1 YEAR 11 GENERAL DRAMA 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 storytelling. Students view, read and explore relevant drama works and texts using scripts and/or script excerpts from Australian and/or world sources....drama is a personal road of self-development. The journey can only be made possible by your acceptance of what you come across and your ability to interpret it.
2 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. Drama entertains, informs, communicates and challenges. Students achieve outcomes through the key activities of creation, performance and reflection. They explore 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 critical, 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 integrate 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 explore 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 identity and belonging. These are invaluable qualities for contemporary living.
3 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.
4 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 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. 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. 70% 30% 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
5 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.
6 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
7 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 techniques 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
8 Assessment Type Task Task Weightings Assessment Week 1. Scripted Performance: 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 person would contribute to the realisation of the particular scene in performance. 5% 14 Performance Performance 3. Verbal and Non-Verbal Communication To undertake a role play exercise which will require the student to demonstrate verbal and non-verbal communication skills. 4. Improvisation and Playbuilding Skills Through discussion and improvisation, the student undertakes playbuilding processes. 5% 19 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 Response 6. Text and Context 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. 8. Written Evaluation of Viewed Performance The student presents a written response to a viewed performance. 20% 34 10% T.B.A 7. Drama Folio Response The students maintains and presents a drama folio. 15% 35
9 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 articulate an understanding of the central issues and values of the text and to present a memorised interpretation 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 awareness 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
10 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 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 production team and complete a written description detailing how this person would contribute to the realisation 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 response 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 artistic choices made
11 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 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
12 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 scenario/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 between 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.
13 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 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
14 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 improvisation. This will be demonstrated in the performance and the written response
15 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 documents 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.
16 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 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 weaknesses where appropriate. (Where circumstances preclude students from attending live performance, response 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 audience, 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 appreciation of their effectiveness An ability to evaluate the production design and its contribution to the performance in terms of atmosphere, mood, emotion, symbolism, location, period and context An ability to personally respond to the production as a whole
17 Appendix 1 Grade descriptions Year 11 Effectively and with confidence applies drama knowledge, skills and processes in the preparation, devel- A 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. Competently and with some confidence applies drama knowledge, skills and processes in the prepara- B 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. Adequately applies drama knowledge, skills and processes in the preparation, development and realisa- C 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.