Year 5 SyllabusTest
The Arts Scope and SequenceYear 5 Syllabus learning area contacts:
- Pre-primary to Year 6 : +61 8 9273 6745 | Nicole.Edwards@scsa.wa.edu.au
- Year 7 to Year 10 : |
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.
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.