YEAR 11 GENERAL DRAMA

“ ...Drama is a personal road of self-development. The journey can only be made possi-

ble by your acceptance of what you come across and your ability to interpret it….”

2015

Unit 1 Dramatic storytelling Unit 2 Drama Performing Spaces Unit description

The focus of this unit is dramatic

storytelling. Students engage with

the skills, techniques, processes and

conventions of dramatic storytell-

ing. Students view, read and ex-

plore relevant drama works and

texts using scripts and/or script ex-

cerpts from Australian and/or world

sources.

Rationale Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television,

interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday

life. Through taking on roles and enacting real and imagined events, performers engage audiences who

suspend their disbelief to enter the world of the drama. Through drama, human experience is shared. Dra-

ma entertains, informs, communicates and challenges.

Students achieve outcomes through the key activities of creation, performance and reflection. They ex-

plore and communicate ideas and learn particular processes and skills to enable them to work with drama

forms, styles, conventions and technologies. They reflect, respond and evaluate drama and become criti-

cal, informed audiences, understanding drama in the context of their own society and culture, drawing on

a diverse range of drama from other cultures, places and times to enrich their intercultural understanding.

The Drama General course focuses on aesthetic understanding and drama in practice as students inte-

grate their knowledge and skills. They use the elements and conventions of drama to develop and present

ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation,

play building, text interpretation, playwriting and dramaturgy which allow them to create original drama

and interpret a range of texts written or devised by others. Their work in this course includes production

and design aspects involving sets, costumes, makeup, props, promotional materials, stage management,

front-of-house activities, and sound and lighting. Increasingly, students use technologies, such as digital

sound and multimedia. They present drama to a range of audiences and work in different performance

settings.

Students work independently and collaboratively, learning time management skills, showing initiative and

demonstrating leadership and interpersonal skills. The Drama General course requires them to develop

and practise problem-solving skills through creative and analytical thinking processes. They develop their

capacity to respond to, reflect on, and make informed judgements, using appropriate terminology and

language to describe, analyse, interpret and evaluate drama, drawing on their understanding of relevant

aspects of other art forms.

In this course, students engage in both Australian and world drama practice. They understand how drama

has changed over time and will continue to change according to its cultural context. Through the Drama

General course, they can understand the experience of other times, places and cultures in an accessible,

meaningful and enjoyable way. They understand the economic factors that affect drama practice and ex-

plore the vocational opportunities that drama offers.

While some students intend to make a career in drama and related fields, they also participate in drama

for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills,

knowledge and understandings that can be transferred to a range of careers and situations. The Drama

General course builds confidence, empathy, understanding about human experience, and a sense of iden-

tity and belonging. These are invaluable qualities for contemporary living.

Course outcomes The Drama General course is designed to facilitate achievement of the following outcomes.

Outcome 1 – Drama ideas

Students create, interpret, explore, develop and present drama ideas.

In achieving this outcome, students:

articulate their own ideas and interpret the ideas of others to make drama

explore and experiment to develop ideas in drama

present drama ideas for specific purposes, audience and spaces.

Outcome 2 – Drama skills and processes

Students apply drama skills, techniques, processes, conventions and technologies.

In achieving this outcome, students:

apply specific skills, techniques and processes

apply knowledge and conventions of drama

use technologies and undertake production roles and responsibilities.

Outcome 3 – Drama responses

Students respond to, reflect on and evaluate drama.

In achieving this outcome, students:

respond to drama using processes of engagement and inquiry

reflect on the process of producing and performing drama

evaluate drama using critical frameworks and cultural perspectives.

Outcome 4 – Drama in society

Students understand the role of drama in society.

In achieving this outcome, students:

understand the interrelationships between drama and its historical and cultural contexts

understand the social and cultural value and purpose of drama

understand economic considerations related to drama.

Year 11 General Drama

Welcome to the year 11 General Drama Course. The Year 11 syllabus is divided into two

units, each of one semester duration, which are typically delivered as a pair.

The General Drama Course Weighting for Tasks is as follows

The Two Units are Titled

1. Dramatic Storytelling

2. Drama Performance Spaces

The General Course outcomes are

1. Drama Ideas

2. Drama Skills and Processes

3. Drama Responses

4. Drama In Society

Course Structure

In 2015 students from both the year 11 and year 12 drama classes will be involved in the creation,

development and performance of a school musical. For this reason the Year 11 General Drama

Course will have the following structure

Semester 1 - Drama Performance Spaces

Semester 2 - Dramatic Storytelling

Type of assessment Weighting

Performance/production

Improvising and devising original drama, interpreting drama texts, rehearsing, designing lighting,

sound, sets, costumes and graphics for programs, posters and promotion. Demonstrating the use

of drama skills, techniques, processes and technologies in a range of performance contexts.

70%

Response

Response to, and analysis of own, others’ or professional drama works in relation to elements,

principles, techniques and/or processes of drama. Responses may be oral, or in written forms,

and include supporting annotated diagrams and/or illustrations.

30%

Course Structure

Semester 1 - Drama Performance Events

1. Task 1 Scripted Performance

2. Task 2 Design and Production Team

3. Task 3 Verbal and Non-Verbal Communication

Semester 2 - Dramatic Storytelling

1. Task 4 Improvisation and Play building

2. Task 5 Group Devised Drama

3. Task 6 Text and Context

4. Task 7 Review of Live Performance

5. Task 8 Drama Folio

Important Information

Each task will have a written component that will form part of the overall assessment for that task. This

is essential to the successful completion of the task. If the written work is not submitted the task will be

deemed incomplete.

All tasks must be completed to receive a grade for the course.

Folio

Each student will be required to maintain a drama folio. The folio may take the form of an A3 Folder,

an online subject folder with relevant sub-folders or a specifically constructed web page. The folio will

contain all submitted work, teacher distributed work and process notes.

The folio is assessed for each task and also forms a significant part of the assessment at the completion

of the course.

Unit 1 – Dramatic storytelling Unit description

The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes and conventions

of dramatic storytelling. Students view, read and explore relevant drama works and texts using scripts and/or script

excerpts from Australian and/or world sources.

Unit content

This unit includes the knowledge, understandings and skills described below.

In the context of drama in performance and responding to drama, students know, understand and apply:

Drama language

Voice and movement

voice techniques (breathing techniques, expression, tone, articulation, projection) to communicate meaning

movement techniques (gesture, stance/posture, facial expression, mime) to communicate meaning

warm-up exercises for safe and effective use of voice and movement

voice and movement techniques using appropriate exaggeration for dramatic storytelling

Drama processes and the elements of drama

rehearsal and group work processes (planning and refinement through improvisation) in devised and scripted drama

the elements of drama (role, character and relationships, situation, voice, movement, space and time, language and

texts, symbol and metaphor, mood and atmosphere, dramatic tension) to create types of characters and roles

(antagonist, protagonist, supporting roles) in performance

the elements of drama used to present identified themes

improvisation to develop characterisation through offer, acceptance, extension and resolution

the elements of drama shaped through viewpoints in improvisation to create dramatic meaning

performance preparation processes (warm-up, focus time, actors’ notes) for dramatic storytelling

Drama forms and styles

types of dramatic storytelling based on the broad categories of comedy and tragedy

types of performance/audience relationships in representational and presentational drama

types of storytelling based on narrative structures

changes in dramatic storytelling beginning with ritual drama/ancient mythologies

Contextual knowledge

Drama conventions

techniques in dramatic storytelling to engage the audience through dramatic tension

conventions of improvisation (spontaneity, showing/not telling) in dramatic storytelling

conventions of narrative structure with a focus on enacted story

conventions of script layouts (scene organisation, setting, dialogue and stage directions) in dramatic storytelling

conventions of documenting dramatic storytelling choices (character profiles, voice techniques and movement tech-

niques annotations)

performance and audience behaviours appropriate to performance contexts

Values, forces and drama practice

audience responses to storytelling inspired by forces in drama

audience expectations, attitudes, experience and understanding of dramatic storytelling

purposes, uses and approaches to drama in other times and places, such as ritual drama and ancient mythologies

Production and performance

Spaces of performance

performance areas to define space and time for an audience

audience awareness in dramatic storytelling

audience/space arrangements and their effect on drama

Design and technologies

ways that costume and props can be used to support setting and situation

principles of design (contrast and emphasis) in dramatic storytelling

drama design and technologies for dramatic storytelling

Management skills and processes

effective group work processes (appropriate questioning, conflict management, listening skills) in dramatic storytelling

time management skills (planning tasks, creating schedules, sharing roles) in dramatic storytelling

performance rights in dramatic storytelling

safe working practices in drama in familiar spaces

features of a drama publicity poster

Assessment Type

Task

Task Weightings

Assessment

Week

Performance

1. Scripted Performance:

The student works with a group to present a rehearsed and

memorised script in performance.

20%

12

Response

2. Design and Production Team

The student selects one scene from a studied script. With

teacher direction selects one role from the production team

and completes a written description detailing how this per-

son would contribute to the realisation of the particular

scene in performance.

5%

14

Performance

3. Verbal and Non-Verbal Communication

To undertake a role play exercise which will require the stu-

dent to demonstrate verbal and non-verbal communication

skills.

5%

19

Performance

4. Improvisation and Playbuilding Skills

Through discussion and improvisation, the student under-

takes playbuilding processes.

10%

24

Performance

5. Group Devised Drama

The student presents a fully realised group devised drama

no longer than 20 minutes in duration.

15%

30

Performance

6. Text and Context

In pairs or groups, the student completes an extended im-

provisation relating to an issue(s) or character(s) from a se-

lected script to illustrate an understanding of its historical

context.

20%

34

Response

8. Written Evaluation of Viewed Performance

The student presents a written response to a viewed perfor-

mance.

10%

T.B.A

Response

7. Drama Folio

The students maintains and presents a drama folio.

15%

35

Task 1: Scripted Performance

Specific Outcomes

1. Drama Ideas

2. Drama Skills and Processes

3. Drama Responses

4. Drama In Society

Task

The student works with a group to present a rehearsed and memorised script in performance.

Assessment

1. The performance

2. Supporting documentation presented in the folio.

3. Evaluation of own work and others

Task Requirements

The task requires the students to demonstrate in performance and evaluation an understanding of the

styles and conventions of the chosen work in its context. The student is required to illustrate and artic-

ulate an understanding of the central issues and values of the text and to present a memorised inter-

pretation of a scene/s that reflects these understandings.

In this task Drama Studies students will be expected to demonstrate:

The ability to use appropriate vocal and physical skills i.e. with clarity, fluency, control, appropriateness

to character and situation, with pace, projection, vocal and physical flexibility, timing and spatial aware-

ness

The ability to work in role and develop a character i.e. to interpret and develop a role and character

with creativity and originality, to develop and sustain a role/character

The ability to respond to the material, demonstrating creativity and understanding of the whole piece

and the individual contribution of the role/character

The ability to work within the group i.e. contribution to and involvement with the group, sensitivity,

generosity, commitment, concentration and ability to lead and support the group

The ability to evaluate their contribution to the group, their own performance and that of others

Preparation and exploration - the emphasis in this part is on the process leading to the presentation:

the exploration and development of the role and characterisation, the exploration of appropriate voice

and movement skills, the ability to contribute positively to the groups and evaluate, alter, research and

refine the material/role/character and prepare the piece for performance

Task 2: Design and Production Team

Specific Outcomes

1. Drama Ideas

2. Drama Responses

3. Drama In Society

Task

The student selects one scene from a script studied; With teacher direction selects one role from the

production team and completes a written description detailing how this person would contribute to the

realisation of the particular scene in performance.

Assessment

1. An oral presentation of their design to the class (maximum 3 minutes).

2. A 250 - 500 word essay

3. Supporting documentation presented in the folio.

Task Requirements

Select one scene from a studied script . With teacher direction select one role from the drama produc-

tion team and complete a written description detailing how this person would contribute to the realisa-

tion of the particular scene in performance.

In this task Drama Studies students will be expected to demonstrate:

An understanding of the role studied in relation to the chosen scene

An ability to evaluate the role , define problems, research possible solutions and map out the solutions

An ability to crystallise the final design into a practicable and intelligent form and submit a written re-

sponse which should be accompanied, where appropriate, with illustrations, diagrams, sketches, etc.

An ability to explain to the class in an oral presentation of not more than 3 minutes, the design and ar-

tistic choices made

Task 3: Voice and Movement Communication

Specific Outcomes

1. Drama Ideas

2. Drama Skills and Processes

3. Drama Responses

4. Drama In Society

Task

To undertake a role play exercise which will require the student to demonstrate Voice and Movement

communication skills.

Assessment

A practical exercise which is intended to be completed in approximately 1-2 hours.

A 250 - 500 word essay.

Supporting documention action presented in a folio

Task Requirements

The task requires the student to be given a particular role and behaviour associated with that role and

will ask the students to explore the relationship between behaviours and roles in group situations. The

focus must be on effective voice and movement communication. Groups should be a minimum of

three. There is no maximum number suggested but teachers should consider the problems inherent in

too large a group

In this task Drama Studies students will be expected to demonstrate:

Appropriate verbal and non-verbal communication skills with clarity, fluency, control, pace, projection,

vocal and physical flexibility, timing and spatial awareness according to role, relationships, mood and

situation

The ability to accept, develop and sustain role appropriate to the situation and group requirements

The ability to work in groups; to listen to others, to consider and accept others' ideas and contributions

while also accepting the responsibility for developing them, sensitivity, generosity, commitment and

concentration

The ability to record and organise the relevant materials in the drama folio

Task 4: Improvisation and Playbuilding Skills

Specific Outcomes

1. Drama Ideas

2. Drama Skills and Processes

3. Drama In Society

Task

Through discussion and improvisation, the student undertakes playbuilding processes.

Assessment

The performance of a polished improvisation.

Supporting documentation presented in a folio.

Task Requirements

The task requires the student to be given a topic or issue. In groups, students are to construct a scenar-

io/plot outline for a short group-devised play and improvise one aspect of this scenario to present to

the class in the form of a playbuilding performance.

In this task Drama Studies students will be expected to demonstrate:

Appropriate verbal and non-verbal communication skills with clarity, fluency, control, pace, projection,

vocal and physical flexibility, timing and spatial awareness according to character, relationships be-

tween characters, mood and situation

The ability to create an appropriate environment - ie use of space and possible use of lighting, sound,

props, furniture, costumes, etc.

The ability to work in a group with generosity, commitment and concentration

The ability to respond creatively to the stimulus and a sensitivity to the shaping and construction of the

responses - i.e. the ability to shape a scene, research, select and reject material

The ability to accept, sustain and develop a role appropriate to the situation and group need

The ability to record and evaluate the playbuilding process.

Task 5: Group Devised Drama

Specific Outcomes

1. Drama Ideas

2. Drama Skills and Processes

3. Drama Responses

4. Drama In Society

Task

The student presents a fully realised group devised drama no longer than 30 minutes in duration.

Assessment

Participation in the practical demonstration of the playbuilding process.

The submission of a 250 - 500 word essay

Supporting documentation presented in the folio.

In this task Drama Studies students will be expected to demonstrate:

The ability to use the voice and body with ease i.e. vocabulary, speech and movement appropriate to

situation, mood and character

The ability to create an appropriate environment i.e. the use of space and possible use of light, sound,

props, furniture, costume, etc.

The ability to accept, develop and sustain a role appropriate to the situation and group need

The ability to respond creatively to the form or style chosen for exploration and to sensitively shape,

research, select and reject material

The ability to concentrate on a problem and work in a group i.e. to listen to others, to accept ideas and

the responsibility for developing them, to trust an to accept the responsibility of being trusted

The ability to understand the nature of improvisation and to develop a style of presentation - i.e. that

the work should never be static and repetitive, that out of the needs of the piece of work a style of

presentation evolves appropriate to the material

The ability to structure a dramatic situation through a critical process of refinement and to evaluate the

effectiveness of the result

Task 6: Text and Context

Specific Outcomes

1. Drama Ideas

2. Drama Skills and Processes

3. Drama Responses

4. Drama In Society

Task

In pairs or groups, the student completes an extended improvisation relating to an issue(s) or character

(s) from a selected script to illustrate an understanding of its historical context.

Assessment

The performance

Supporting documentation presented in the folio.

Task Requirements

In pairs or groups, complete an extended improvisation relating to an issue or character from scripts

chosen which illustrate an understanding of their historical context.

In this task Drama Studies students will be expected to demonstrate:

An understanding of the historical context of the chosen script, through the prepared improvisation.

NB. The students may choose to focus on social issues, religious beliefs, behavioural norms, political

systems, environment, family structure, power structure, patriarchy, conventions of the theatre, etc.

An ability to establish the links between the issue explored and its realisation within the prepared im-

provisation. This will be demonstrated in the performance and the written response

Task 7: Drama Folio

Specific Outcomes

1. Drama Ideas

2. Drama Responses

3. Drama In Society

Task

The students maintains and presents a drama folio.

Assessment

Drama Folio

Task Requirements

The task requires the student to individually compile a folio, including a process journal, which docu-

ments the formal and informal written and practical components of the subject.

In this task Drama Studies students will be expected to demonstrate:

Organise and maintain a drama folio throughout the subject

The folio will be:

Organised

Logically presented

A complete record of the subject

At the completion of this task the student will:

Submit the folio for assessment.

Task 8: Written Evaluation of Viewed Performance

Specific Outcomes

1. Drama Responses

2. Drama In Society

Task

The student presents a written response to a viewed performance.

Assessment

The submission of a 250 - 500 word essay.

Supporting documentation in the folio.

Task Requirements

This task requires the student to view a production, after which they will individually respond in written

form to the production, referring to the total theatrical impact and particular highlights and weakness-

es where appropriate. (Where circumstances preclude students from attending live performance, re-

sponse to a video of sound technical and artistic quality is acceptable.)

In this task Drama Studies students will be expected to demonstrate:

Consideration of the context of the performance in terms of occasion, the site, expectations, the audi-

ence, the space for performance including the auditorium, the space of performance, i.e. the stage

The ability to succinctly describe the content of the performance

The ability to evaluate the performance including an understanding of the skills involved and an appre-

ciation of their effectiveness

An ability to evaluate the production design and its contribution to the performance in terms of atmos-

phere, mood, emotion, symbolism, location, period and context

An ability to personally respond to the production as a whole

Appendix 1 – Grade descriptions Year 11

A

Effectively and with confidence applies drama knowledge, skills and processes in the preparation, devel-

Use of reflective and cooperative processes is efficient.

Describes in detail the practical, contextual, and aesthetic considerations of realising and experiencing

Communicates in detail about drama forms, styles and contexts as related to realising and experiencing

Structures work effectively; accurately uses relevant drama terminology. Meets task requirements.

B

Competently and with some confidence applies drama knowledge, skills and processes in the prepara-

Use of reflective and cooperative processes is mostly efficient.

Sometimes describes in detail practical, contextual, and aesthetic considerations of realising and experi-

Communicates with some detail about drama forms, styles and contexts as related to realising and expe-

Uses relevant drama terminology. Meets task requirements.

C

Adequately applies drama knowledge, skills and processes in the preparation, development and realisa-

Uses reflective and cooperative processes inconsistently.

Briefly describes the most obvious features and processes of realising and experiencing drama; respons-

Communicates superficial descriptions of drama forms, styles and contexts as related to realising and

Uses some drama terminology, though sometimes inaccurately. Meets task requirements.