Study notes
A suggestion for how to structure study notes for Neighbourhood Watch
Syllabus outcomes
A student:
H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
It is important to consolidate your learning in practical activities by reflecting in writing and keeping notes on the experiential evidence you accrue in class. In addition to reinforcing what you have learned about drama, these notes will be useful for revising for written assessment and examinations.
Consider making your own study note table and including key moments of performance and learning from your class activities.
You could use these as your note table headings (from left to right).
Ideas and images – what key moment or image from the play do you want to talk about?
Theoretical evidence – what quotation of dialogue or stage direction prompts the moment from the play script?
Experiential evidence – when did you see this moment performed in class or on stage?
Conventions, techniques, forms, styles – what conventions or dramatic techniques work together to create meaning in this moment of performance?
Impact on audience – what impact did seeing this performance have on the audience? Note: this could be you as a performer during the performance too.
Example of how to fill in a study note table
Syllabus outcomes
A student:
H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
Ideas and images – cross-cultural communication and shared wisdom in a multicultural society
Theoretical and experiential evidence – during our drama class, studying Neighbourhood Watch by Lally Katz was an important experience for me in exploring cross-cultural understanding and shared wisdom in a multicultural Australian society. Playing Ana, my objective was clear: get to the truth. When I confronted my peer, who was acting as Catherine, I delivered Ana's line, 'Don't lying me. I can no help you if you is lying me,' with Ana's scripted use of English, emphasising Ana's determination. My gestures were intense, pointing insistently, and my vocal tone was confrontational. Catherine's response, 'It's complicated,' was delivered hesitantly with a shrug, symbolising her uncertainty. The audience's laughter at Ana's grammar errors initially made me uncomfortable, but it added comedic tension, and I tried to play Ana as proud and knowledgeable, with fantastic posture, highlighting Ana's relentless pursuit of truth. To convey Ana's resilience, I focused on posture and eye contact, projecting confidence. Timing was key, ensuring Ana's revelations engaged the audience deeply. Our workshop incorporated improvisation to extend the physicalisation of the scene and give Ana more movement-based proxemics to help get the truth out of Catherine. We also used the convention of minimalist set design, enabling us to delve into characters and relationships.
Experiential evidence – included above in the description of the class workshop, for example, 'My gestures were intense, pointing insistently'.
Conventions, techniques, forms, styles:
Improvisation to extend silences through movement and proxemics
Minimalist set design
Time and symbol (elements of drama).
Impact on audience – I believe our performance altered the audience's perception of Ana. They began to see her as more than just an immigrant but as someone determined and strong-willed, sparking empathy for her experiences in Australia.
Activity 6 – completing the examples
Syllabus outcomes
A student:
H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements
H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009, p 22.
Learning intention
To develop a deeper understanding of Neighbourhood Watch as a play text by completing or updating the incomplete study note examples below.
Instructions
In this activity, you will use the suggestions and 'Example of how to fill in a study note table' to complete or update the 'Incomplete study note' scaffolds below. You might add your own ideas, class discussion or experiential learning from workshops and practical activities you have completed in class.
Read the incomplete scaffolds first. Discuss which parts you agree or disagree with.
For the parts you agree with, find theoretical and experiential evidence to support your thinking.
For the parts you disagree with, change the argument to align with your thinking, then find theoretical and experiential evidence to support your thinking.
For the parts you don't understand, conduct research or refine the terminology to better reflect your thinking.
Complete any other parts of the scaffold that are missing or need more detail.
Share with a peer or your teacher to seek feedback and refine your completed scaffold further.
Once completed, don't forget to add to your study notes.
Incomplete study note scaffold 1
Ideas and images – Ana’s stories, and the staging of them, bring history to life. The historical element of the story adds another layer to the narrative. The magical realism of Neighbourhood Watch serves to reveal the psychology of its characters – their shared trauma - Catherine’s grief and Ana’s losses, war and isolation.
Theoretical evidence – the magical elements also allow the audience to experience the past that inhabits and influences the central characters’ lives in the present – to create an immersive, sensory experience for the audience, as well as a compelling narrative. Magical realism has the power to reflect lived experience from the internal world of its characters.
Experiential evidence –
Conventions, techniques, forms, styles:
Impact on audience –
Incomplete study note scaffold 2
Ideas and images – In the play Neighbourhood Watch, the story is not bound by a conventional sense of time. Ana and Catherine move fluidly between time and space. Objects and characters have a transformational quality. This allows for a simultaneous exploration of historical and contemporary social and cultural issues around Ana and Catherine's identity and belonging in Australian society.
Theoretical evidence – The performance styles change abruptly, with a realistic scene suddenly interrupted by a change in setting, introduction of a character from the past, and/or a shift in atmosphere.
Experiential evidence –
Conventions, techniques, forms, styles:
Neighbourhood Watch is, at times, Epic in scale and utilises Epic conventions such as transformational acting and non-linear structure. This hybridity of style is contemporary theatre practice in action.
Impact on audience –
References
Course prescriptions for Drama Stage 6 2019–2024 © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2023.
Drama Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2009.
Katz, L. 2014. Neighbourhood Watch [play script]. Currency Press.