Abstract
This 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 student- devised 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. The 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.
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