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Elaboration (2) ACADRR034

comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances

Elaboration (3) ACADRR034

examining drama in their community and comparing it to other drama of different people, times and cultures

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 (5) ACADRR034

writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology

Elaboration ACADRM035

experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes

Elaboration (1) ACADRM035

exploring physical, fictional and emotional space to create characters and situations and imagined feelings

Elaboration (2) ACADRM035

manipulating dramatic action and use of available theatre technologies to create different meanings

Elaboration (3) ACADRM035

comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work

Elaboration (4) ACADRM035

Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the body used to represent a character, situation or idea? How did the performers use the elements of drama? How can the devised drama be developed to …

Elaboration ACADRM036

varying use of voice, for example, projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions

Elaboration (1) ACADRM036

trialling different ways to move in character and situations

Elaboration (2) ACADRM036

Considering viewpoints – evaluations: For example – How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports your judgement about the drama?

Elaboration (3) ACADRM036

adjusting the weight (heaviness or lightness of movement), speed, use of stillness, levels and movement through space to focus on character and situation and create dramatic action

Elaboration (4) ACADRM036

altering voice and movement to show change in mood and atmosphere, and to create images, effects and an engaging delivery

Elaboration (5) ACADRM036

rehearsing, interacting and negotiating with others in interpretation of scripts to create characters and their relationships

Elaboration ACADRM037

creating narrative and tension to communicate dramatic meaning

Elaboration (1) ACADRM037

Considering viewpoints – meanings and interpretations: For example – What did the performer intend audiences to experience and understand from the drama? Why did you make this drama?

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) ACADRM037

focusing communication with the audience by, for example, remembering lines, moves and cues in rehearsal and performance

Elaboration (4) ACADRM037

showing understanding of the purpose of rehearsing drama and the need for collaboration and group work

Curriculum Types

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General Capabilities

Cross Curriculum Priorities