'I could put a lot of my heart and soul into this piece and give a voice to a lot of people, a lot of kids that don't have a voice.'

Skye Mortimer discusses her scriptwriting IP titled 'Walama Muru', Student Interviews about Stage 6 Drama. 

'I wanted to do scriptwriting because it would allow me to use my writing skills, but also allowed me to use my creative muscles.'

Rosie Hearne discusses her scriptwriting IP titled 'Game Night', Student Interviews about Stage 6 Drama. 

Student activity 1 - Examples of successful approaches

The interviews above are 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 two concept map to summarise the successful students' approaches to this 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 interviews with Skye Mortimer and Rosie Hearne above. 

• Summarise the experiences of the students in concept map format. Make notes on your concept maps as you watch the videos. Stop the videos so that you can jot down ideas. Add more branches to your concept maps where appropriate. 

• Share and discuss your summaries in pairs or in a small group. Consider: What were some of the strongest messages that came out of the interviews? How were the two approaches different and/or similar? 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 - Strategies for success

Look closely at the at project requirements for scriptwriting. While the 15 minute play can be written in any theatrical style or structure, these choices need to be driven by the theatrical concept and action of the play.

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

• Stage directions 

• Characters

• Dialogue

• Other scripting conventions

Think, pair, share routine

1. Think individually about the components of the scriptwriting project listed above and brainstorm different ways or strategies for using these in a script. Add these ideas under each column.

2. Share and discuss your strategies with a classmate. Did you both have any of the same ideas? Were there any ideas that were different? Are there any you wish to add to your own columns now? 

3. Share your final list with your teacher and/or the class. These ideas could be added to a class collaborative scriptwriting strategy list using a shared Google Doc or any other online document.

Student activity 3 - Apply new understanding 

• Look at the 4 stylistically different plays above. Using the 'read extract' or 'look inside' buttons, explore a few pages from each.

• As you read, pay attention to the scripting conventions and the way the dramatic language and dramatic action work together to communicate the concept and content of the play.

• Record this information in a concept map in your logbook or online. You might use 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 inspire the development of your scriptwriting project.