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The study frames pedagogy through a phenomenological approach, examining how teachers guide character creation from prescribed structures over an approximately twelve-week period. Using in-depth interviews with two experienced teachers who also served as assessors, the research builds a constructed narrative with interpretive commentary on the teacher’s role in supporting student art-making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/one-on-one-what-is-the-role-of-the-drama-teacher-in-the-process-of-teaching-the-solo-performance/315487/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/one-on-one-what-is-the-role-of-the-drama-teacher-in-the-process-of-teaching-the-solo-performance/315487.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What examination task do VCE Drama students undertake in a solo performance?","Question",{"text":112,"@type":113},"Students create and perform a seven-minute, self-devised solo performance in response to a selected prescribed structure from an examination paper released about six months earlier.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article use a phenomenological approach?",{"text":117,"@type":113},"The phenomenological approach is used to examine the teachers’ lived experience and to capture an essence of how the solo performance task is taught through memories, reflection, and interview accounts.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the role of the drama teacher described in the article’s teaching questions?",{"text":121,"@type":113},"The article centers on how teachers prepare a class for the examination while assisting students’ art-making without directly creating the work themselves.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},315487,1790102185,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","ONE-ON-ONE: WHAT IS THE ROLE OF THE DRAMA TEACHER IN THE PROCESS OF TEACHING THE SOLO PERFORMANCE?  \nJane Bird  \nUniversity of Melbourne  \nAbstract  \nThis article reports on the experiences of two teachers as they prepare their classes for the Victorian Certificate of Education (VCE) solo performance examination. The VCE Drama course culminates in a studentdevised solo performance examination. The students create a character in response to an ‘examination paper’ developed over approximately twelve weeks. The students present their solo performance examination to external assessors at a designated assessment centre in early October each year.  \nThe pedagogy of the devised solo performance is explored through a phenomenological study. The research findings are presented as a constructed narrative supported by an interpretive commentary.  \nJane Bird is a lecturer in drama education in the Faculty of Education at the University of Melbourne. She has taught VCE Drama for 15 years and is an assessor for the VCE Drama and Theatre Studies performance examinations.  \nKeywords: SOLO PERFORMANCE; SELF-DEVISED PERFORMANCE;  \nSECONDARY DRAMA; SENIOR DRAMA SYLLABUS;  \nLIVED EXPERIENCE; TEACHERS’STORIES.  \nBackground  \nThis article focuses on pedagogy related to the solo performance undertaken by Victorian secondary school drama students in their final year of schooling. The senior curriculum in other States requires final year drama students to perform solo and monologue pieces, so some of the issues raised in the teaching of this task are relevant nationally. The Victorian Certificate of Education (VCE) Drama course culminates in a student-devised solo performance created in response to an ‘examination paper’ published six months prior to the students’performance examination. This contains approximately ten prescribed structures from which students select one to guide the creation of a character with a stipulated performance style and performance focus. This examination task requires each student to construct and then perform a seven minute solo performance to a panel of external assessors in response to the selected prescribed structure.  \nNJ, 30:1, 2006  \n80 Jane Bird  \nAs an experienced teacher of this task, I have been told by my students that creating and performing their solo performance was the hardest task they completed in year twelve. Students have also said that it was the most memorable and rewarding task of their final year of schooling. My experience confirms these student comments. I loved teaching this task but found it time consuming and stressful as I tried to juggle the individual needs of each student. I was keen to investigate other teachers’ lived experiences of teaching the VCE solo performance examination. What is the role of the drama teacher in the process of teaching the solo performance? What is the nature of the teacher’s pedagogy as he/she prepares a class for this examination? How does one assist in the student’s art-making without directly creating the art oneself? I wanted to understand the phenomena of teaching the VCE solo performance task.  \nThe Research Method  \nTo understand the role of the drama teacher as he/she leads a class through individual performance-making tasks, Itook a phenomenological approach. My aim was to examine the ‘lived experience’of the drama teacher teaching the solo performance task. Through a phenomenological methodology Iwas able to draw on teachers’memories and reflectionson their teaching practice. In the study, I attempted to understand a sense or ‘essence’(Creswell 1998:102) of the teaching of the solo performance. In discussing a phenomenological approach Cresswell focuses on the importance of interviews with‘individuals who have experienced the phenomenon being explored and [who] can articulate their conscious experiences’(ibid.:111) .  \nI decided to conduct in-depth interviews with two drama teachers with substantial experience of teaching the VCE solo performance. Partic","cbCaipEZ6zkGrpxv","https://ap.wps.com/l/cbCaipEZ6zkGrpxv","pdf",56012,11,"English","# Abstract\n# Background\n# The Research Method\n# Data analysis","[{\"question\":\"What examination task do VCE Drama students undertake in a solo performance?\",\"answer\":\"Students create and perform a seven-minute, self-devised solo performance in response to a selected prescribed structure from an examination paper released about six months earlier.\"},{\"question\":\"Why does the article use a phenomenological approach?\",\"answer\":\"The phenomenological approach is used to examine the teachers’ lived experience and to capture an essence of how the solo performance task is taught through memories, reflection, and interview accounts.\"},{\"question\":\"What is the role of the drama teacher described in the article’s teaching questions?\",\"answer\":\"The article centers on how teachers prepare a class for the examination while assisting students’ art-making without directly creating the work themselves.\"}]","ONE-ON-ONE: WHAT IS THE ROLE OF THE DRAMA TEACHER IN THE PROCESS OF TEACHING THE SOLO PERFORMANCE? | PDF",1789904955,28]