Research Into Performance

Overview

Students continue developing their Year 11 Drama assessment while learning how to research, select and acknowledge evidence for a performance or written task. The teacher models a manageable research process, demonstrates how research can inform theatrical choices, and provides individual conferences for a class of four.

Learning intentions

• WALT plan and refine our current Drama assessment.
• WALT identify reliable research relevant to a dramatic concept, practitioner, play or performance.
• WALT explain how research can influence performance choices.
• WALT use rehearsal, discussion and reflection to improve our work.

Success criteria

• I can clearly state the purpose and current stage of my assessment.
• I can locate and record relevant research rather than collecting information randomly.
• I can explain a specific connection between research and a dramatic choice.
• I can use feedback to identify and complete my next assessment step.

Curriculum links

• NSW Stage 6 Drama: developing and refining performance and written assessment work through research, collaboration and reflection.
• NSW Drama practice: applying knowledge of dramatic forms, theatrical conventions, practitioners and performance techniques.
• NSW Stage 6 expectations: communicating ideas for an audience, documenting process and evaluating artistic decisions.
• Cross-curriculum literacy: planning, composing, revising and acknowledging information for a specific purpose and audience.

Lesson structure (106 minutes)

1. 0–8 min · Arrival and assessment check-in. Teacher opens with the provocative research-to-performance question: “Can research change the way an audience experiences a scene?” and briefly revisits the assessment task, due date and today’s WALT. Students each state their assessment focus, current progress and one obstacle in a quick round-table check-in.

2. 8–23 min · Teacher modelling: from question to source. Teacher models a live research process using a neutral Drama example, such as investigating how a practitioner uses space and silence. Using the research modelling sequence, the teacher demonstrates turning a broad topic into a focused question, identifying a suitable source, extracting a useful idea, recording the source details and paraphrasing rather than copying. Students annotate the research-to-choice modelling sheet and suggest which information is relevant to a performer or designer.

3. 23–35 min · Connecting research to dramatic choices. Teacher models a short “research → interpretation → choice → audience effect” chain. For example: research about a practitioner’s use of stillness leads to a deliberate pause, altered proxemics and a changed audience focus. Students work in pairs to create one chain for their own assessment, then briefly share it with the class. The teacher checks that each proposed choice is specific and theatrically observable.

4. 35–43 min · Individual assessment planning. Teacher distributes the extended-response planning frame for students whose assessment includes a substantial written or reflective component, explaining that its planning sections can also organise research and drafting. Students write a focused research question, list the evidence they need and identify the assessment product they will complete today. Students with a primarily practical task record the performance problem, intended change and research they need to support it.

5. 43–78 min · Assessment work and teacher conferences. Teacher sets a quiet, purposeful work period and conferences individually with each student for approximately eight minutes, using the prompts in the independent work and conference prompts. Students continue their assessment: researching, drafting, rehearsing, editing documentation or refining performance choices. During each conference, the teacher checks alignment with the task, challenges unsupported claims, confirms next steps and records one agreed action. The remaining students work independently, rehearse quietly or peer-check their evidence and choices.

6. 78–96 min · Sharing and targeted feedback. Teacher asks each student to present one developing element: a short performance moment, research insight, draft section, design concept or assessment decision. After each presentation, peers give one precise observation and one question using the success criteria; the presenting student identifies which feedback they will use. Teacher models respectful, specific feedback and addresses any misconceptions about research relevance or theatrical intention.

7. 96–106 min · Revision sprint and exit reflection. Teacher displays the plenary and exit prompts and asks students to spend six minutes acting on one piece of feedback. Students then complete the final questions on the research-to-choice modelling sheet: “What did I complete?”, “What research or decision now supports my work?”, and “What is my next deadline or action?” Each student shares their next step before packing up.

Resources

• the research-to-performance modelling and lesson deck
• the research-to-choice modelling sheet
• the extended-response planning frame
• Students’ current assessment briefs and working files
• Approved library or school research databases
• Devices with word-processing and presentation software
• Headphones, if students are reviewing performance recordings
• Whiteboard and markers
• Timer
• Teacher conference record sheet

Assessment

• Formative questioning during the modelling activity checks whether students can distinguish relevant evidence from general information.
• Conference notes record each student’s assessment stage, research question, evidence-to-choice connection and agreed next action.
• The exit reflection provides evidence of completed work, developing understanding and readiness for the next lesson.

Differentiation

• Provide the modelling sequence as a visual flow: question → source → idea → dramatic choice → audience effect. Keep instructions short, numbered and displayed throughout the lesson.
• Offer dyslexia-friendly reading options: clear sans-serif font, larger text, generous spacing, high contrast, reduced text density and access to text-to-speech or teacher-read instructions.
• Allow students to demonstrate progress through performance, voice recording, annotated images, dot points or a written draft, provided the format meets the assessment requirements.
• Support students who need structure with a teacher-selected starting source, a narrowed research question, a conference checklist and timed work targets. Do not require students to read lengthy sources in full before extracting relevant sections.
• Extend advanced learners by requiring comparison of two sources or practitioners, evaluation of source reliability, or a more nuanced explanation of how a research finding changes meaning, form or audience response.

Extension

• Students create a short annotated rehearsal record explaining how one research finding informed two contrasting performance choices.
• Students test an alternative choice, document the difference in audience effect and justify which version better serves their intention.