Drama
The Arts Scope and SequenceDrama learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6757 | John.Newman@scsa.wa.edu.au
- Year 7 to Year 10 : +61 8 9273 6740 | Max.Leech@scsa.wa.edu.au
Drama
ABLEWA Stage A
Year Stage Description
In Stage A students are exposed to drama to assist them to attend to and explore the world around them with as much independence as possible. They experience how drama can represent the world and represent ideas about the world. They experience dance and are encouraged to use gestures and body movements to react and respond to the world around them. They experience drama as audiences.
Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and react to an element of a drama. They participate as an audience and experience various dramas.
As they experience drama, students are exposed to a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
Stage A Content Descriptions
Explore and Represent Ideas
Experience elements of dramatic play with support (VCADRE001)
Drama Practices
Use facial expression to communicate a feeling or reaction (VCADRD002)
Present and Perform
Be involved in sharing ideas through drama (VCADRP003)
Respond and Interpret
React to drama (VCADRR004)
Achievement standard
By the end of Stage A, students participate in dramatic play. They react to aspects of drama they make, perform and view.
ABLEWA Stage B
Year Stage Description
In Stage B, students experience and respond to drama. They explore how drama can represent the world and make drama to represent elements of the world. They share their drama with peers and experience drama as audiences.
Students experience different roles and situations related to real life and everyday experiences. They explore voice and movement to create role. They experience drama as a performer and audience.
As they explore drama, students experience drama from a range of cultures, times and locations. Students learn about safety in dramatic play and personal space through their interaction with other actors.
Stage B Content Descriptions
Explore and Represent Ideas
Use structured dramatic play to explore ideas (VCADRE005)
Drama Practices
Use voice, facial expression, and/or movement to imitate role and situation (VCADRD006)
Present and Perform
Participate in drama performances to communicate a feeling and/or events (VCADRP007)
Respond and Interpret
Respond to own and others drama (VCADRR008)
Achievement standard
By the end Stage B, students make and share drama through dramatic play and improvisation.
Students communicate likes and dislikes in response to elements of drama they make, perform and view.
ABLEWA Stage C
Year Stage Description
In Stage C, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond as fictional characters. They explore sound and movement to create role. They learn about focus and identifying the main idea of the drama. As audiences they recognise that the purpose of drama is to share it with others.
As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
Stage C Content Descriptions
Explore and Represent Ideas
Explore ideas for characters in dramatic play (VCADRE009)
Drama Practices
Use voice, facial expression and/or movement to imagine a role and situation (VCADRD010)
Present and Perform
Present drama that communicates ideas, feelings and/or experiences (VCADRP011)
Respond and Interpret
Share responses to drama by answering yes/no questions and explore where and why people make drama (VCADRR012)
Achievement standard
By the end of Stage C, students make and share simple drama that communicates an idea, feeling and/or experience.
Students communicate ideas about drama and reasons why people share drama by answering yes/no questions.
ABLEWA Stage D
Year Stage Description
In Stage D, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Students become aware of role and situation as they listen and respond as characters. They explore voice and movement to create role. They learn about focus and identifying the main character and location of the drama. As audiences they recognise that the purpose of drama is to share it with others.
As they experience drama, students draw on drama from a range of cultures, times and locations. Students learn about safety in dramatic play and in interaction with other actors.
Stage D Content Descriptions
Explore and Represent Ideas
Explore how characters express ideas in dramatic play (VCADRE013)
Drama Practices
Use voice, facial expression, movement and/or space to express ideas and feelings about their world (VCADRD014)
Present and Perform
Present drama that communicates major elements of stories and/or experiences (VCADRP015)
Respond and Interpret
Respond to drama and describe some of the characteristics they observe (VCADRR016)
Achievement standard
By the end of Stage D, students make and share drama that communicates major elements of stories or experiences.
Students provide a simple explanation about the characteristics of drama they make, perform and view.
Pre-primary year Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Pre-primary, learning in Drama builds on the dispositions of learning developed in the early years.
Students, through purposeful play, respond to stimuli to create drama and develop improvisation skills. They are introduced to the elements of voice and movement to create drama, offering and accepting ideas as they improvise, using simple stories.
Students experience drama as performers and audience members, engaging in both spontaneous and structured play to communicate stories; they explore the purpose of drama.
As they make and respond to drama, students explore the different places where drama can be seen or heard in the community.
Making
Ideas
Use of stimuli (photos, sounds or music) to develop dramatic action about the real and imagined worlds (ACADRM027)
Skills
Exploration and experimentation of two (2) elements of drama:
- voice (loud, soft)
- movement (big, small)
to create drama (ACADRM028)
Simple stories based on stimuli and available technologies (ACADRM029)
Development of improvisation skills (accepting offers) to develop dramatic action (ACADRM028)
Responding
Audience behaviour (being attentive, responding appropriately) when viewing drama (ACADRR030)
Different places and occasions where drama is seen or heard in the community (ACADRR030)
Personal responses to drama they view and make (ACADRR030)
Achievement standard
At Standard, students respond to stimuli with simple drama ideas. They use voice and/or movement based on stimuli for an audience. Students follow some game routines and exercises to create drama ideas. They consciously face the audience using some performance skills in drama.
Students outline feelings about uses of voice, movement and other aspects in their own drama and the drama of others. They outline briefly different places and occasions where drama is seen or heard in the community.
Year 1 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 1, learning in Drama builds on the dispositions of learning developed in the early years.
Students explore personal experiences to create drama and develop improvisation skills. They are introduced to the element of role and continue to experiment with voice and movement to create their drama.
Students experience the roles of performers and audience members, learning performance skills and audience behaviour. They have the opportunity to explore the different places where drama is performed.
As they make and respond to drama, students explore the key moments in drama they view and make.
Making
Ideas
Use of dramatic action to sequence events to communicate an idea or message (ACADRM027)
Skills
Exploration and experimentation of three (3) elements of drama:
- voice (loud, soft, varying loud and soft)
- movement (big, small, use of facial expressions)
- role (fictional character)
to create drama (ACADRM028)
Use of known stories and personal experiences to create drama with simple objects and available technologies (ACADRM029)
Improvisation skills (contributing to the progression of action) to develop dramatic action (ACADRM028)
Responding
Audience behaviour (paying attention to the development of a story) when viewing drama (ACADRR030)
Different places where drama is performed (ACADRR030)
Personal responses expressing ideas and feelings to key moments in drama they view and make (ACADRR030)
Achievement standard
At Standard, students use some dramatic action in drama. They use some voice and movement based on stimuli for an audience. Students follow some performance routines to prepare drama. They usually acknowledge the audience using some performance skills in drama.
Students outline their feelings about key moments of voice, movement and other aspects in their own performance and the performance of others. They outline different places where drama is performed and some of the functions of these uses.
Year 2 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 2, learning in Drama builds on the knowledge and skills developed in the early years.
Students explore personal events and fictional stories to create drama. They continue to develop improvisation skills, exploring possibilities for voice, movement and role. Students are introduced to the element of situation.
Students experience drama as performers and audience members, presenting scenes in which they apply drama narratives to link the action with an ending. Students view drama based on unfamiliar stories.
As they make and respond to drama, students experiment with the elements of voice, movement, role and situation. Students explore reasons why people make drama.
Making
Ideas
Use of dramatic action to sequence events communicating an idea, message or story (ACADRM027)
Skills
Exploration and experimentation of four (4) elements of drama:
- voice (loud, soft, varying loud and soft; pace and pitch)
- movement (big, small; use of facial expressions; gestures; posture)
- role (fictional character; listening and responding in role)
- situation (establishing a fictional setting and relating to it in role)
to create drama (ACADRM028)
Development of drama to communicate important personal events or fictional stories using objects, puppets, images and/or available technologies (ACADRM029)
Improvisation skills (establishing a situation) to develop dramatic action and ideas (ACADRM028)
Responding
Audience behaviour (responding to interactive elements) where students view drama that uses different styles and unfamiliar stories (ACADRR030)
Reasons why people make drama (ACADRR030)
Personal responses using the elements of voice and movement in drama they view and make (ACADRR030)
Achievement standard
At Standard, students explore some dramatic action to present some drama narratives. They use some voice and movement in improvised drama to create drama ideas. Students follow specified rehearsal processes to prepare and present drama ideas. They demonstrate audience awareness using performance skills in drama.
Students outline drama ideas supported by the use of voice and movement in performance. They outline some reasons why people make drama.
Year 3 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 3, students extend their understanding of role and situation as they create improvised and devised drama.
Students begin to experiment with selected forms and styles when improvising or devising drama. They continue to develop improvisation, voice and movement skills. Students are introduced to the elements of space, character and time.
Students experience drama as performers and audience members. They begin to use rehearsal processes to support audience engagement and continue to learn appropriate responses to the drama of others.
As they make and respond to drama, students identify and reflect on the elements of drama used in a performance. Students have the opportunity to experience drama from a range of cultures, times and locations.
Making
Ideas
Improvised and devised drama based on narrative structures in familiar drama styles (ACADRM031)
Skills
Exploration and experimentation of seven (7) elements of drama:
- voice (loud, soft, varying loud and soft; pitch variation; pace; volume)
- movement (facial expressions and gestures to create belief in character and situation)
- role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)
- situation (establishing and sustaining a fictional setting)
- space (establishing a clear setting)
- character (communicating character traits; developing relationships between characters)
- time (sense of time to create belief in drama)
when creating improvised or devised drama (ACADRM032)
Improvisation skills (breaking patterns) to develop drama (ACADRM032)
Responding
Appropriate responses to, and respect for, drama of others as performers and audience members (ACADRR034)
Features of drama in different cultures and places (ACADRR034)
Responses that involve identifying and reflecting on the use of the elements of drama, using drama terminology (ACADRR034)
Achievement standard
At Standard, students explore dramatic action to present drama to an audience. They use voice and movement in devised or improvised drama to create simple roles and drama narratives. Students use rehearsal processes to prepare drama. They demonstrate focus to engage an audience in drama.
Students outline the elements of drama in performance and the connection with some drama ideas. They outline some features of drama in different cultures and places.
Year 4 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 4, students extend their understanding of role and situation, as they continue to explore ideas through improvisation.
Students continue to explore the elements of drama and selected drama forms and styles to communicate ideas using role, situation, space, character and time. They are introduced to relationships and how relationships influence character development.
Students experience drama as performers and audience members. They continue to use rehearsal processes to enhance audience engagement and shape the drama for an audience.
As they make and respond to drama, students explore dramatic narratives and reflect on the meaning and purpose of their drama and the drama of others. They reflect on, and respond to, the ideas in drama from different cultures.
Making
Ideas
Improvised and devised drama based on narrative structures in selected drama styles (ACADRM031)
Skills
Exploration and experimentation of eight (8) elements of drama:
- voice (loud, soft, varying loud and soft; pitch variation; pace; volume)
- movement (facial expressions and gestures to create belief in character and situation)
- role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)
- situation (establishing and sustaining a fictional setting)
- space (establishing a clear setting)
- character (communicating character traits; developing relationships between characters)
- time (sense of time to create belief in drama)
- relationships (how relationships influence character development)
when creating improvised or devised drama (ACADRM032)
Improvisation skills (working with complications) to develop drama (ACADRM032)
Responding
Considered responses to, and respect for, the drama of others as performers and audience members (ACADRM034)
Ideas in drama from different cultures (ACADRM034)
Responses that involve identifying and reflecting on the meaning and purpose of their own and others’ drama, using drama terminology (ACADRM034)
Achievement standard
At Standard, students explore, through improvisation, dramatic action to present drama to an audience. They use voice, movement and role to create drama in devised or improvised drama to create dramatic narratives. Students use rehearsal processes in different groups to explore transitions and address audience engagement. They demonstrate focus and control to engage an audience in drama.
Students identify and reflect on the meaning and purpose of their own drama and the drama of others. They identify ideas in drama from different cultures. Students use some drama terminology.
Year 5 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 5, students begin to refine and experiment with the elements of drama to communicate improvised, devised and scripted drama.
Students continue to use the elements of drama and selected drama forms and styles to communicate meaning, including the use of voice, movement, role, situation, space, character, time and relationships. They are introduced to mood and explore drama narratives and ideas to create dramatic action. Students begin to explore creating drama based on scripts.
Students experience the roles of performers and audience members. They work together, giving and receiving feedback, to improve drama to engage an intended audience.
As they make and respond to drama, students explore the purpose of drama and how the elements of drama are used to communicate meaning. They have the opportunity to experience drama from a range of cultures, times and locations.
Making
Ideas
Dramatic structures to sequence how a story is opened, how events are presented (mood and tension elements) and key details to help the audience understand dramatic meaning (ACADRM035)
Skills
Experimentation and refinement of ten (10) elements of drama:
- voice (loud, soft, varying loud and soft; pitch variation; pace; volume; clarity)
- movement (facial expressions and gestures to create belief in character and situation)
- role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)
- situation (establishing and sustaining a fictional setting)
- space (establishing a clear setting)
- character (communicating character traits; developing relationships between characters)
- time (sense of time to create belief in drama)
- tension (factors that contribute to suspense in stories; tension in characters' relationships)
- mood (describes the feelings and attitudes, often combined of the roles or characters involved in dramatic action)
- relationships (how relationships influence character development)
when creating improvised, devised or scripted drama (ACADRM036)
Improvisation skills (creating climax and drama dénouement) to enhance drama (ACADRM036)
Responding
The role of drama in different cultures and times (ACADRR038)
Responses that explain the purpose of drama and how the elements of drama are used to communicate meaning, using drama terminology (ACADRR038)
Achievement standard
At Standard, students use improvisation skills and dramatic action to present drama to an audience. They use voice, movement, role and relationships to create drama in devised, improvised or scripted drama. Students use rehearsal processes in different groups to develop dramatic narratives. They demonstrate awareness of guiding the audience focus in performance.
Students outline elements of drama that relate to dramatic meaning in performance. They outline the role of drama in different cultures and times. Students use some drama terminology.
Year 6 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 6, students refine and experiment with the elements of drama and selected drama forms and styles, considering how feedback can be used to enhance improvised, devised and scripted drama. Students are introduced to script formatting and conventions.
Students experience drama as performers and audience members. They develop their performance skills to establish connections and build trust with the audience.
As they make and respond to drama, students explore how dramatic narratives and mood communicate meaning. They examine the factors that influence drama in different cultures, times and contexts.
Making
Ideas
Dramatic action (the driving force and forward motion of drama to create dramatic meaning) driven by narrative structure and dramatic tension (ACADRM035)
Skills
Experimentation and refinement of ten (10) elements of drama:
- voice (loud, soft, varying loud and soft; pitch variation; pace; volume; clarity; projection)
- movement (facial expressions and gestures to create belief in character and situation)
- role (taking on the point of view of a fictional character; listening and responding in role; adopting a role and maintaining focus)
- situation (establishing and sustaining a fictional setting)
- space (establishing a clear setting)
- character (communicating character traits; developing relationships between characters)
- time (sense of time to create belief in drama)
- tension (factors that contribute to suspense in stories; tension in characters' relationships)
- mood (describes the feelings and attitudes, often combined of the roles or characters involved in dramatic action)
- relationships (how relationships influence character development)
when creating improvised, devised or scripted drama (ACADRM036)
Script formatting and conventions, including planning and documentation
Improvisation skills (finding a resolution and signalling a conclusion) to enhance drama
Responding
Factors that influence drama in different cultures, times and contexts (ACADRR038)
Responses that explain how the elements of drama and production elements are used to communicate meaning in drama, using drama terminology (ACADRR038)
Achievement standard
At Standard, students use improvisation skills, dramatic action and/or narrative to present dramatic meaning to an audience. They use voice, movement, role/character and relationships to create some dramatic meaning in devised, improvised or scripted drama. Students use rehearsal processes in different groups to develop dramatic narratives for a purpose.
Students describe elements of drama and dramatic meaning in performance of their work and the work of others. They describe some factors that influence drama in different cultures, times and contexts. Students use some general drama terminology.
Year 7 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 7, Drama students will be given an opportunity to plan, develop and present drama to peers by safely using processes, techniques and conventions of drama. Drama will be improvised, or taken from appropriate, published script excerpts (e.g. Australian or world drama), using selected drama forms and styles (Note: students will have an opportunity to present a scripted drama and improvisation performance at least once over Year 7 and Year 8). Student work in devised and/or scripted drama is the focus of informal reflective processes using generalised drama terminology and language.
Teachers are required to address knowledge and skills in Drama through one or more of the forms or styles below. Other forms and styles may be used in addition to teach knowledge and skills in Drama.
Drama forms and styles for Year 7: restoration comedy, circus, Kathakali, medieval theatre or ritual theatre.
Making
Voice and movement
Voice and movement techniques for selected drama forms and styles (ACADRM043)
Preparation techniques for voice and movement for selected drama forms and styles (ACADRM043)
Mime techniques (creating objects using shape and weight) in drama (ACADRM043)
Drama processes and the elements of drama
Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and action-audience relationships (ACADRM042)
Approaches to characterisation (adapting archetypes) (ACADRM041)
Drama forms and styles
Script interpretation of a scene or section through the elements of drama to create mood and reinforce themes (ACADRM040)
Extended improvisation exploring personal themes based on research and selected drama forms and styles (ACADRM040)
Drama conventions
Drama structures based on episodic structures and non-linear dramatic storytelling (ACADRM042)
Drama conventions for selected drama forms and styles (ACADRM043)
Improvisation conventions (establishing scenarios and role/character) (ACADRM043)
Spaces of performance
Stage geography, blocking notation and the impact of thrust stages (ACADRM044)
Imaginary spaces created by stage components and properties, the elements of drama and audience (ACADRM044)
Design and technology
Design and technology to support dramatic meaning and create smooth transitions (ACADRM044)
Responding
Drama reflections
Reflective processes on their own and others’ work, the impact on meaning of the use of the elements of drama in performance and general drama terminology and language (ACADRM045)
Achievement standard
At Standard, students make use of processes, including improvisation and role preparation, and some elements of drama to create devised or scripted drama. They demonstrate, on occasion, awareness in performance of a selected drama performance style and/or spaces of performance to present dramatic meaning.
Students use specified reflective processes to outline links between choices made in performance and dramatic meaning or audience responses. They use generalised drama terminology.
Year 8 Syllabus
The syllabus is based on the requirement that all students will study at least two of the five Arts subjects from Pre-primary to Year 8. It is a requirement that students study a performance subject and a visual subject.
Year Level Description
In Year 8, Drama students will be given opportunities to plan, refine and present drama to peers by safely using processes, techniques and conventions of drama. Drama will be based on extended improvisations, or taken from appropriate, published script excerpts, using selected drama forms and styles (Note: students will have an opportunity to present a scripted drama and improvisation performance at least once over Years 7 and 8). Student work in devised and/or scripted drama is the focus of informal reflective processes using more detailed drama terminology.
Teachers are required to address knowledge and skills in Drama through one or more of the forms and styles below. Other forms and styles may be used in addition to teach knowledge and skills in Drama.
Drama forms and styles for Year 8: readers theatre, children's theatre, naturalism or realism.
Making
Voice and movement
Voice and movement techniques for selected drama forms and styles (ACADRM043)
Preparation techniques for voice and movement for selected drama forms and styles (ACADRM043)
Mime techniques (mapping the imaginary space before the performance and for audience during the performance) in drama (ACADRM043)
Drama processes and the elements of drama
Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and impact on audience (ACADRM042)
Approaches to characterisation (creating believable characters) (ACADRM041)
Drama forms and styles
Script interpretation of a scene or section through the elements of drama to highlight mood and reinforce selected themes (ACADRM040)
Extended improvisation exploring community themes based on research and selected drama forms and styles (ACADRM040)
Drama conventions
Drama structures based on action/reaction and moving to a resolution (ACADRM042)
Drama conventions for selected drama forms and styles (ACADRM043)
Improvisation conventions (extending the action, responding to conflicts in the narrative) (ACADRM043)
Spaces of performance
Stage geography, blocking notation and the impact of proscenium arch stages (ACADRM044)
Imaginary spaces shaped by stage components and properties, the elements of drama and audience (ACADRM044)
Design and technology
Design and technology to support dramatic impact and audience enjoyment of the theatrical experience (ACADRM044)
Responding
Drama reflections
Reflective processes on their own and others’ work, the impact on audience responses of the use of the elements of drama in performance and use of specific drama terminology and language (ACADRM045)
Achievement standard
At Standard, students engage in processes, including improvisation and role preparation, to shape appropriate elements of drama for devised or scripted drama. They usually demonstrate awareness, in performance, of a selected drama performance style and spaces of performance to present dramatic meaning and to engage with an audience.
Students use specified reflective processes to make links between choices made in performance and dramatic meaning or audience responses. They appropriately use generalised drama terminology in responses.
Year 9 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 9, Drama students will be given opportunities to refine their knowledge and skills to present drama as an event, by safely using processes, techniques and conventions of drama. Students develop drama based on devised drama processes and appropriate, published script excerpts (e.g. Australian drama pre-1960 or world drama), using selected drama forms and styles. Student work in devised and scripted drama is the focus of reflective and responsive processes supported through scaffolded frameworks using drama terminology and language.
Teachers are required to address knowledge and skills in Drama through one or more of the forms and styles below. Other forms and styles may be used in addition to teach knowledge and skills in Drama.
Drama forms and styles for Year 9: melodrama, neoclassical drama, multi-formed devised drama, commedia dell'arte, or Kabuki theatre.
Making
Voice and movement
Voice and movement techniques for selected drama forms and styles (ACADRM050)
Preparation techniques for voice and movement for selected drama forms and styles (ACADRM050)
Mime techniques (isolation of body parts; clear signalling of engaging with, or releasing, objects) in drama (ACADRM050)
Drama processes and the elements of drama
Drama processes through shaping one or more elements of drama (role, character and relationships; voice and movement; time, space and situation; mood, atmosphere and dramatic tension) to shape dramatic meaning and engage audiences in different relationships (ACADRM049)
Approaches to characterisation suited to the demands of the text or devised drama (ACADRM048)
Drama forms and styles
Script interpretation of a scene or section through the elements of drama to shape and manipulate mood and communicate themes to audience (ACADRM047)
Devised drama exploring national themes based on research and selected drama forms and styles (ACADRM047)
Drama conventions
Drama structures based on the 'well-made play' approach (ACADRM049)
Drama conventions controlled for selected drama forms and styles (ACADRM050)
Improvisation conventions (creating dramatic tension, building to a climax) (ACADRM050)
Spaces of performance
Stage geography, blocking notation and the impact of promenade and traverse stages (ACADRM051)
Imaginary spaces controlled by stage components and properties; the elements of drama and audience (ACADRM051)
Design and technology
Design and technology to emphasise dramatic tension and mood (ACADRM051)
Design principles (balance, contrast, repetition) used to make meaning and add to the experience of theatre (ACADRM051)
Responding
Drama reflections
Reflective writing, on their own and others’ work, evaluating the impact of choices in drama making and using specific drama terminology and language (ACADRR052)
Drama responses
Analytical writing on viewed live performances (live or digital copies of live performances) focusing on the elements of drama to make meaning (ACADRR053)
Achievement standard
At Standard, students select processes, including improvisation and rehearsal, to shape appropriate elements of drama for devised and scripted drama. They demonstrate awareness, in performance, of a selected drama performance style, spaces of performance and specified design and technologies appropriate to dramatic meaning and to engage with an audience.
Students use reflective and analytical processes to describe choices made in performance and their effect on dramatic meaning. They accurately use generalised drama terminology in responses.
Year 10 Syllabus
The syllabus is based on the requirement that in Years 9 and 10 the study of the Arts is optional.
Year Level Description
In Year 10, Drama students will be given opportunities to develop their knowledge and skills to present drama for purposes and wider external audiences, safely using processes, techniques and conventions of drama. Students develop drama based on devised drama processes and taken from appropriate, published script excerpts (e.g. Australian drama post-1960 or world drama), using selected drama forms and styles. Students will have opportunities to research devised drama and read in selected script excerpts in context. Student work in devised and scripted drama is the focus of reflective and responsive processes. Students are encouraged to develop their use of extended answer forms and interviews, using drama terminology, language and different forms of communication, based on their own drama and the drama of others.
Teachers are required to address knowledge and skills in Drama through two or more of the forms and styles below. Other forms and styles may be used in addition to teach knowledge and skills in Drama.
Drama forms and styles for Year 10: Grotowski's Poor Theatre, Youth Theatre, Contemporary Aboriginal Theatre, Theatre of the Absurd or Butoh.
Making
Voice and movement
Voice and movement techniques for selected drama forms and styles (ACADRM050)
Preparation techniques for voice and movement for selected drama forms and styles (ACADRM050)
Mime techniques (choosing the level of precision of movement needed when telling a story) in drama (ACADRM050)
Drama processes and the elements of drama
Drama processes through combining the elements of drama (role, character and relationships; voice and movement; time, space and situation; mood, atmosphere and dramatic tension) used by selected drama practitioners such as Rudolf Laban, Augusto Boal or Cecily O'Neill to manipulate dramatic meaning and audience relationships (ACADRM049)
Approaches to characterisation suited to the selected drama forms and styles, texts and themes (ACADRM048)
Drama forms and styles
Script interpretation, based on a reading of the complete text, of an extended scene or section to manipulate mood and interpret themes for audience (ACADRM047)
Devised drama exploring international or global themes based on research and selected drama forms and styles (ACADRM047)
Drama conventions
Drama structures based on cyclical structures and numerous plotlines (ACADRM049)
Drama conventions manipulated for selected drama forms and styles (ACADRM050)
Improvisation conventions (dénouement creating an effective conclusion) (ACADRM050)
Spaces of performance
Stage geography, blocking notation and the impact of in-the-round and adapted stages (ACADRM051)
Imaginary spaces manipulated by stage components and properties, the elements of drama and audience (ACADRM051)
Design and technology
Design and technology to manipulate focus and mood (ACADRM051)
Design principles (balance, contrast, repetition, pattern) selected to make meaning and add to the experience of theatre (ACADRM051)
Responding
Drama reflections
Reflective writing, on their own and others’ work, analysing choices in drama making and using precise drama terminology and language (ACADRR052)
Drama responses
Analytical writing using different forms of communication on viewed live performances (live or digital copies of live performances), focusing on the elements of drama and design and technology to make meaning (ACADRR053)
Achievement standard
At Standard, students use contemporary processes, including improvisation and approaches to rehearsal, to select and shape the elements of drama for devised and scripted drama. They demonstrate awareness in performance of drama forms and styles, spaces of performance and design and technologies to communicate dramatic meaning and to impact on audience.
Students engage in reflective and analytical processes to make links between the choices made in performance and their effect on dramatic meaning and impact on audience. They accurately use a range of generalised drama terminology in their oral and written responses.