1. VCE DRAMA STUDY DESIGN 2019-2023
IMPLEMENTATION WORKSHOP

2. © Victorian Curriculum and Assessment Authority 2018
The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.

3. Implementation in 2019 Units 1 and 2 and Units 3 and 4
Available online on VCAA website
Study Design
Advice for teachers (Term )
List of resources (Term )
Performance examination specifications (early 2019)
Written examination specifications and sample questions (early 2019)

4. Part 1
STUDY OVERVIEW

5. Introduction, Scope of study, Rationale & Aims (p. 5 - 6)
Teachers should thoroughly familiarise themselves with the Study Design including:
Introduction, Scope of study, Rationale & Aims (p )
Structure (p. 6)
Assessment and Reporting (p. 8)
Units 1 – 4 (p. 13 – 31)
Teachers need to become familiar with the study design and thoroughly read the introduction, structure and content of each Unit.
The study design is the only prescribed document that must be used in the planning of a VCE Drama course.
The study design details the content that is to be taught and how it is to be assessed.
Note: text books and subject association materials are only resources, they do not prescribe the content of VCE Drama.
Note: the study design is only available online, the VCAA no longer prints hard copy study designs. The study design is available on the VCAA website on the VCE Drama study page.
School-based assessment administration information and criteria will be published in Term 1, 2019.
Examination material will be published in Term 1, 2019.

6. SCOPE OF STUDY
VCE Drama focuses on connections between work that students devise and perform and their study of work by other drama practitioners and contemporary and traditional drama practice.
The focus of the study is on the creation and performance of characters and stories that communicate ideas, meaning and messages.

7. RATIONALE
In VCE Drama, students tell stories, explore ideas, make sense of their worlds and communicate meaning through the practice of performance-making. The study of drama enables students’ individual and collective identities to be explored, expressed and validated. Through the processes of devising and performing Drama, students investigate self and others by exploring and responding to the contexts, the narratives and the stories that shape their worlds.

8. UNIT TITLES VCE DRAMA 2019-23 1 Introducing performance styles 2
Australian identity 3
Devised ensemble performance 4
Devised solo performance
The Advice for Teachers provides examples of a range of performance styles that may be studied across Units 1 to 4. However, there is not a definitive list.

9. OUTCOME TITLES VCE DRAMA 2019-23 1 2 3 4
Introducing performance styles
Creating a devised performance
Presenting a devised performance
Analysing a devised performance
Analysing a professional drama performance 2
Australian identity
Using Australia as inspiration
Analysing an Australian drama performance 3
Devised ensemble performance
Devising and presenting ensemble performance
Analysing a devised ensemble performance
Analysing and evaluating a professional drama performance 4
Devised solo performance
Demonstrating techniques of solo performance
Devising a solo performance
Analysing and evaluating a devised solo performance

10. ASSESSMENT
The percentage contributions to the study score in VCE Drama are as follows:
GA1
GA2
GA3
Units 3 and 4 School-assessed Coursework
40%
Performance examination
35%
End-of-year written examination
25%

11. ASSESSMENT
The marks allocated to School-assessed Coursework tasks are:
TASK 1
TASK 2
TOTAL
Unit total
Study score contribution
Unit 3 Outcome 1
100
Unit 3 Outcome 2 25
Unit 3 Outcome 3
Unit 3
150
Unit 3 Coursework 30%
Unit 4 Outcome 1 15 10
Unit 4 Outcome 3
Unit 4 50
Unit 4 Coursework 10%
Unit 3 has new weightings for the Outcome tasks.
Outcome 1 is worth 100 marks. This larger weighting demonstrates the substantial size of the task in comparison to the other two Outcomes in Unit 3. Each student should have approximately 5 to 8 minutes of primary focus performance time in the ensemble work.
Outcome 2 is worth 25 marks. It may be presented in one or both of the following formats:
an oral presentation
written responses to structured questions.
Outcome 3 is worth 25 marks.
Unit 4 has new weightings for the Outcome tasks.
Outcome 1 Task 1 is worth 15 marks. The size of the task has been reduced to a one- to two-minute solo demonstration.
Outcome 1 Task 2 is worth 10 marks. It is a short oral or written statement, which describes techniques used in the demonstration.
Outcome 3 Task is worth 25 marks. It may be presented in one or both of the following formats:

12. What’s in the study design?
Part 2
What’s in the study design?

13. TERMS USED IN THIS STUDY
Pages 9-12 of the study design
These definitions apply across the study and the associated assessment and will also inform the performance and written examination papers.
‘The Advice for Teachers’ provides additional information and should be used in conjunction with the study design.
The definitions draw on information from the previous study design and other documentation such as performance examination and written examination specifications.

14. PERFORMANCE STYLES
Performance styles are defined by the way acting, conventions and production areas are used to shape performances.
In VCE Drama students draw on a range of performance styles to devise performances that go beyond the reality of life as it is lived.
They juxtapose a number of performance styles to make dramatic statements and theatre that is innovative, transformational and creative. This work is likely to be eclectic in nature.
Students use creative processes to devise and define the performance style of each work with a specific purpose and intention for the audience.
Note: See SD p. 11 for details.

15. GOING BEYOND REALITY
Students will explore a range of performance styles to devise work that is eclectic in nature.
Students will create performances that ‘go beyond the reality of life as it is lived’.

16. STUDYING PERFORMANCE STYLES
Across Units 1 to 4 students will study a diverse range of performance styles, as indicated for each unit. Performance styles studied in VCE Drama will draw on drama traditions and practice including: • ritual and story-telling • contemporary drama practice and performance styles • the work of drama practitioners and associated performance styles. Styles selected for study may reference these categories individually and/or in combination.

17. APPLICATION OF SYMBOL
Application of symbol – creating meaning that is not literal.
Application of symbol allows actors to communicate ideas and themes through action, gesture, language, vocal or facial expression, object/property, costume, set pieces or heightened movement.
Application of symbol may assist transformations.
Note: See SD p. 9 for details.
This gives the Study Design a focus that is in line with contemporary drama practice. It enables students to make decisions throughout the performance-devising process about how to convey symbol in a myriad of ways to the audience.

18. TRANSFORMATION
Transformation refers to techniques or methods used by actors to transform or transition between characters and/or times and/or places. The process of changing or transforming seamlessly is a feature of devised performance work.
Note: See SD p. 12 for details.

19. TECHNIQUES FOR TRANSFORMING
Examples of techniques for transforming may include:
snapping
morphing/melding
giving and taking
action and reaction
use of production areas
use of a sound/word
use of an action or gesture
use of heightened language
repetition.
Actors also explore the speed of the transition, for example slow- motion, fast-forward or reverse. Application of symbol may assist with transformation. Techniques may be associated with particular performance styles or conventions.

20. PRODUCTION AREAS
Productions areas encompass the technical aspects that are used within a performance.
In VCE Drama production areas are used in ways that are relevant to the selected performance style/s.
Note: See SD p for details.

21. CONVENTIONS Transformation of character Transformation of time
VCE Drama
Transformation of character
Transformation of time
Transformation of place
Application of symbol
Students must use the conventions of application of symbol and transformation of character, time and place in devised performances presented for Unit 3 and 4 assessments and the end-of-year performance examination.
Note: See SD p.9 for details

22. DRAMATIC ELEMENTS VCE Drama 2019-23 Climax Conflict Contrast Mood
Rhythm
Sound
Space
Tension
Note: See SD p for details

23. EXPRESSIVE SKILLS Voice Movement Gesture Facial expression
VCE Drama
Voice
Movement
Gesture
Facial expression
Examples of drama terminology have been provided for each of the expressive skills.
Note: See SD p.10 for details

24. PERFORMANCE SKILLS Focus Timing Energy Actor-audience relationship
VCE Drama
Focus
Timing
Energy
Actor-audience relationship
Check SD p for details

25. PLAY-MAKING TECHNIQUES
VCE Drama
Researching
Brainstorming
Improvising
Scripting
Editing
Rehearsing
Refining

26. PRODUCTION AREAS Costume Lighting Make-up Mask Props Puppetry
VCE Drama
Costume
Lighting
Make-up
Mask
Props
Puppetry
Set pieces
Sound design
Theatre technologies

27. Understanding the Study Design
Each Outcome is described in terms of key knowledge and key skills
Key knowledge
Key Skills
Provides the Content
Provides the Application
For example:
Identify
Research
Explain
Apply
Analyse
Describe
Develop
Document
Outcomes - key knowledge, key skills
Each outcome is described in terms of key knowledge and key skills.
It is important to read the key knowledge together with the key skills, as the key skills give you the application of the key knowledge, i.e. what students should be able to do.
Note that key knowledge and skills are examinable. Any of the key skills in Units 3 and 4 can be used to formulate questions for the written examination.
A good suggestion is to use the key skills when writing your assessments so that students become familiar with their application. Students need to be able to distinguish between what it means to explain, analyse, evaluate, etc.

28. Understanding the Study Design
Unit 1 Outcome 1:
On completion of this unit the student should be able devise and document solo and/or ensemble drama works based on their experiences and/or stories.
All aspects of key knowledge and key skills can be examined in Units 3 and 4. Teachers should be very familiar with the terminology and phrases in each unit of study.
From Unit 1 Outcome 1 we have selected as an example one point of key knowledge and the corresponding key skill.
Key Knowledge
Ways stimulus material can be researched, given meaning and shaped into a performance.
Key Skills
Document how a range of stimulus material can be researched, given meaning and shaped into a performance.
Key knowledge
Key Skills
Ways stimulus material can be researched, given meaning and shaped into a performance.
(extract from study design)
Document how a range of stimulus material can be researched, given meaning and shaped into a performance.

29. UNIT 1
The study of three or more performance styles from a range of social, historical and cultural contexts.
What students do:
Examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived
Explore the conventions of application of symbol and transformation of character, time and place
Note: See SD p (AoS) & p (Assessment)
Unit 1 focuses on the study of three or more performance styles from a range of social, historical and cultural contexts.
Students will:
Examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived.
Create, present and analyse a devised solo and/or ensemble performance.
Analyse their own performance work and a work by professional drama performers.
Document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.

30. Unit 1: Introducing performance styles
Area of Study 1:
Creating a devised performance
Area of Study 2:
Presenting a devised performance
Area of Study 3:
Analysing a devised performance
Area of Study 4:
Analysing a professional drama performance

31. Unit 1 AOS 1 : Creating a devised performance
Use play-making techniques to devise and develop solo and or ensemble performances.
Use a range of stimulus material relevant to their personal, cultural and/or community experiences and stories.
Explore a range of performance styles and draw on their ideas as they respond to a given structure and stimulus material.
Explore conventions of application of symbol and transformation of character, time and place
Record and document the play-making techniques used in the development of this performance work.
Create, explore, apply, document

32. Unit 1 AOS 2 : Presenting a devised performance
Present to an audience a devised solo and/or ensemble drama work based on a range of stimulus material relevant to the student’s personal, cultural and/or community experiences and stories.
Use a range of performance styles to present these stories, ideas and characters to an audience.
Explore conventions of application of symbol and transformation of character, time and place
Explore and develop skills in establishing and maintaining an appropriate actor-audience relationship.
Unit 1 - Area of Study 2 : Pages 14-15
The performance should be based on the work devised in Outcome 1.
Present, manipulate, apply

33. Unit 1 AOS 3 : Analysing a devised performance
Analyse their own performance work completed in Outcomes 1 and 2.
Reflect upon and document work processes using appropriate drama terminology.
Demonstrate development of the use of expressive skills, performance skills, stimulus material, dramatic elements, conventions, production areas, performance styles, and approaches to character and roles.
Describe, analyse, reflect

34. Unit 1 AOS 4 : Analysing a professional drama performance
Analyse a performance by professional drama performers.
Evaluate the expressive and performance skills used to communicate character to an audience.
Identify and evaluate the effectiveness of conventions, dramatic elements and production areas in communicating meaning in a performance.
Analyse and evaluate the use of performance styles based on the way conventions, dramatic elements and production areas are used in the performance.
Analyse and evaluate how the actor-audience relationship is created and manipulated.
Unit 1 - Area of Study 4 : Page 16
Students develop their skill in using appropriate drama terminology to analyse and evaluate a performance.
Analyse, evaluate

35. Assessment Unit 1- Pages 16-17
Outcome 1 assessment task may be selected from the following:
a paper-based journal
an e-journal
a journal that combines hard and soft copy components
Outcome 2 assessment task:
performance
Outcome 3 assessment task use one of the following formats:
an oral presentation
a multimedia presentation
responses to structured questions.
Outcome 4 assessment task:
response to structured questions.
Where teachers allow students to choose between tasks, they must ensure that the tasks they set are of comparable scope and demand.

36. UNIT 2
Aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles.
What students do
Use stimulus material that allows them to explore an aspect or aspects of Australian identity.
Examine selected performance styles and explore the associated conventions.
In Unit 2 students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles.
Students will:
Create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.
Examine selected performance styles and explore the associated conventions.
Further develop their knowledge of the conventions of transformation of character, time and place, and the application of symbol.
Explore how these conventions may be manipulated to create meaning in performance.
Explore the use of dramatic elements and production areas.
Analyse their own performance work as well as undertaking an analysis of a performance of an Australian work, where possible, by professional actors.
Document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.
Note: See SD p (AoS) and p (Assessment)

37. Unit 2: Australian identity
Area of Study 1:
Using Australia as inspiration
Area of Study 2:
Presenting a devised performance
Area of Study 3:
Analysing a devised performance
Area of Study 4:
Analysing an Australian drama performance

38. Unit 2 AOS 1 : Using Australia as inspiration
Explore the use of a range of stimulus material to create a performance based on an event, an issue, a place, an artwork, a text and/or an icon from an Australian context.
Experiment with ways that play-making techniques, expressive skills, performance skills, dramatic elements, conventions, performance styles and production areas may be used.
Explore how to realise the dramatic potential of stimulus material and shape dramatic action.
Consider how to use techniques to have an effect on and engage the audience in ways that are appropriate to contemporary drama practice.
Record and document the play-making techniques used to develop this performance work.
Explore, apply, document

39. Unit 2 AOS 2 : Presenting a devised performance
Present a solo performance or an ensemble performance to an audience.
Demonstrate effective use of conventions appropriate to contemporary drama practice.
Apply expressive and performance skills.
Apply symbol and transformation of character, time and place.
Incorporate production areas appropriate to selected performance styles.
Manipulate dramatic elements to convey meaning and enhance a performance.
Create and manipulate a clear actor-audience relationship, appropriate to the selected performance styles.
Unit 2 - Area of Study 2 : Pages 19-20
The performance should be based on the work devised in Outcome 1, and should take place in a performance space appropriate to the theme or subject matter of the drama.
Present, manipulate, apply

40. Unit 2 AOS 3 : Analysing a devised performance
Analyse the development, and performance to an audience, of the devised work completed in Outcomes 1 and 2.
Reflect on and articulate the ways play-making techniques and processes were used to explore and extract dramatic potential of the stimulus material.
Analyse approaches to shaping and refining the work and creating and manipulating the actor- audience relationship.
Continue to develop the use of appropriate drama terminology to describe and analyse performance.
The Outcome 3 assessment task may be undertaken in one of the following formats:
an oral presentation
a multimedia presentation
responses to structured questions.
Describe, analyse, reflect

41. Unit 2 AOS 4 : Analysing a professional drama performance
Analyse the expressive and performance skills used to communicate character to an audience.
Analyse ways in which performance styles, conventions, dramatic elements and production areas have been manipulated to communicate meaning in a performance.
Explain and evaluate the effectiveness of a range of performance styles, conventions, dramatic elements and production areas in the performance.
Analyse and evaluate how the actor-audience relationship was created and manipulated.
Note:
Where students are not able to attend a suitable professional performance they may attend a community performance of appropriate standard. The description of Australian drama on page 18 should inform the choice of performance selected for analysis.
Unit 2 - Page 18:
An Australian work might:
be written, adapted or devised by Australian writers or theatre-makers
reflect aspects of Australian identity, for example the voice of Australia’s first peoples, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, urban and rural perspectives.
Analyse, explain, evaluate

42. Assessment Unit 2- Pages 21-22
Outcome 1 assessment task may be selected from the following:
a paper-based journal
an e-journal
a journal that combines hard and soft copy components
Outcome 2 assessment task:
performance
Outcome 3 assessment task use one of the following formats:
an oral presentation
a multimedia presentation
responses to structured questions.
Outcome 4 assessment task:
response to structured questions.
Where teachers allow students to choose between tasks, they must ensure that the tasks they set are of comparable scope and demand.

43. UNIT 3
Students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. They explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts.
What students do:
students are required to create work that goes beyond reality. The work may reflect a specific performance style or one that draws on multiple performance styles and is therefore eclectic in nature.
In Unit 3 students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work.
Students will:
Explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts.
Work collaboratively to devise, develop and present an ensemble performance.
Use play-making techniques to extract dramatic potential from stimulus material.
Apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas.
Experiment with transformation of character, time and place, and application of symbol.
Devise and shape their work to communicate meaning or to have a specific impact on their audience.
Document and evaluate stages involved in the creation, development and presentation of the ensemble performance.
Analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.

44. Unit 3: Devised ensemble performance
Area of Study 1:
Devising and presenting ensemble performance
Area of Study 2:
Analysing a devised performance
Area of Study 3:
Analysing and evaluating a professional drama performance

45. Unit 3 AOS 1 : Devising and presenting ensemble performance
Use play-making techniques to extract dramatic potential from the stimulus material, and devise and develop characters, story and meaning in the ensemble performance.
Apply knowledge of ways other drama practitioners work to devise and shape their work to communicate meaning and to have an impact on their audience in specific and intentional ways.
Develop a work that incorporates application of symbol and transformation of character, time and place.
Explore a range of performance styles and draw on their ideas as they respond to a given structure and stimulus material.
Manipulate dramatic elements, production areas, expressive and performance skills and the actor-audience relationship to communicate meaning.
Unit 3 – Area of Study 1 : Pages 23-24
Outcome 1 Assessment: Page 26
Specifications for the scope of the ensemble performance task: Each student should have approximately 5 to 8 minutes of primary focus performance time in the work.
Explore, apply, manipulate, present, document

46. Unit 3 AOS 2 : Analysing a devised ensemble performance
Analyse the dramatic potential and use of stimulus material.
Describe, analyse and evaluate play-making techniques used at different stages of the development of a devised ensemble.
Describe, analyse and evaluate the selection, use and manipulation of conventions (including application of symbol and transformation of character, time and place).
Describe, analyse and evaluate ways that dramatic elements, production areas and selected performance styles have been used in the construction, development and presentation of the ensemble.
Use appropriate drama terminology to describe, analyse and evaluate performance.
Unit 3 - Area of Study 2 : Pages 24-25
Students analyse the ensemble performance devised in Outcome 1.
Outcome 2 Assessment: Page 26
The Outcome 2 assessment task may be undertaken in one or both of the following formats:
an oral presentation
written responses to structured questions.
Describe, analyse, evaluate

47. Unit 3 AOS 3 : Analysing and evaluating a professional drama performance
Analyse and evaluate the actors’ use of expressive and performance skills to represent character and to communicate meaning in the performance
Analyse and evaluate the manipulation of conventions, dramatic elements and production areas within a performance
Analyse and evaluate the use of performance styles within a production
Analyse and evaluate how the actor-audience relationship was created and manipulated.
Unit 3 - Area of Study 3 : Page 25
Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist, which is published annually on the VCAA website.
Outcome 3 Assessment: Page 26
Analyse, evaluate

48. School-based assessment Unit 3
School-assessed Coursework for Unit 3: 30 percent of the study score
Outcomes
Assessment tasks
Outcome 1
Develop and present characters within a devised ensemble performance that goes beyond a representation of real life as it is lived.
Development and presentation of characters within a devised ensemble performance. Each student should have approximately 5 to 8 minutes of primary focus performance time in the work.
100 marks
Outcome 2
Analyse the use of processes, techniques and skills to create and present a devised ensemble performance.
Analysis of the development and performance of characters from the ensemble work developed for Outcome 1. The analysis and evaluation may be presented in one or both of the following formats:
an oral presentation
written responses to structured questions.
25 marks
Assessment Unit 3 : Page 26.
The assessment for Unit 3 will have more information in the Advice for Teachers.
Note:
Where teachers provide a range of options for the same School-assessed Coursework task, they should ensure that the options are of comparable scope and demand.

49. School-based Assessment Unit 3 cont.
School-assessed Coursework for Unit 3: 30 percent of the study score
Outcomes
Assessment tasks
Outcome 3
An analysis and evaluation of a play selected from the Unit 3 Playlist. The analysis and evaluation will be presented as written responses to structured questions.
25 marks
Total marks
150
Assessment Unit 3 : Page 23.
The assessment for Unit 3 will have more information in the Advice for Teachers.

50. UNIT 4
This unit focuses on the development and presentation of devised solo performances. Students demonstrate techniques of a short solo performance. They then create and develop a solo performance from the prescribed Drama Solo Performance Examination published annually on the VCAA website.
What students do:
Explore and experiment with application of symbol and transformation of character, time and place. They apply performance styles, conventions, dramatic elements, production areas, expressive skills and performance skills to shape and give meaning to their work.
In Unit 4 students explore contemporary practice and works that are eclectic in nature; that is, they draw on a range of performance styles and associated conventions from a diverse range of contemporary and traditional contexts.
Students will:
Develop skills in extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo performance.
Experiment with application of symbol and transformation of character, time and place.
Apply conventions, dramatic elements, expressive skills, performance skills and performance styles to shape and give meaning to their work.
Consider the use of production areas to enhance their performance and the application of symbol and transformations.
Document and evaluate stages involved in the creation, development and presentation of their solo performance.

51. Unit 4 AOS 1 : Demonstrating techniques of solo performance
Use play-making techniques to extract dramatic potential of given stimulus material
Devise a solo performance in response to given stimulus
Manipulate the conventions of application of symbol and transformation of character, time and place.
Use dramatic elements, expressive skills, performance skills, performance styles and production areas to develop and enhance techniques of a devised solo performance
Describe use of transformation techniques in a solo performance
Unit 4 - Area of Study 1 : Pages 27-28
The emphasis of Area of Study 1 is on students demonstrating the application of symbol and transformation of character, time and place. Students develop a short statement that identifies the techniques used in this short solo performance.
Unit 4 – Outcome 1 Assessment : Page 30
The assessment of Area of Study 1 requires students to complete two tasks:
Task 1:
Devise a one- to two-minute presentation of a solo demonstration from given stimulus material.
AND
Task 2:
A short oral or written statement which describes techniques used in the demonstration.
Note:
The stimulus material the student uses in this area of study must be different from the stimulus material used in completing Outcomes 2 and 3, and should not be selected from the prescribed structures published for the current year in the VCE Drama Solo Performance Examination.
Devise, manipulate, use, describe

52. Unit 4 AOS 2 : Devising a solo performance
Use stimulus material to devise a solo performance in response to a prescribed structure
Use play-making techniques to extract dramatic potential from stimulus material
Apply performance styles and conventions, including application of symbol and transformation of character, time and place
Use dramatic elements and production areas as required
Use expressive and performance skills to communicate characters and meaning within a solo performance
Establish and maintain an effective actor-audience relationship
Present a solo performance devised in response to a prescribed structure
Unit 4 - Area of Study 2 : Pages 28-29
The structure must be selected from the VCE Drama Solo Performance Examination published annually by the VCAA.
Devise, apply, present

53. Unit 4 AOS 3 : Analysing and evaluating a devised solo performance
Describe, analyse and evaluate play-making techniques used in developing a devised solo performance
Describe, analyse and evaluate the stimulus material used in developing a devised solo performance
Describe, analyse and evaluate the performance styles and conventions (including application of symbol and transformation of character, time and place) used in a devised solo performance
Describe, analyse and evaluate application of dramatic elements and production areas in a devised solo performance
Describe, analyse and evaluate expressive skills and performance skills to communicate characters and convey meaning within a devised solo performance
Use appropriate drama terminology.
Unit 4 - Area of Study 3 : Page 29
Students analyse and evaluate the solo performance devised in Outcome 2.
Unit 4 – Outcome 3 Assessment : Page 30
The analysis and evaluation may be presented in one or both of the following formats:
an oral presentation
written responses to structured questions.
Describe, analyse, evaluate

54. School-based assessment Unit 4
School-assessed Coursework for Unit 4: 10 percent of the study score
Outcomes
Assessment tasks
Outcome 1
Demonstrate, in response to given stimulus material, application of symbol and transformation of character, time and place, and describe the techniques used.
Task 1 : 15 marks
A one- to two-minute presentation of a solo demonstration devised from given stimulus material.
AND
Task 2 : 10 marks
A short oral or written statement, which describes techniques used in the demonstration.
Two marks are entered into VASS for Unit 4 Outcome 1
Outcome 3
Analyse and evaluate the creation, development and presentation of a solo performance devised in response to a prescribed structure.
Analysis and evaluation of the solo performance devised in Outcome 2. The analysis and evaluation may be presented in one or both of the following formats:
• an oral presentation
• written responses to structured questions.
25 marks
Total marks 50
Assessment Unit 3 : Page 23.
The assessment for Unit 4 will have more information in the Advice for Teachers.
Note:
Where teachers provide a range of options for the same School-assessed Coursework task, they should ensure that the options are of comparable scope and demand.

55. ACTIVITY Application of symbol
Review the definition and examples on the next slide.
Using the poem ‘What are little girls made of’, with a partner, brainstorm examples of application of symbol.

56. APPLICATION OF SYMBOL * Action * Gesture
Creating meaning that is not literal.
Application of symbol allows actors to communicate ideas and themes through
* Action * Gesture
* Language * Vocal or facial expression
* Object/props * Costume
* Set pieces * Heightened movement.
Application of symbol may assist transformations.

57. ACTIVITY Transformation
Review the definition and examples of transformation on the next two slides.
Stimulus: Red Riding Hood has been arrested for murdering the big bad wolf and is being questioned at a police station. Flashback to what really happened.
2. With a new partner create this scene and rehearse it 3 times, each time using a different transformation technique.

58. TRANSFORMATION
Transformation refers to techniques or methods used by actors to transform or transition between characters and/or times and/or places.
The process of changing or transforming seamlessly is a feature of devised performance work.

59. TECHNIQUES FOR TRANSFORMING
Examples of techniques for transforming may include:
* snapping
* morphing/melding
* giving and taking
* action and reaction
* use of production areas
* use of a sound/word
* use of an action or gesture
*use of heightened language
*repetition.
Actors also explore the speed of the transition, for example:
slow-motion, fast-forward or reverse.
Application of symbol may assist with transformation.

60. UNIT 3 PLAYLIST
The Playlist for 2019 will be selected to reflect the revised study design.

61. Part 3
Advice and ASSESSMENT

62. Advice for teachers Advice for teachers will include
Developing a program
Employability skills
Teaching and learning activities
Detailed activities
Sample approaches for assessment tasks
Performance descriptors / rubric

63. EXAMINATION SPECIFICATIONS
Examination materials
Are published in the first year of implementation (2019)
Include:
Performance examination specifications, examination criteria and sample material
Written examination specifications and sample material

64. INFORMATION and CONTACTS
VCE Drama Index page
Margaret Arnold, Performing Arts Curriculum Manager
Subscribe to the VCAA Bulletin