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Elaboration (3) ACADRM029

enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

Elaboration (1) ACADRM049

conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions and dialogue to engage audience expectations

Elaboration (3) ACADRR052

evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama

Achievement Standard Drama Years 3 and 4

By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama. Students use relationships, tension, time and …

Learning Area Achievement Standard Drama Years 5 and 6

By the end of Year 6, students explain how ideas are communicated in artworks they make and to which they respond. They describe characteristics of artworks from different social, historical and cultural contexts that influence their art making. Students …

Elaboration (1) ACADRR034

Considering viewpoints – societies and cultures: For example – What features and ideas in the drama come from other cultures, times and places? How have you used these ideas and features in your own drama? Why do you think people from all different cultures …

ACADRM043

Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dra …

Elaborations ScOT Terms

ACADRM049

Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatist …

Elaborations ScOT Terms

Elaboration (1) ACADRM033

Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) …

Elaboration (4) ACADRR034

Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) …

Elaboration (2) ACADRM037

exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance

Elaboration (3) ACADRM041

Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the …

Elaboration (3) ACADRR045

Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the …

Elaboration (4) ACADRM050

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers …

Elaboration (1) ACADRM051

Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills …

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities