effective use of space in the context of the performance style.

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 3 - Discussing successful individual performances

Read through the NESA Drama HSC practical marking guidelines for the individual performance. Once you have a clear idea of the three criteria (above) used to asses the individual performance, use the collaborative learning strategy 'think, pair, share' to consider a range of informal language that might be used when setting goals and providing feedback during the development of the individual performance.

Collection of 14 words from the NESA individual performance marking guidelines.

Refer to the image above with a list of 14 words from the marking guidelines.

Think, pair, share routine

  1. Think individually about the range of words from the marking guidelines in the image above and come up with a synonym or short definition for each of these words.

  2. Share and discuss your ideas with a classmate. Why did you come up with this synonym/definition? Are there any you wish to change now? Why?

  3. Share your chosen synonyms/definitions with your class and discuss your choices. What are the synonyms/definitions the class agreed on? Were there any that caused debate? Why? Reflect on your learning with your teacher. Add these synonyms/definitions to a class collaborative glossary defining each of the 14 words. You could use a shared Google Doc or any other online document to collaboratively create a glossary very quickly.

Student activity 4 - Apply new understanding

  • Select one of the two individual performance from the NESA 2016 HSC drama onSTAGE performance package above.

  • First watch the full YouTube clip.

  • Then, using several words from the collaborative glossary you created in the Activity 3, imagine that you are a teacher writing a final reports comment for this individual performance. Sum up the student's performance by commenting on their performance skills, characterisation and the dramatic coherence of the piece. Write one paragraph.

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

Student activity 5 - What's in it for me?

Considering everything you now know about the project requirements, peer approaches, marking criteria and characteristics of a successful performance, 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