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Years 3 and 4 Drama

In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers. As they experience The Arts, students draw …

Years 3 and 4 | Drama | The Arts | F-10 curriculum

Example of knowledge and skills Drama

In this band students are introduced to the ways that ideas and intentions are communicated in and through drama. They develop knowledge, understanding and skills through drama practices focusing on: Elements of drama Role, character and relationships Role …

Example of knowledge and skills | Drama | The Arts | F-10 curriculum

Structure Drama

Learning in Drama Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, techniques and processes, and use …

Structure | Drama | The Arts | F-10 curriculum

Elaboration (3) ACADRM051

exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work

Elaboration (3) ACADRR053

Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?

Achievement Standard Drama Years 7 and 8

By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, …

Elaboration (3) ACADRM027

taking photos or videoing drama they devise to view and extend their drama ideas

Elaboration (3) ACADRM028

manipulating objects, puppets, 2D images and available technologies to create stories

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 (3) ACADRR030

recognising that drama can show that people have different feelings about the world based on their experiences of the environment and other people

Elaboration (3) ACADRM031

experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas

Elaboration (3) ACADRM032

developing sensory and spatial awareness when creating dramatic action

Elaboration (3) ACADRM033

sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces

Elaboration (3) ACADRR034

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

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 (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 (3) ACADRM037

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

Elaboration (3) ACADRR038

Considering viewpoints – societies and cultures: For example – What are the traditions, customs and conventions of this drama? How does this drama draw from other cultures, times and places? How have you used drama of other times, places and cultures …

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) ACADRM042

analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)

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Cross Curriculum Priorities