Years 3 to 4
The Arts
ASARTDRAY34
Years 3 to 4 Drama Achievement Standard
5 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 4, students describe use of selected elements of drama in drama they experience, create and/or perform. TThey describe where, why and/or how drama is created and/or performed across cultures, times, places and/or other contexts.
Students use selected elements of drama when creating drama and/or performing. They collaborate to improvise and/or devise drama that communicates ideas, perspectives and/or meaning. They perform their work in informal settings.
The 5 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 4, students describe use of selected elements of drama in drama they experience, create and/or perform.
Content descriptorAC9ADR4C01 Creating and making
improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning
Elaborations (7)
- Elaboration using learning from explorations of drama that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising drama that communicates their feelings about a “favourite” place or shows how they care for a place in their community
- Elaboration creating drama by exploring and experiencing a range of roles and situations that they initiate and develop; for example, exploring roles and situations in a “miniature world”
- Elaboration improvising drama to explore issues and ideas, considering how empathy can assist them to take on roles, accept situations and “stand in the shoes” of another; for example, comparing their own and their peers’ responses to “everyday” interactions or imagining themselves as participants in an event that is happening or happened in another time or place
- Elaboration devising dialogue for a previously “wordless story” or devising dramatic action/movement for a story they know only through spoken (audio) sources
- Elaboration using the elements of drama and the principles of story to shape improvisations to communicate their intentions as drama makers; for example, establishing time and place, and the roles and characters in the drama
- Elaboration working in groups to devise sections of a drama (for example, using process drama strategies) and then, working as a class, using a guided play-building process to combine the sections
- Elaboration communicating with an audience their connection to and responsibility for Country/Place by Acknowledging Country before a performance or presentation, taking care to observe protocols and using resources created or co-created by First Nations Australians, and/or by participating with Elders in a Welcome to Country (as appropriate)
Content descriptorAC9ADR4D01 Developing practices and skills
use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
Elaborations (4)
- Elaboration experimenting with the loudness/softness, pace and pitch of their voices/vocalisations to create roles and situations, time and place; for example, when initiating and developing roles and situations in process drama
- Elaboration exploring roles and situations; for example, by using language (choice of words, expressions and tone) or experimenting with ways to heighten tension in the dramatic action
- Elaboration improvising ways to connect short scenes, such as clapping a rhythmic pattern, saying words or phrases and/or through movement
- Elaboration developing spatial awareness when creating dramatic action; for example, considering how close/far apart they should stand to others in the performance space or how they can use movement to manipulate tension
Content descriptorAC9ADR4E01 Exploring and responding
explore where, why and how drama is created and/or performed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration listening to actors in a drama created for purposes such as entertainment or infotainment talk about how they developed their character and what they found interesting or surprising about the imaginary world they created; then considering and discussing the actors’ responses
- Elaboration comparing the expectations and requirements of performers and audience in a range of cultural settings, such as cultural settings in Australia and Asia, and applying this learning in their own performances; for example, identifying how the audience and performers interact and what knowledge the audience needs to have about the drama
- Elaboration reflecting on live or recorded drama performances and asking questions such as “What is the purpose of this drama?”, “What features and ideas in the drama come from other cultures, times and places?”, “How could we use these ideas in our drama?”, “Why do you think people from diverse cultures create drama for similar purposes?”
- Elaboration examining drama in their community and comparing it to other drama of different people, times and cultures; for example, exploring examples of puppetry and/or physical (movement-based) theatre in their communities and comparing this with examples of those forms from other cultures, times or places
- Elaboration reflecting on and sharing ideas with others about the meaning and intended purposes of their own drama; for example, sharing embodied responses using movement, gesture or language
TThey describe where, why and/or how drama is created and/or performed across cultures, times, places and/or other contexts.
Content descriptorAC9ADR4E01 Exploring and responding
explore where, why and how drama is created and/or performed across cultures, times, places and/or other contexts
Elaborations (5)
- Elaboration listening to actors in a drama created for purposes such as entertainment or infotainment talk about how they developed their character and what they found interesting or surprising about the imaginary world they created; then considering and discussing the actors’ responses
- Elaboration comparing the expectations and requirements of performers and audience in a range of cultural settings, such as cultural settings in Australia and Asia, and applying this learning in their own performances; for example, identifying how the audience and performers interact and what knowledge the audience needs to have about the drama
- Elaboration reflecting on live or recorded drama performances and asking questions such as “What is the purpose of this drama?”, “What features and ideas in the drama come from other cultures, times and places?”, “How could we use these ideas in our drama?”, “Why do you think people from diverse cultures create drama for similar purposes?”
- Elaboration examining drama in their community and comparing it to other drama of different people, times and cultures; for example, exploring examples of puppetry and/or physical (movement-based) theatre in their communities and comparing this with examples of those forms from other cultures, times or places
- Elaboration reflecting on and sharing ideas with others about the meaning and intended purposes of their own drama; for example, sharing embodied responses using movement, gesture or language
Content descriptorAC9ADR4E02 Exploring and responding
explore how First Nations Australians use drama to communicate their connection to, and responsibility for, Country/Place
Elaborations (5)
- Elaboration collecting and sharing information about drama created and performed by First Nations Australians for occasions such as festivals or ceremonies, reflecting on how these performances can communicate important information or knowledge about Country/Place
- Elaboration exploring how First Nations Australians use drama to express connection to and responsibility for Country/Place, such as communicating knowledge or maintaining unique ways of life; for example, exploring how drama is used to communicate knowledge about the local environment
- Elaboration observing how the elements of drama are used in drama created and/or performed by First Nations Australians to communicate connection to and responsibility for Country/Place; for example, in drama that shares cultural narratives
- Elaboration accessing drama created and/or performed by First Nations Australians and exploring how drama communicates knowledge, such as ways to live sustainably, and to respect and care for the land, sea, sky or waterways
- Elaboration looking at performances that represent the importance of Country/Place and Story for First Nations Australians as a starting point for talking about different ways of seeing the same place and telling stories
Students use selected elements of drama when creating drama and/or performing.
Content descriptorAC9ADR4C01 Creating and making
improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning
Elaborations (7)
- Elaboration using learning from explorations of drama that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising drama that communicates their feelings about a “favourite” place or shows how they care for a place in their community
- Elaboration creating drama by exploring and experiencing a range of roles and situations that they initiate and develop; for example, exploring roles and situations in a “miniature world”
- Elaboration improvising drama to explore issues and ideas, considering how empathy can assist them to take on roles, accept situations and “stand in the shoes” of another; for example, comparing their own and their peers’ responses to “everyday” interactions or imagining themselves as participants in an event that is happening or happened in another time or place
- Elaboration devising dialogue for a previously “wordless story” or devising dramatic action/movement for a story they know only through spoken (audio) sources
- Elaboration using the elements of drama and the principles of story to shape improvisations to communicate their intentions as drama makers; for example, establishing time and place, and the roles and characters in the drama
- Elaboration working in groups to devise sections of a drama (for example, using process drama strategies) and then, working as a class, using a guided play-building process to combine the sections
- Elaboration communicating with an audience their connection to and responsibility for Country/Place by Acknowledging Country before a performance or presentation, taking care to observe protocols and using resources created or co-created by First Nations Australians, and/or by participating with Elders in a Welcome to Country (as appropriate)
Content descriptorAC9ADR4D01 Developing practices and skills
use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
Elaborations (4)
- Elaboration experimenting with the loudness/softness, pace and pitch of their voices/vocalisations to create roles and situations, time and place; for example, when initiating and developing roles and situations in process drama
- Elaboration exploring roles and situations; for example, by using language (choice of words, expressions and tone) or experimenting with ways to heighten tension in the dramatic action
- Elaboration improvising ways to connect short scenes, such as clapping a rhythmic pattern, saying words or phrases and/or through movement
- Elaboration developing spatial awareness when creating dramatic action; for example, considering how close/far apart they should stand to others in the performance space or how they can use movement to manipulate tension
They collaborate to improvise and/or devise drama that communicates ideas, perspectives and/or meaning.
Content descriptorAC9ADR4C01 Creating and making
improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning
Elaborations (7)
- Elaboration using learning from explorations of drama that communicate First Nations Australians’ connection to and responsibility for Country/Place to devise drama that communicates their own connection to and responsibility for place; for example, devising drama that communicates their feelings about a “favourite” place or shows how they care for a place in their community
- Elaboration creating drama by exploring and experiencing a range of roles and situations that they initiate and develop; for example, exploring roles and situations in a “miniature world”
- Elaboration improvising drama to explore issues and ideas, considering how empathy can assist them to take on roles, accept situations and “stand in the shoes” of another; for example, comparing their own and their peers’ responses to “everyday” interactions or imagining themselves as participants in an event that is happening or happened in another time or place
- Elaboration devising dialogue for a previously “wordless story” or devising dramatic action/movement for a story they know only through spoken (audio) sources
- Elaboration using the elements of drama and the principles of story to shape improvisations to communicate their intentions as drama makers; for example, establishing time and place, and the roles and characters in the drama
- Elaboration working in groups to devise sections of a drama (for example, using process drama strategies) and then, working as a class, using a guided play-building process to combine the sections
- Elaboration communicating with an audience their connection to and responsibility for Country/Place by Acknowledging Country before a performance or presentation, taking care to observe protocols and using resources created or co-created by First Nations Australians, and/or by participating with Elders in a Welcome to Country (as appropriate)
Content descriptorAC9ADR4D01 Developing practices and skills
use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
Elaborations (4)
- Elaboration experimenting with the loudness/softness, pace and pitch of their voices/vocalisations to create roles and situations, time and place; for example, when initiating and developing roles and situations in process drama
- Elaboration exploring roles and situations; for example, by using language (choice of words, expressions and tone) or experimenting with ways to heighten tension in the dramatic action
- Elaboration improvising ways to connect short scenes, such as clapping a rhythmic pattern, saying words or phrases and/or through movement
- Elaboration developing spatial awareness when creating dramatic action; for example, considering how close/far apart they should stand to others in the performance space or how they can use movement to manipulate tension
They perform their work in informal settings.
Content descriptorAC9ADR4P01 Presenting and performing
perform improvised and/or devised drama in informal settings
Elaborations (3)
- Elaboration using voice, movement and language to sustain role and relationships when performing drama; for example, varying facial expressions and movements to create roles and situations
- Elaboration demonstrating commitment to the reality/world of the drama; for example, staying “in-role” throughout the performance (even when not actively participating in the dramatic action)
- Elaboration manipulating focus, tension, space and time to shape dramatic action when performing their drama
This achievement standard describes the expected learning for Years 3 to 4 Drama. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Drama | 1 | 7 |
| Developing practices and skills | Drama | 1 | 4 |
| Exploring and responding | Drama | 2 | 10 |
| Presenting and performing | Drama | 1 | 3 |
| Total | 5 | 24 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Drama?
By the end of Year 4, students describe use of selected elements of drama in drama they experience, create and/or perform. TThey describe where, why and/or how drama is created and/or performed across cultures, times, places and/or other contexts. Read the full standard
How many Content Descriptors support this standard?
5 Content Descriptors support this Achievement Standard (Creating and making: 1, Developing practices and skills: 1, Exploring and responding: 2, Presenting and performing: 1).
How does this compare to Years 1 to 2?
The Years 1 to 2 Drama standard (ASARTDRAY12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.