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    1. Holly, try this neat little trick I have borrowed from another Drama teacher who has had her students receive 50s in VCE Drama before. Don’t go to one play on the list, once. Don’t go to two plays on the list, once each. Instead, go to ONE play on the list, TWICE! What your students missed the first time, they will surely pick up the second time around. It does make the task quite academic, but hey, this is the purpose of it in the first place. I’ll be going to ONE play TWICE with my students this year and I am confident it will produce better results from my students. As a side note, last year I went to two plays on the list (once each) and every student in my class wanted to write on only one of the plays we saw. Granted, it was a great production (Picnic at Hanging Rock – Malthouse Theatre), and while every theatre visit is valuable for students, essentially the other theatre experience was somewhat a waste of time and money. Hope this helps! – Justin

      1. Hi Justin,

        Yes it does help! Thank you so much. I hadn’t thought of taking the students to see the play twice. I certainly will be now. Thank you again!

  1. My students saw Tales of a City by the Sea and thought the exact same thing about the stagecraft question. I had a bit of trouble answering it with any great level of sophistication myself!

  2. Overall, I was pleased with the paper. The mind-map in the brainstorming section was a bit different to other exams but nothing that the students hadn’t already done in class. As long as the students were focussed and read the questions carefully there shouldn’t have been any confusion. My students saw ‘Blind’ and ‘Peddling’. The breakdown of responses by my students was about half and half between the plays. I thought the questions for ‘Blind’ seemed straight-forward and appropriate. However, the third question for “Peddling” (and also “Tales of a City by the Sea”) did not specify all the conventions to be discussed as was the case with the other plays, but rather asked to identify conventions from the performance style(s). Whilst the question was appropriate for each play, it did seem to add a level of complexity to the responses to these two plays that was greater than the other plays. This may be a positive or a negative for any individual student, but one would hope that all questions would be commensurate so that no student would potentially be disadvantaged or advantaged based upon which play(s) their class was able to attend and then analyse.

  3. I thought it was a sound paper with great stimulus for solo and ensemble sections. My class also saw Hanging Rock and I thought it was limiting to address only one actor using stagecraft- as you said , there was a lot of wonderful stagecraft elements they could have analysed but limiting it to one actor wasn’t the strongest angle for this play. Well done to everyone- Teachers and students!