When I was introduced to the task of writing a dramatic scene, I was unsure how to start. I had never written a dramatic scene before, and I had only ever performed scenes in past school drama classes, and assessments. I knew I had to start somewhere, and that was to form a group with people I knew I would be able to work with well. This task gave me the opportunity to collaborate with, both people I have worked with before and those I hadn’t. Throughout this task I displayed many capabilities, including communication, collaboration, problem solving and organisation, just to name a few.

As a group, we needed to come up with an idea that we wanted to create a scene about, so we chose to write about wealth inequality in the justice system. We needed to communicate with each other about who was doing what, so we divided up roles so that some people were looking into court language that could be used and others were creating the framework for the script. We all collaborated with a shared document so we could work on the script together at the same time. Collaboration and communication were key components in this task, as we needed to make sure everyone knew what they were doing and when it needed to be done by.

Towards the end of the project, organisation became crucial, as we needed everyone to finish their section of the script and for all props and costumes to have been organised. We needed to problem solve, as we realised that on the day of the performance one of our group members wouldn’t be there, so we needed to find someone else from our class to stand in and read their lines. In the end we managed to organise everything, and our performance went very well. Overall, this task has helped to further develop many skills, including communication and problem solving, which I will be able to use in the future.