Logbook and rationale
Logbook for the individual project
Reflective writing is a requirement of the Stage 6 Drama syllabus. There are 2 logbooks required for the HSC course. All students must have a logbook that records the development of their group performance and a logbook which follows the development of the individual project.
Students should use the logbook regularly to document and reflect on their learning experiences while developing the individual project. Students should learn that reflection involves analysis, description and evaluation of ideas and developments. Logbooks should not simply record the events of a lesson. Students should use subject specific vocabulary and drama terms in their reflections. They can write in the first person (I, me, my).
Teachers will regularly check, date and sign logbooks. The logbook is an opportunity for students to create a dialogue with their teacher and give them insight into the individual project process and progress. Teachers can also learn about areas of strength and assess need for support through the logbook.
According to the NESA website, as part of the Individual Project, each student is required to present a logbook of his/her reflections on the development of their work. Schools collect and retain logbooks until Term 2 of the following year. Teachers may assess logbooks as part of the school’s internal assessment, but logbooks will not be used as part of the external examination mark.
Teachers should date and sign logbooks, but assessment marks and comments should be recorded separately.
The logbook is a documentation of the process of the Individual Project and should provide:
a clear statement of intention, agreed to by the student and the teacher, in the form of a contract
the motivations for selecting the project
the ideas and approaches used
evidence of research and selection of resources
support material used, including sketches, clippings, photographs and other sources
decisions made and solutions to problems
the extent to which original intentions were achieved
drafts and redrafts with explanations for any changes in direction
evaluations and constructive advice from advisers and/or audiences
personal reflections and evaluations.
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.
Keeping and presenting the logbook
The individual logbook must accompany the individual project. It should be a working record of the process/journey that the student has taken in reaching the finished product.
This could include starting points, agonising, decision making, characters, images, negotiating, inspiration, poems, sketches, re-drafts, editing, reactions, brainstorming, changes, goals, research, extracts, colours, synthesising, formulating, clippings, planning, improvising, evaluating, hot seating, photographs, quotes, prop lists, evaluation, annotated scripts, emotions, feelings, music, designs, summarising, drafts and analysing.
Evaluating the logbook
Teachers may evaluate the logbook as part of the school assessment in the HSC course. Though the logbook may be requested by NESA or viewed by examiners for verification purposes, the logbook is not used as part of the external examination mark.
Work sample from a Year 12 individual project logbook
Student reflection
The idea is clearer now. Even though I had read the book three times, and had all those preliminary notes about Alex from the book version, it was still hard to know what dialogue to use. So I asked some of the other students if they would give me some time to hot-seat me as Alex to see if I could find out anything more about the character, and I'd record it on tape and use that to write my own dialogue.
Year 12 student work sample of a logbook mind-map.
Well, it worked to a certain extent, but of course we didn't have long enough, so I decided to hot-seat Alex myself. I suppose it isn't really 'hot-seating ' but I couldn't ask people to keep giving up time for me. Anyway, it worked! Now, I'm going to copy down the questions and answers into my log, and see how they connect with the information I have already collected. The main thing is, I'm sure I know Alex better now than I did before. I'm starting to understand what motivates Alex.
Oh, I forgot to say that I dressed up as Alex for the hot-seat, and answered in character. It was good, because I only slipped out of character a couple of times and I think the costume really adds to the characterisation. In my next IP meeting with Ms Russo, I'll ask if we can listen to the recording. She may be able to help tell me where the accent is dropping too. I took some photos of myself in the costume and I've stuck them on the next page.
Teacher comment
The hot-seat was a really good idea, Sam. You seem to know much more about the character now and have gone beyond what you had previously written about Alex from the novel. As you know from listening to the recording in our meeting, you are still falling away at the end of sentences, and running words together a little too much. I know this is part of the accent, we've discussed that before, what I'm concerned about is that it's going to be hard for the audience to hear some of the words and that they may lose meaning. Perhaps if you try to slow it down a bit more, it would fit in with Alex's drawl too, that may help. Try recording your next rehearsal and listen carefully to see if you can hear what I mean.
Rationale
The NESA website states that for each Individual Project students will be required to present a 300-word rationale clearly explaining the intention of the project and the approach that has been taken.
The rationale is considered a part of the project and must be submitted to examiners with the project/performance. While not marked externally, it is referred to in the marking process to confirm the intent of the student’s work.
There are two approaches to the rationale, depending on the project.
Rationale as a directorial concept
Critical Analysis – Director’s Folio
Design
Video Drama
Rationale as a statement of intent
Critical Analysis – Portfolio of Theatre Criticism
Critical Analysis – Applied Research Report
Performance
Scriptwriting
For the Individual Projects that require the conceiving of a directorial interpretation and vision for the project, the rationale should be an explanation of the student’s directorial concept. A directorial concept should provide an analysis of the central action of the drama and a consistent and coherent interpretation and vision for the production.
In the other project areas – Critical Analysis (Portfolio of Theatre Criticism), Critical Analysis (Applied Research Report), Performance, and Scriptwriting – the rationale should be an explanation of the overall intention of the project. This includes the approach taken and the reasons leading to final decisions.
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.
Students can clarify their intention and justify the choices they have made in the individual project by developing and redrafting their 300-word rationale throughout the development process. Teachers may also use the rationale as a tool for formative assessment of the individual project.
Rationale Guide
The HSC IP rationale guide (DOCX 72KB) provides a scaffold and sample paragraphs for suggested individual project rationale development. Using the scaffold, can support HSC drama students in structuring and expressing a clear and succinct dramatic intention for the submitted project or individual performance.
Student activity 1
Complete the logbook and rationale quiz below and share your score with your teacher. Your teacher may send this to you as a separate link.
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.