Drama Syllabus

Drama

Stage 6
Syllabus
Original published version updated:
November 2000 – Board Bulletin/Offical Notices Vol 9 No 8 (BOS 56/00)
November 2003 – Board Bulletin/Official Notice Vol 12 No 6 (BOS 64/03)
October 2009 – Assessment and Reporting information updated

The Board of Studies owns the copyright on all syllabuses. Schools may reproduce
this syllabus in part or in full for bona fide study or classroom purposes only.
Acknowledgement of the Board of Studies copyright must be included on any
reproductions. Students may copy reasonable portions of the syllabus for the
purpose of research or study. Any other use of this syllabus must be referred to the
Copyright Officer, Board of Studies NSW. Ph: (02) 9367 8111; fax: (02) 9279 1482.

Material on p 5 from Securing Their Future © NSW Government 1997.
© Board of Studies NSW 2009
Published by
Board of Studies NSW
GPO Box 5300
Sydney NSW 2001
Australia
Tel: (02) 9367 8111
Internet: www.boardofstudies.nsw.edu.au
2009354
Contents
1 The Higher School Certificate Program of Study .................................................. 5

2 Rationale for Drama in Stage 6 Curriculum........................................................... 6
3 Learning for Drama Stage 6 Students ................................................................... 7
4 Aim ........................................................................................................................ 9
5 Objectives ............................................................................................................. 9
6 Course Structure ................................................................................................. 10
7 Objectives and Outcomes ................................................................................... 11
7.1 Table of Objectives and Outcomes ........................................................... 11
7.2 Key Competencies .................................................................................... 14
8 Content: Drama Stage 6 Preliminary and HSC Courses ..................................... 15
8.1 Content: Drama Stage 6 Preliminary Course ............................................ 17
8.2 Content: Drama HSC Course .................................................................... 22
9 Course Requirements ......................................................................................... 28
9.1 Course Requirements ............................................................................... 28
9.2 Course Prescriptions ................................................................................. 32
10 Post-school Opportunities .................................................................................. 33
11 Assessment and Reporting ................................................................................ 34
12 Glossary ............................................................................................................. 35
Drama Stage 6 Syllabus
1 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:
• provide a curriculum structure which encourages students to complete
secondary education;
• foster the intellectual, social and moral development of students, in particular
developing their:
– knowledge, skills, understanding and attitudes in the fields of study they
choose
– capacity to manage their own learning
– desire to continue learning in formal or informal settings after school
– capacity to work together with others
– respect for the cultural diversity of Australian society
• provide a flexible structure within which students can prepare for:
– further education and training
– employment
– full and active participation as citizens
• provide formal assessment and certification of students’ achievements;
• provide a context within which schools also have the opportunity to foster
students’ physical and spiritual development.
5
2 Rationale for Drama in Stage 6 Curriculum

Drama is an art form that explores the world through enactment. It is a collaborative
art form that involves the creative interaction of individuals using a range of artistic
skills. Drama is an important means of understanding, constructing, appreciating and
communicating social and cultural values; interpreting, valuing and transmitting the
past and traditions; exploring, celebrating and challenging the present and imagining
the future.
In Drama, students can investigate, shape, and symbolically represent ideas,
feelings, attitudes, beliefs and their consequences. By studying this major art form
students acquire skills in interpretation, communication, performance and critical
analysis and become aware of the technical processes and technologies that may be
used to heighten dramatic presentation. In the critical study of drama and theatre
students can recognise the collaborative contribution of actors, directors, playwrights,
designers and technicians to production. They develop an understanding of the
cultural traditions and social contexts of drama and theatre.
In Drama, meaning is negotiated and created between the participants themselves
and between the participants and audience. Direct engagement with an audience is
an essential skill in dramatic performance.
Drama can be employed as a technique for exploring personal and community issues
and developing social skills. It caters for a broad range of students from varying
social and cultural backgrounds. It allows for the exploration of attitudes and values
of many groups in Australian society as students make, perform and critically study
aspects of drama and theatre in Australian and other societies and cultures.
The study of Drama will develop the talents and capacities of all students – physical,
emotional, intellectual, social, spiritual, creative and expressive – as well as
developing self-confidence and self-esteem.
This syllabus provides opportunities for students to develop a range of skills and the
opportunity to concentrate on areas of personal interest. It is designed for students
who have completed the Drama Years 7–10 Elective course and for those who are
studying Drama for the first time.
The skills and knowledge acquired through the study of this syllabus may be further
developed and employed in a variety of professions including, but not confined to,
theatre, media, communications and community cultural development. The syllabus
provides continuity with many tertiary and industry courses.
6
3 Learning for Drama Stage 6 Students
Early Stage 1 – Stage 3
Experience in making, performing, appreciating or critically studying as a result of

Creative Arts K–6 Syllabus
(Drama is available within the
Creative Arts K–6 Syllabus)
Stage 4–5
involvement in Drama
Drama Years 7–10
Offered as a 100 or 200

hour elective course
Stage 6
Drama 11–12 Syllabus

Preliminary and HSC courses
Workplace University TAFE Other
7
Drama is located in the K–12 continuum in the Creative Arts K–6 syllabus, Drama
Years 7–10 Elective course and the Drama course in Years 11 and 12.
The Creative Arts K–6 syllabus includes Drama for Stages 1–3. In Drama, students
make, perform and appreciate their own drama and that of others. In making and
performing, students develop knowledge, understanding and skills about contexts
and forms. The contexts are:
• Situation
• Role
• Elements of Drama
• Performance
• Elements of Theatre.
The forms are:
• Improvisation
• Narrative Forms
• Movement and Mime
• Scripted Drama.
In Drama Years 7–10 students engage in an integrated study of:
• the elements of drama
• through the practices of making, performing and appreciation
• within the context of a range of dramatic forms, performance styles and their
dramatic techniques and theatrical conventions.
Students studying Drama for the HSC bring a variety of prior learning experiences
with them. Not all students will have studied the Drama Years 7–10 Elective course.
There is a developmental progression from that course to the Drama Stage 6
syllabus and the outcomes of the Drama Stage 6 syllabus represent a higher level of
achievement.
8
4 Aim
This syllabus is designed for students to experience, understand, enjoy and value
drama as a social, collaborative and creative art form and as an expression of culture
through making, performing and critically studying drama and theatre.
5 Objectives
Students will develop:
knowledge and understanding about, and skills in, making
• drama through participation in a variety of dramatic and theatrical forms
• drama and theatre using a variety of dramatic elements, theatrical techniques
and conventions
values and attitudes about
• the collaborative nature of drama and theatre
knowledge and understanding about, and skills in, performing
• using the elements of drama and theatre in performance
• in improvised and playbuilt theatre, and scripted drama
• the diversity of the art of dramatic and theatrical performance
knowledge and understanding about, and skills in, critically studying
• the place and function of drama and theatre in communities and societies, past
and present
• a variety of forms and styles used in drama and theatre
• drama and the theatre as a community activity, a profession and an industry.
9
6 Course Structure
Preliminary course (120 indicative hours)
Improvisation, Playbuilding, Acting

common course
Elements of Production in Performance
content
Theatrical Traditions and Performance Styles
The components in the Preliminary course are interrelated and should be taught in
an integrated program of study.
HSC course (120 indicative hours)
core content
Australian Drama and Theatre one topic from a choice
of two topics
one topic from a choice

Studies in Drama and Theatre
of seven topics
Group Performance core content
Individual Project one project to be

chosen
Either Or Or Or Or
Critical Design Performance Script- Video

Analysis writing Drama
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7 Objectives and Outcomes

7.1 Table of Objectives and Outcomes
The Preliminary course outcomes are progressive and are subsumed in the HSC
course outcomes.
Making
Objectives Preliminary Course Outcomes HSC Course Outcomes
Through Drama, students
will develop knowledge and
understanding about and
skills in:
The student: The student:
P1.1 develops acting skills in order to H1.1 uses acting skills to adopt and
adopt and sustain a variety of sustain a variety of characters
characters and roles and roles
P1.2 explores ideas and situations, H1.2 uses performance skills to
expressing them imaginatively in interpret and perform scripted
dramatic form and other material
P1.3 demonstrates performance skills H1.3 uses knowledge and
appropriate to a variety of styles experience of dramatic and
 using drama, through and media theatrical forms, styles and
participation in a variety theories to inform and enhance
of dramatic and theatrical individual and group devised
forms works
 making drama and P1.4 understands, manages and H1.4 collaborates effectively to
theatre, using a variety of manipulates theatrical elements produce a group-devised
dramatic and theatrical and elements of production, performance
techniques and using them perceptively and
conventions creatively
P1.5 understands, demonstrates and H1.5 demonstrates directorial skills
records the process of developing
and refining ideas and scripts
through to performance
P1.6 demonstrates directorial and H1.6 records refined group
acting skills to communicate performance work in
meaning through dramatic action appropriate form
H1.7 demonstrates skills in using the
elements of production
and values and attitudes*

about:
P1.7 understands the collaborative H1.8 recognises the value of the
nature of drama and theatre and contribution of each individual to
 the collaborative nature demonstrates the self-discipline the artistic effectiveness of
of drama and theatre needed in the process of productions
collaboration
P1.8 recognises the value of individual H1.9 values innovation and
contributions to the artistic originality in group and
effectiveness of the whole individual work
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Performing

skills in:

P2.1 understands the dynamics of H2.1 demonstrates effective
actor-audience relationship performance skills
P2.2 understands the contributions to a H2.2 uses dramatic and theatrical
production of the playwright, elements effectively to engage
 using the elements of director, dramaturg, designers, an audience
drama and theatre in front-of-house staff, technical staff
performance and producers
 performing in improvised P2.3 demonstrates directorial and H2.3 demonstrates directorial skills
and playbuilt theatre and acting skills to communicate for theatre and other media
scripted drama meaning through dramatic action
P2.4 performs effectively in a variety
of styles using a range of
appropriate performance
techniques, theatrical and design
elements and performance
spaces
and values and attifudes*

about:
P2.5 understands and demonstrates H2.4 appreciates the dynamics of

the commitment, collaboration drama as a performing art
and energy required for a
 the diversity of the art of production
dramatic and theatrical P2.6 appreciates the variety of styles, H2.5 appreciates the high level of
performance structures and techniques that energy and commitment
can be used in making and necessary to develop and
shaping a performance present a performance
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Critically Studying

skills in:
P3.1 critically appraises and H3.1 critically applies understanding of
evaluates, both orally and in the cultural, historical and political
writing, personal performances contexts that have influenced
and the performances of others specific drama and theatre
 recognising the place
practitioners, styles and
and function of drama
movements
and theatre in
communities and P3.2 understands the variety of H3.2 analyses, synthesises and
societies, past and influences that have impacted organises knowledge,
present upon drama and theatre information and opinion in
performance styles, structures coherent, informed oral and
 critically studying a
and techniques written responses
variety of forms and
styles used in drama and P3.3 analyses and synthesises H3.3 demonstrates understanding of
theatre research and experiences of the actor-audience relationship
dramatic and theatrical styles, in various dramatic and
traditions and movements theatrical styles and
movements
and values and attitudes*

about:
 drama and theatre as a P3.4 appreciates the contribution that H3.4 appreciates and values drama
community activity, a drama and theatre make to and theatre as significant
profession and an Australian and other societies by cultural expressions of issues
industry raising awareness and and concerns in Australian and
expressing ideas about issues of other societies
interest H3.5 appreciates the role of the
audience in various dramatic
and theatrical styles and
movements
* Note: While values and attitudes outcomes are included in this syllabus, they are
not to be assessed in the HSC assessment program.
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7.2 Key Competencies

Drama skills and knowledge are frequently developed simultaneously through
participation in creative activity, providing a framework for students to develop
effective higher-order thinking skills considered essential for further education, work
and everyday life. Key competencies are embedded in the Drama syllabus to
enhance student learning.
The key competencies of collecting, analysing and organising information and
communicating ideas and information reflect core processes of enquiry and are
explicit in the objectives and outcomes of the syllabus. The other key competencies
are developed through the methodologies of the syllabus and through classroom
pedagogy.
Students work as individuals and as members of groups to construct work for the
Group Performance and the Individual Project developing the key competencies of
planning and organising activities and working with others and in teams.
In the Making, Performing, and Critically Studying practices within the Drama
syllabus, student learning involves enquiry, research, analysis, experimentation and
reflection contributing to the development of the key competency solving problems.
Students have the opportunity to develop the key competency using technology in
the study of new approaches to Drama and Theatre and dramatic forms in the media
of film, video, radio and CD-ROM.
14
8 Content: Drama Stage 6 Preliminary and HSC Courses

In Drama, the practices of Making, Performing, and Critically Studying interrelate.
Students learn to engage in a collaborative process in which they explore, shape and
symbolically represent imagination, ideas, feelings, attitudes, beliefs and their
consequences.
Making
The practice of making in Drama is characterised by learning that involves
workshopping concepts, ideas and experiences through enquiry, research, analysis
and experimentation.
Students learn experientially, within and in response to situations where they take on
roles. Learning about dramatic meaning will emerge from the making of drama. The
processes of making, performing and critically studying drama and theatre are
valued, whether or not they lead to theatrical performance. Making in Drama involves
students learning through improvising, playbuilding, writing, designing, directing and
interpreting existing scripts. Dramatic forms in the media of film, video and radio offer
other ways in which students may make drama.
Performing
The practice of performing in Drama is characterised by learning that involves
presenting drama and theatre to an audience.
Students learn how to develop an understanding of the nature of drama and theatre
and acquire the skills to perform drama and theatre of their own and to work with the
scripted works of others. Students learn how to develop an understanding of the
elements of drama and theatre in performance, and the roles of designers, actors,
directors, stage managers, theatre administrators, playwrights and others in the
production of performances. In performing, meaning is negotiated and created
between the participants themselves and between the participants and audience.
Consideration of audience is essential to both the making and performing process.
Critically Studying
The practice of critically studying in drama and theatre is characterised by learning
that involves research, critical analysis, evaluation and reflection. Students learn how
to reflect on their own work and the work of others, and extend their cultural, artistic
and social understandings.
Critically studying in drama and theatre involves a reflective and analytical response
to individual performances, to bodies of work by individual artists, performance
groups and theorists, and to historical and cultural movements and performance
traditions. Students learn about the cultural, social and historical contexts of drama
and theatre; the ideas, concepts, themes and texts on which drama and theatre are
based; and the styles and forms that are developed to express or embody them.
15
Students learn through activities such as reading, thinking, discussing, writing and
research in printed and electronic texts; investigative workshops in which practical
questions are explored, reflected upon and analysed; and dramatic and theatrical
presentations and performances in which work is offered to an audience for
response.
Through oral and written responses students learn how to describe, interpret and
evaluate material. They learn to analyse theoretical underpinnings and implications,
making connections between different works, practices and ideas.
Such critical study applies equally to the work undertaken in the Preliminary course
and to the components of the HSC course.
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8.1 Content: Drama Stage 6 Preliminary Course

The Preliminary course comprises:
• Improvisation, Playbuilding and Acting
• Elements of Production in Performance
• Theatrical Traditions and Performance Styles.
Improvisation, Playbuilding and Acting

Outcomes
The student:
P1.1 develops acting skills in order to adopt and sustain a variety of characters and
roles
P1.2 explores ideas and situations, expressing them imaginatively in dramatic form
P1.3 demonstrates performance skills appropriate to a variety of styles and media
P1.4 understands, manages and manipulates theatrical elements and elements of
production, using them perceptively and creatively
P1.5 understands, demonstrates and records the process of developing and
refining ideas and scripts to performance
P1.6 demonstrates directorial and acting skills to communicate meaning through
dramatic action
P1.7 understands the collaborative nature of drama and theatre and demonstrates
the self-discipline needed in the process of collaboration
P1.8 recognises the value of individual contributions to the artistic effectiveness of
the whole
P2.1 understands the dynamics of actor-audience relationship
P2.2 understands the contributions to a production of the playwright, director,
dramaturg, designers, front-of-house staff, technical staff and producers
dramatic action
P2.4 performs effectively in a variety of styles using a range of appropriate
performance techniques, theatrical and design elements and performance
spaces
P2.5 understands and demonstrates the commitment, collaboration and energy
required for a production
P2.6 appreciates the variety of styles, structures and techniques that can be used
in making and shaping a performance
P3.1 critically appraises and evaluates, both orally and in writing, personal
performances and the performances of others
P3.2 understands the variety of influences that have impacted upon drama and
theatre performance styles, structures and techniques.
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Content
In the Preliminary course students learn the skills of Improvisation, Playbuilding and
Acting.
In Improvisation, students learn how to work spontaneously to create characters and
situations, explore ideas and issues, and use, and experiment with, dramatic
elements and structures. When working with scripted material, students learn how to
use improvisation to develop understanding of issues, themes, characters and
dramatic forms and styles.
In Playbuilding, students learn to collaborate in devising original presentations using
dramatic elements, structures and performance styles. Students learn how to use
acting skills and performance spaces and how to establish an actor-audience
relationship appropriate to style and purpose. Students learn to use production
elements such as costume, sound and lighting. Playbuilding can lead to students
learning to transform work into scripted form using appropriate conventions and
directions.
In Acting, students learn to perform drama and theatre to an audience. Acting can
occur in both live performance before an audience and in the media of film and video
and pre-recorded radio drama.
Students learn how to use the voice and body, in conjunction with the mind and the
imagination, to transform themselves as actor into a fictitious character. In
characterisation, whether created by the actor, or interpreted from a script, students
learn how to use dramatic elements, analysis of motivations, reactions and
relationships, and the ability to sustain a character in performance situations.
Students learn how to record their experiences in logbooks as reflections, critical
appraisals of their own work and the work of others, research, analysis, drafts,
character profiles, notes, extracts from scripts, reviews and director’s notes.
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Elements of Production in Performance

Outcomes
The student:
P1.5 understands, demonstrates and records the process of developing and refining
ideas and scripts through to performance
dramatic action
P1.7 understands the collaborative nature of drama and theatre and demonstrates
the self-discipline needed in the process of collaboration
P2.1 understands the dynamics of actor-audience relationship
P2.2 understands the contributions to a production of the playwright, director,
dramaturg, designers, front-of-house staff, technical staff and producers
dramatic action
spaces
P2.5 understands and demonstrates the commitment, collaboration and energy
required for a production
P2.6 appreciates the variety of styles, structures and techniques that can be used in
making and shaping a performance
theatre performance styles, structures and techniques.
19
Content
Performance uses the elements of production to communicate a scripted or
unscripted drama to an audience.
Students learn about rehearsal scheduling and processes including adapting to
different performance spaces and venues when developing original or scripted
material for performance. They learn about and use the technical terminology of the
stage and theatre.
Students learn about the roles of the director and the designer through practice,
research and writing about their experiences. They learn how the elements of
production such as set, properties, costume, sound and lighting can enhance their
production when transferring from developmental stages to performance. They learn
about the roles of stage management and crew, front-of-house organisation and
publicity. Practical skills in these roles will be gained from taking on various
responsibilities during class performances throughout the course, to develop practical
skills which will be supplemented by observation, discussion, research, interviews,
prepared talks and written assignments.
As audience members, students learn to observe, comment on and write about
directorial and design concepts, acting techniques and audience reactions. They will
learn to apply their knowledge and experiences of theatrical styles and forms to
analyse the social and cultural contexts of performances and the effectiveness of
productions.
Through reading, listening to, viewing and discussing critical reviews and analyses,
students learn how to appraise, evaluate and review performances.
20
Theatrical Traditions and Performance Styles

Outcomes
The student:
dramatic action
spaces
P2.6 appreciates the variety of styles, structures and techniques that can be used in
making and shaping a performance
theatre performance styles, structures and techniques
P3.3 analyses and synthesises research and experiences of dramatic and theatrical
styles, traditions and movements
P3.4 appreciates the contribution that drama and theatre make to Australian and
other societies by raising awareness and expressing ideas about issues of
interest.
Content
All performance, however old or new, occurs within an historical, social and cultural
context. Students learn about the importance of these contexts and develop
performance skills through exploring the differences in performance spaces, acting
techniques, dramatic structures and theatrical conventions.
Students learn that key elements of theatrical performance such as the presence of
the actor, the use of space, the role of image and sound, the principles of structure
and the role of story and narrative have different meanings and significance in
different contexts. Learning will encompass a range of cultural perspectives through
the material chosen to be studied.
In studying Theatrical Traditions and Performance Styles, students learn
experientially. This occurs through practical workshops using improvisation and
playbuilding and a variety of texts, scripts or extracts from scripts. In this work they
will use dramatic and theatrical techniques appropriate to the tradition and style.
Through research, discussion and theatre visits, students learn about the ways in
which theatrical traditions and performance styles inform all drama and theatre.
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8.2 Content: Drama HSC Course

The HSC course comprises:
• Australian Drama and Theatre (Core component)
• Studies in Drama and Theatre
• the Group Performance (Core component)
• the Individual Project.
Australian Drama and Theatre (Core component) and Studies in Drama and
Theatre
Outcomes
The student:
H1.1 uses acting skills to adopt and sustain a variety of characters and roles
H1.2 uses performance skills to interpret and perform scripted and other material
H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and
theories to inform and enhance individual and group-devised works
H1.5 demonstrates directorial skills
H1.7 demonstrates skills in using the elements of production
H1.9 values innovation and originality in group and individual work
H2.3 demonstrates directorial skills for theatre and other media
H2.4 appreciates the dynamics of drama as a performing art
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
H3.3 demonstrates understanding of the actor-audience relationship in various
dramatic and theatrical styles and movements
H3.4 appreciates and values drama and theatre as significant cultural expressions
of issues and concerns in Australian and other societies
H3.5 appreciates the role of the audience in various dramatic and theatrical styles
and movements.
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Content
In Australian Drama and Theatre and Studies in Drama and Theatre students learn
through theoretical study about the themes and issues, the historical, social, cultural
and political contexts of particular forms, styles, movements or traditions of theatre,
or the work of a specific artist, practitioner, group or company. They learn about
dramatic and theatrical structures, forms, styles and conventions and gain practical
experience of them through workshops culminating in presentations and
performances using relevant acting techniques, characterisation, performance styles
and spaces.
Students learn to analyse, interpret and synthesise their research through discussion
and debate, and through structuring their opinions in written responses.
In Australian Drama and Theatre students learn about aspects of drama and theatre
in Australian societies and cultures, past and present, through study of ONE of two
topics. While the topics differ in the period to which they refer, the perspectives
through which they are to be approached are similar. The topics will be published
separately.
Studies in Drama and Theatre involves students learning about aspects of drama
and theatre in societies and cultures, past and present. Productions and works for
this topic may be drawn from Australian and non-Australian material. The topics will
be published separately. Students are to study ONE of seven topics.
23
The Group Performance (Core component)

Outcomes
The student:
H1.1 uses acting skills to adopt and sustain a variety of characters and roles
H1.4 collaborates effectively to produce a group-devised performance
H1.6 records refined group performance work in appropriate form
H1.8 recognises the value of the contribution of each individual to the artistic
effectiveness of productions
H1.9 values innovation and originality in the group and individual work
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
and movements.
24
Content
Each student learns to collaborate with a group to devise and perform in a piece of
original theatre. They learn how to work cooperatively in creating dramatic works,
presenting their own opinions confidently and listening to the ideas of others. They
develop their Group Performance using a variety of playbuilding techniques and
approaches. They learn to structure their work using dramatic elements and
theatrical conventions. They learn how to edit and refine their work through
rehearsal, evaluation and editing. In their performance they use expressive skills that
are appropriate to the chosen style or form. They learn how to realise and sustain a
role and how to establish a relationship with the audience.
As a starting point for the Group Performance, students must choose ONE topic from
a list of topics or ideas which will be published separately and which may be changed
in total or in part every two years.
In order to assist the development of the idea or topic chosen for the Group
Performance, students may choose to use materials that may include art works such
as paintings, sculptures and photographs; stories such as legends, myths and
science fiction; music such as classical, contemporary and indigenous; documents
such as reports, autobiographies, oral history, interviews and documentaries.
Students chart the process of the development of their performance in a logbook.
They learn how to reflect upon, record, interpret, synthesise, research, and describe
the process undertaken, as well as problems encountered and strategies used to find
solutions.
This performance depends on and extends knowledge, skills and experiences gained
by students in the Preliminary course, and will be further informed by knowledge and
experiences from their studies of Australian Drama and Theatre, and Studies in
Drama and Theatre in the HSC course.
25
The Individual Project

Outcomes
The student:
H1.5 demonstrates directorial skills
H1.7 demonstrates skills in using the elements of production
H1.9 values innovation and originality in group and individual work
H2.1 demonstrates highly developed performance skills
and movements.
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Content
In the Individual Project students learn how to initiate and present a project in an area
of interest developed during study in the Preliminary course. They use the
knowledge, skills and experiences acquired in the Preliminary course to select an
area in which to specialise. Students then learn how to develop concepts and use
innovation. They learn how to describe their intentions and the approach they intend
to take in realising the project. They learn how to use skills appropriate to the area in
which they are working, whether it is based on critical reviews of performances,
dramaturgy, direction, design, performance, scriptwriting or drama on video. They
learn how to manipulate theatrical elements and conventions to achieve their aims.
In preparing their Individual Project, students learn how to plan, evaluate and
structure their work into a refined presentation that meets the criteria of each project.
Students chart the process of their project in a logbook. They learn how to reflect
upon, record, interpret and synthesise research, edit preliminary sketches or drafts,
adapt work to specifications of time or length, and to submit work in a prescribed
form.
The Individual Project will take one of the following forms:
• Critical Analysis
• Design
• Performance
• Scriptwriting
• Video Drama.
The content for the Individual Projects in Critical Analysis (Director’s Folio) and
Design (Set, Costume, Lighting, Publicity) will be based on one of the texts in a
separately published list, which may change in total or in part every two years.
Individual Projects will be determined by negotiation between the student and the
teacher at the beginning of the HSC course.
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9 Course Requirements
9.1 Course Requirements
Preliminary Course
Indicative hours required to complete the course: 120hrs
Exclusions:
– When preparing programs of study for the Preliminary course, it is important to
exclude any topics that will be studied in the HSC Drama course, or any texts
that students will be studying in any other HSC subjects (eg English or
Languages).
– While students in the Preliminary course may attend productions of texts that
they will be studying in their HSC course, they may not take part in performances
of these plays.
HSC Course
Indicative hours required to complete the course: 120hrs
Exclusions:
– When choosing their Individual Project, students must ensure that they do not
choose a topic or text that they are studying in Drama (as part of Australian
Drama and Theatre or Studies in Drama and Theatre) or in any other of their
HSC courses. For example, they may not use extracts from a text they are
studying in English for the Individual Project Performance, or a playwright they
are studying in Ancient History for the Individual Project: Critical Analysis
(Research).
– Teachers should ensure that students do not submit the same project for
any other HSC subject.
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Course Requirements for the Components of the HSC Course

Australian Drama and Theatre (Core component)
This component and the Group Performance comprise the Core. In Australian Drama
and Theatre ONE topic only will be chosen from a choice of TWO.
The two topics will relate to aspects of drama and theatre in Australian societies and
cultures, past and present. While topics may differ in the form, style or historical
period they will incorporate a specific perspective on Australian Drama and Theatre.
Learning experiences should be both experiential and theoretical, including
workshops and presentations, focusing on relevant acting techniques,
characterisation, performance styles and spaces, themes, issues and historical and
social perspectives relevant to the set topic.
Topics in this section will be published separately and may be changed in part every
three years.
Studies in Drama and Theatre

Students will be required to select ONE topic from a choice of SEVEN. This topic will
focus on drama and theatre in societies and cultures in the world, including Australia.
Learning experiences should be both experiential and theoretical including
workshops and presentations, focusing on relevant acting techniques,
characterisation, performance styles and spaces, themes, issues and historical and
social perspectives relevant to the set topic.
Group Performance (Core component)

The Group Performance will be a piece of original theatre which:
• is a complete theatrical statement demonstrating a sense of dramatic shape and
structure
• provides opportunity for each student to demonstrate his or her performance
skills
• is performed by no fewer than three and no more than six students
• is 8–12 minutes in duration.
The Group Performances and Individual Projects have either time, word length
and/or other requirements (see details below). In preparing for the HSC examination,
student are to work within these requirements. Performances and projects that are
substantially under duration, length or have required items missing may not fully
address all or some of the marking criteria. Performances that go significantly over
time will be stopped by the examiners, and material that significantly exceeds the
stipulated word lengths or other requirements will be disregarded.
The teacher will be required to act as a supervisor and facilitator, using a variety of
strategies, including advice, assistance and negotiation. However, at no time should
the teacher, or any other adviser, including outside tutors, assume the role of
director. Work on the Group Performances should commence at the start of Term 2
of the HSC year.
29
Logbook for Group Performance

As part of the Group Performance, each student is required to present a logbook of
his/her involvement in, and reflections on, the development of the performance.
Examiners have the right to consult these to assist them in their deliberations.
However, they will not be used as part of the external examination mark.
As a personal record of the students’ involvement in the production process, the
logbook may be assessed as part of the school assessment mark for the Group
Performance. Teachers should date and sign logbooks, but assessment marks and
comments should be recorded separately.
The logbook should provide:
• a record of initial ideas shared
• a record of research and reading undertaken and how this contributed to the
process
• an ongoing description and analysis of problems encountered and strategies
used in finding solutions
• a record of constructive advice and comments received from audiences such as
fellow students, parents and friends, teacher and assessors of works-in-progress
• comments on aspects of staging, lighting and design, where applicable
• a record of the final product.
Individual Project
The Individual Projects will be negotiated between the student and the teacher at the
beginning of the HSC course. It may be formalised by the writing of a contract that
could be retained until the formal certification is completed prior to the examination.
When choosing their Individual Project, students must ensure that they do not
choose a topic or text that they are studying in Drama or in any other of their HSC
courses. For example, they may not use extracts from a text being studied in English
for the Individual Project Performance or a playwright being studied in Ancient
History for the Individual Project: Critical Analysis (Applied Research Report).
Teachers should ensure that students do not submit the same project for any
other HSC subject.
The Group Performances and Individual Projects have either time, word length
and/or other requirements (see details below). In preparing for the HSC examination,
student are to work within these requirements. Performances and projects that are
substantially under duration, length or have required items missing may not fully
address all or some of the marking criteria. Performances that go significantly over
time will be stopped by the examiners, and material that significantly exceeds the
stipulated word lengths or other requirements will be disregarded.
Rationale
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.
30
The rationale is considered a part of the project. While not marked externally, it will
be referred to by examiners in the marking process to confirm the intent of the
student work.
For the Individual Projects: Critical Analysis (Director’s Folio), Design and Video
Drama, the rationale will be an explanation of the directorial concept, which provides
a coherent vision of the play or video drama.
In the other project areas, Critical Analysis (Portfolio of Theatre Criticism) and Critical
Analysis (Applied Research Report), Performance and Scriptwriting, the rationale will
be an explanation of the overall intention of the work. This includes the approach
taken and the reasons leading to eventual decisions.
In the submitted Individual Projects, the rationale should be a separate item (ie not in
the logbook). For Individual Project Performance, the rationale must be on the final
page of the logbook.
Logbook for Individual Project
The logbook must be submitted with the Individual Project. Examiners may use it for
verification, but the logbook will not be used as part of the external examination mark.
However, it may be used as part of the school assessment. 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 or audiences
• personal reflections and evaluations.
31
The following table summarises the requirements for Individual Projects. It should be
read in conjunction with Assessment and Reporting in Drama Stage 6 and the
current Drama Stage 6 Course Prescriptions.
Individual Project Requirements

Critical Analysis – Director’s Folio This project comprises a folio of work based on
one of the texts listed on the current
Design/Critical Analysis text list.
Critical Analysis – Portfolio of Theatre Criticism This project comprises four reviews of live
theatre performances attended during the HSC
course.
Critical Analysis – Applied Research Project This project will take the form of a structured
report on the results of an investigative
research.
Design – Costume This project includes costume renderings and
supporting materials based on one of the texts
listed on the current Design/Critical Analysis
text list.
Design – Lighting This project includes lighting plans and
supporting materials based on one of the texts
listed on the current Design/Critical Analysis
text list.
Design – Promotion and Program This project includes the development of a
poster, program and promotional materials
based on one of the texts listed on the current
Design/Critical Analysis text list.
Design – Set This project includes the development of a
three-dimensional model, plans and supporting
materials based on one of the texts listed on
the current Design/Critical Analysis text list.
Performance This project involves the development of a solo
performance.
Scriptwriting This project involves the development of a
script for a complete play for live performance.
Video Drama This project involves the development of a
short video drama which is a narrative
developed by the student.
9.2 Course Prescriptions

There are prescribed topics and texts required for study in the Drama Stage 6 HSC
course. These are published on the Board of Studies website
www.boardofstudies.nsw.edu.au. As the prescribed topics and texts are reviewed,
the amendments will be published on the Board of Studies website.
32
10 Post-school Opportunities
The study of Drama Stage 6 provides students with knowledge, understanding and
skills that form a valuable foundation for a range of courses at university and other
tertiary institutions.
In addition, the study of Drama Stage 6 assists students to prepare for employment
and full and active participation as citizens. In particular, there are opportunities for
students to gain recognition in vocational education and training. Teachers and
students should be aware of these opportunities.
Recognition of Student Achievement in Vocational Education and Training
(VET)
Wherever appropriate, the skills and knowledge acquired by students in their study of
HSC courses should be recognised by industry and training organisations.
Recognition of student achievement means that students who have satisfactorily
completed HSC courses will not be required to repeat their learning in courses in
TAFE NSW or other Registered Training Organisations (RTOs).
Registered Training Organisations, such as TAFE NSW, provide industry training and
issue qualifications within the Australian Qualifications Framework.
The degree of recognition available to students in each subject is based on the
similarity of outcomes between HSC courses and industry training packages
endorsed within the Australian Qualifications Framework (AQF). Training packages
are documents that link an industry’s competency standards to AQF qualifications.
More information about industry training packages can be found on the National
Training Information Service (NTIS) website (www.ntis.gov.au).
Recognition by TAFE NSW
TAFE NSW conducts courses in a wide range of industry areas, as outlined each
year in the TAFE NSW Handbook. Under current arrangements, the recognition
available to students of Drama in relevant courses conducted by TAFE is described
in the HSC/TAFE Credit Transfer Guide. This guide is produced by the Board of
Studies and TAFE NSW and is distributed annually to all schools and colleges.
Teachers should refer to this guide and be aware of the recognition available to their
students through the study of Drama Stage 6. This information can be found on the
TAFE NSW website (www.tafensw.edu.au/mchoice).
Recognition by other Registered Training Organisations
Students may also negotiate recognition into a training package qualification with
another Registered Training Organisation. Each student will need to provide the RTO
with evidence of satisfactory achievement in Drama Stage 6, so that the degree of
recognition available can be determined.
33
11 Assessment and Reporting

Advice on appropriate assessment practice in relation to the Drama syllabus is
contained in Assessment and Reporting in Drama Stage 6. That document provides
general advice on assessment in Stage 6 as well as the specific requirements for the
Preliminary and HSC courses. The document contains:
 suggested components and weightings for the internal assessment of the
Preliminary course
 mandatory components and weightings for the internal assessment of the HSC
course
 the HSC examination specifications, which describe the format of the external
HSC examination.
The document and other resources and advice related to assessment in Stage 6
Drama are available on the Board’s website at
www.boardofstudies.nsw.edu.au/syllabus_hsc
34
12 Glossary
conventions common principles of form and/or style shared by
performers and audiences, usually by tradition, but
sometimes negotiated within the performance
design concepts the idea or vision of the designer, in consultation with
the director, in interpreting the play for performance
design elements include line, shape, space, colour, mood, atmosphere,
visual and aural texture, scale and visual relationships
directorial concept/vision is based on the director’s creative interpretation of the
play’s text, themes, characters, style, mood, structure
and context
elements of drama include tension, focus, rhythm, space, movement,
sound, time, symbol, mood, pace, pause and
atmosphere, character/role, actor and audience
relationship
elements of production include direction, dramaturgy, design, technical
operation and stage management (see Elements of
Production in Performance page 20)
experiential learning involves students in learning activities that focus on the
experience rather than the theory only. For instance,
experiential learning in Design will involve students
creating a design, working with design rather than just
reading about a design
forms established sets of structural principles (sometimes
rules) by which drama and/or theatre is produced and/or
critically evaluated. Examples include historical forms
such as Ancient Greek theatre, commedia dell’arte,
melodrama, farce, or one of the forms of classical Asian
theatre, and recent forms such as community and event
theatre, contemporary, avant-garde performance, mixed
media, or drama on film
improvisation spontaneous, unscripted (but not necessarily unplanned
or unprepared) performance, used either as a rehearsal
technique or in live performance
media feature story an article on a production, or an aspect of a production,
published in a newspaper or magazine. It could be
based on an interview with the playwright, director,
designer(s) or a performer or performer(s) or include
quotations from any of these
35
performance style refers to elements used in the realisation of a work in

performance. Where the work is text-based, the written
play-text itself will often imply the adoption of a certain
performance style. Thus a text suggestive of a music-
hall entertainment implies a music-hall style of
presentation. It is also possible for a director to
approach a work through a performance style alien to
the original text (eg a Kabuki Shakespeare)
rationale a declaration explaining motivations and making known
intentions. In this syllabus the term is used to expand
the idea of the artistic idea or concept behind each of
the Individual Projects
styles established aesthetic features of any part of the process
of making and performing works of drama and theatre
(including styles of writing, directing, design and
performance)
text the set of signs that may be read as producing meaning
in any work, not including the contextual meanings that
the reader brings. So the text of a novel is the words on
the page, the text of a film is the images on the screen
together with the soundtrack, and the text of a theatrical
performance includes all the elements of production
traditions commonly held meanings and/or values, or types of
practice, in a particular society, considered historically
workshop the process of action-learning and exploration
conducted in class or in the rehearsal room, involving
asking theoretical and practical questions and exploring
them through the experimental investigation of possible
answers
36

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Drama

Material on p 5 from Securing Their Future © NSW Government 1997.

© Board of Studies NSW 2009

Tel: (02) 9367 8111

1 The Higher School Certificate Program of Study .................................................. 5

1 The Higher School Certificate Program of Study

2 Rationale for Drama in Stage 6 Curriculum

3 Learning for Drama Stage 6 Students

Early Stage 1 – Stage 3

Experience in making, performing, appreciating or critically studying as a result of

Offered as a 100 or 200

Drama 11–12 Syllabus

Workplace University TAFE Other

Improvisation, Playbuilding, Acting

HSC course (120 indicative hours)

one topic from a choice

Group Performance core content

Individual Project one project to be

Critical Design Performance Script- Video

7 Objectives and Outcomes

and values and attitudes*

Objectives Preliminary Course Outcomes HSC Course Outcomes

The student: The student:

and values and attifudes*

P2.5 understands and demonstrates H2.4 appreciates the dynamics of

Objectives Preliminary Course Outcomes HSC Course Outcomes

and values and attitudes*

7.2 Key Competencies

8 Content: Drama Stage 6 Preliminary and HSC Courses

8.1 Content: Drama Stage 6 Preliminary Course

Improvisation, Playbuilding and Acting

Elements of Production in Performance

Theatrical Traditions and Performance Styles

8.2 Content: Drama HSC Course

The Group Performance (Core component)

The Individual Project

Course Requirements for the Components of the HSC Course

Studies in Drama and Theatre

Group Performance (Core component)

Logbook for Group Performance

Individual Project Requirements

9.2 Course Prescriptions

11 Assessment and Reporting

performance style refers to elements used in the realisation of a work in

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