Performance essay task

Outcomes assessed

A student:

• H2.1 demonstrates effective performance skills 

• H2.2 uses dramatic and theatrical elements effectively to engage an audience  

• H2.3 demonstrates directorial skills for theatre and other media 

• 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.

Essay question

How do Australian theatre practitioners engage audiences with situations and images that confront us socially and personally?

In your exploration of this question, refer to your study of your chosen play/s and your own experiential learning of the topic.

Task description

Part A – performance of essay

• In small groups, present a polished performance (6 to 8 minutes long) that could include:

  • • selected excerpts from one or more of the plays assigned for study in this unit

    • associated and original material relating closely to one or more of the plays

    • a combination of both excerpts, associated and original material.

• You should shape your performance to respond to the essay question. 

• Your thesis should be conveyed through the shaping of the stage action, characterisation, design elements, scene transitions and integration of performance technologies, such as sound, projection and lighting.  

• You must begin your performance essay by expressing your thesis for the performance in response to the question.  You should have one or more people deliver this thesis and it is to be delivered theatrically. Note: there are sample thesis statements at the bottom of this page.

• You must integrate political, cultural and/or social perspectives to engage the audience in your chosen excerpts, associated material and/or original material. 

• You should consider the following questions when shaping your performance.

  • • What are the situations and images that might 'confront us' in the scene you are performing? 

    • What is your thesis? 

    • What is engaging and confronting about this performance?  

    • How can you direct strong action, physical and/or vocal choices to build character/role and interaction with others?

    • How can you employ theatrical techniques which create powerful images to engage the audience in the central ideas?

    • How can you add original transitions (including sound, movement or dialogue) in between chosen material to frame and communicate the performance essay thesis?

    • How can you create engaging design choices – set and costume?

    • How can you experiment with staging and blocking to manipulate the impact of the chosen material on the audience?

    • How can you manipulate atmosphere and tension powerfully through verbal or non-verbal dramatic techniques?

Note: refer to the 'Respectful learning' sections (for example, the Respectful learning page for Stolen) of this resource and consider what is culturally respectful, safe and appropriate for your learning context and audiences. Discuss this with your teacher if you are unsure. For example, review p 34 of Teaching First Nations Content and Concepts in the Drama Classroom, and discuss what is appropriate and not appropriate when learning about and performing Aboriginal and/or Torres Strait Islander characters in the school classroom. Note: your teacher may wish to review this with the whole class.

Part B – rationale

You will also individually submit a 250-350 word rationale of your performance. Your rationale should: 

• outline the dramatic intention and central issues/thesis explored in your scene(s)

• creatively evoke the narrative and/or character journey of the scene(s)

• analyse the dramatic elements, devising process(es) and directorial/design choices used to communicate your overall vision for the scene(s)

• evaluate the intended audience response to your performance.

Marking criteria

A total of 20 marks will be awarded for both parts. A student:

A Range (17-20 marks)

• Communicates a sophisticated response to the essay question through performance  

• Demonstrates extensive knowledge and experience of contemporary theatre practice to inform and enhance directorial and design decisions   

• Demonstrates exemplary performance skills, including vocal, movement and timing, to realise and sustain clearly defined role(s) or character(s)  

• Demonstrates a sophisticated ability to communicate theatrical ideas in a rationale

B Range (13-16 marks)

• Communicates a substantial response to the essay question through performance  

• Demonstrates substantial knowledge and experience of contemporary theatre practice to inform directorial and design decisions   

• Demonstrates substantial performance skills, including vocal, movement and timing, to realise and sustain clearly defined role(s) or character(s)  

• Demonstrates a substantial ability to communicate theatrical ideas in a rationale

C Range (9-12 marks)

• Communicates an adequate response to the essay question through performance  

• Demonstrates some knowledge of contemporary theatre practice to inform directorial and design decisions, that may not achieve their intention 

• Demonstrates adequate performance skills, which may include vocal, movement and timing, to realise some defined role(s) or character(s)  

• Demonstrates an adequate ability to justify theatrical ideas in a rationale

D Range (5-8 marks)

• Communicates a limited response to the essay question through performance  

• Demonstrates limited knowledge of contemporary theatre practice  

• Demonstrates limited performance skills, including vocal, movement and timing  

• Demonstrates a limited ability to describe theatrical ideas in a rationale

E Range (1-4 marks)

• Demonstrates little or no relevant response to the essay question  

• Demonstrates minimal or no knowledge of contemporary theatre practice  

• Demonstrates minimal performance skills to create role(s) or character(s). May play his/herself   

• Presents a minimal rationale