Years 7 to 8
The Arts
ASARTDRAY78
Years 7 to 8 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 8, students analyse how elements of drama and/or conventions are manipulated in drama they create and/or experience. They evaluate the ways drama created and/or performed across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. They describe respectful approaches to creating, performing and/or responding to drama.
Students work collaboratively to manipulate elements of drama and conventions to shape and sustain dramatic action in improvised, devised and/or scripted drama. They employ performance skills to convey dramatic action and communicate ideas, perspectives and/or meaning when performing drama to audiences.
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 8, students analyse how elements of drama and/or conventions are manipulated in drama they create and/or experience.
Content descriptorAC9ADR8C01 Creating and making
improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form
Elaborations (6)
- Elaboration identifying dramatic potential in teacher-provided/directed starting points such as research, examples of the conventions of drama forms/performance styles, dramatic text, the structuring of forms, or discussion of peers’ responses to an issue or topic; then using improvisation and processes such as “mantle of the expert” to develop situations, characters, and make decisions that shape the resulting dramatic action
- Elaboration using play-building to develop a series of scenes as a class response to an inquiry question or responding to dramatic potential of an image by imagining, “What’s happening? What has happened? What’s going to happen next?”
- Elaboration working collaboratively to interpret scripted drama; for example, deciding where/when the action will take place, using improvisation to explore and understand characters and relationships, applying conventions relevant to the style/form, blocking use of the performance space to establish context, relationships or transitions, selecting/sourcing and rehearsing with props/set items
- Elaboration using Viewpoints to frame questions to interpret, analyse and evaluate the effectiveness of dramatic forms, elements, design and conventions or making decisions about how to communicate idea, effects and intentions; for example, “What were the actor’s/director’s intentions in this drama?”, “What ideas did you think the drama expressed?”, “How did you engage with the drama?”
- Elaboration employing voice/vocalisation and movement appropriate to situation, and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning
- Elaboration using feedback, reflection or evaluation to develop and extend ideas when improvising, devising and/or scripting drama
Content descriptorAC9ADR8D02 Developing practices and skills
reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
Elaborations (4)
- Elaboration reflecting, independently and in class discussion, upon the action created in order to evaluate and analyse what was effective and make decisions about what would be done differently in future; for example, discussing whether the purpose was achieved, whether the action was engaging, whether the elements could have been managed differently for better effect, and which of the elements worked well to make meaning clear
- Elaboration seeking, accepting and responding to feedback to inform choices about use of elements of drama and/or conventions; for example, using Viewpoints to develop questions such as “How did the performer use language/movement to make their character believable?”, “What ideas/perspectives/meaning did the drama communicate?”, “What do you think will/could/should happen next?”, “How would you describe the relationship/s between the characters in this scene?”
- Elaboration developing understanding of human behaviours and emotions using appropriate boundaries, by recalling and re-enacting past experiences and people they have observed in situations relevant to the text or content being used; asking “What did my/their body do?”, “How did my/their voice sound/communicate meaning in the situation?”, “How can I adapt my facial expression, posture, gesture, movement and voice/vocalisation to portray age, power or attitude?”, “How can I express character relationships through vocal dynamics, eye contact, distance and space?”
- Elaboration reflecting on how performance skills are used to communicate perspectives; for example, how performance skills can be used in drama that seeks to communicate ideas such as perpetuating or challenging unequal power relationships and oppression
Content descriptorAC9ADR8E01 Exploring and responding
investigate ways the elements of drama and/or conventions are used to communicate ideas, perspectives and/or meaning in drama created and/or performed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration researching and noticing how the impact of time and place/context of a drama from a particular period can differ from that of another period, particularly in relation to the use of drama conventions
- Elaboration using Viewpoints to analyse and evaluate performances they have experienced and/or participated in by asking questions such as “What ideas did you think the drama expressed?”, “What conventions were used to establish time/place/context?”, “How was movement used in the drama?”
- Elaboration writing or pod/vodcasting a review of a drama they experience, focusing on use of specific elements of drama and/or conventions; for example, identifying and describing how an element of drama has been manipulated to communicate ideas, perspectives and/or meaning
- Elaboration analysing how linear and non-linear narrative is used in examples of drama from diverse cultures; for example, in contemporary drama from countries or regions in Asia or in drama from historical times
They evaluate the ways drama created and/or performed across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning.
Content descriptorAC9ADR8D02 Developing practices and skills
reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
Elaborations (4)
- Elaboration reflecting, independently and in class discussion, upon the action created in order to evaluate and analyse what was effective and make decisions about what would be done differently in future; for example, discussing whether the purpose was achieved, whether the action was engaging, whether the elements could have been managed differently for better effect, and which of the elements worked well to make meaning clear
- Elaboration seeking, accepting and responding to feedback to inform choices about use of elements of drama and/or conventions; for example, using Viewpoints to develop questions such as “How did the performer use language/movement to make their character believable?”, “What ideas/perspectives/meaning did the drama communicate?”, “What do you think will/could/should happen next?”, “How would you describe the relationship/s between the characters in this scene?”
- Elaboration developing understanding of human behaviours and emotions using appropriate boundaries, by recalling and re-enacting past experiences and people they have observed in situations relevant to the text or content being used; asking “What did my/their body do?”, “How did my/their voice sound/communicate meaning in the situation?”, “How can I adapt my facial expression, posture, gesture, movement and voice/vocalisation to portray age, power or attitude?”, “How can I express character relationships through vocal dynamics, eye contact, distance and space?”
- Elaboration reflecting on how performance skills are used to communicate perspectives; for example, how performance skills can be used in drama that seeks to communicate ideas such as perpetuating or challenging unequal power relationships and oppression
Content descriptorAC9ADR8E01 Exploring and responding
investigate ways the elements of drama and/or conventions are used to communicate ideas, perspectives and/or meaning in drama created and/or performed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration researching and noticing how the impact of time and place/context of a drama from a particular period can differ from that of another period, particularly in relation to the use of drama conventions
- Elaboration using Viewpoints to analyse and evaluate performances they have experienced and/or participated in by asking questions such as “What ideas did you think the drama expressed?”, “What conventions were used to establish time/place/context?”, “How was movement used in the drama?”
- Elaboration writing or pod/vodcasting a review of a drama they experience, focusing on use of specific elements of drama and/or conventions; for example, identifying and describing how an element of drama has been manipulated to communicate ideas, perspectives and/or meaning
- Elaboration analysing how linear and non-linear narrative is used in examples of drama from diverse cultures; for example, in contemporary drama from countries or regions in Asia or in drama from historical times
Content descriptorAC9ADR8E02 Exploring and responding
investigate the diversity of drama created and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (5)
- Elaboration identifying how diverse examples of drama created and/or performed by First Nations Australians can consider and demonstrate culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
- Elaboration using information from Indigenous Cultural and Intellectual Property protocols and guidelines to inform decisions about whether or not ideas from an existing source featuring cultural expressions can be used when developing new drama work
- Elaboration engaging in activities that enable understanding of how to make ethical choices and empathise with content creators and story owners; for example, asking questions such as, “Whose story is it?”, “Is this my story to share or should I ask permission to tell it?”
- Elaboration investigating specific examples of how drama practitioners select and use First Nations Australians’ historical and cultural material to develop and create contemporary First Nations Australian theatre; for example, using historical and cultural materials that accurately communicate First Nations Australian perspectives, such as resilience to the impacts of colonisation
- Elaboration identifying and analysing what cultural appropriation is and how to avoid it by considering the original purpose, context and intended audience of cultural expressions; for example, using advice from protocols for protecting Indigenous Cultural and Intellectual Property rights
They describe respectful approaches to creating, performing and/or responding to drama.
Content descriptorAC9ADR8E02 Exploring and responding
investigate the diversity of drama created and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
Elaborations (5)
- Elaboration identifying how diverse examples of drama created and/or performed by First Nations Australians can consider and demonstrate culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
- Elaboration using information from Indigenous Cultural and Intellectual Property protocols and guidelines to inform decisions about whether or not ideas from an existing source featuring cultural expressions can be used when developing new drama work
- Elaboration engaging in activities that enable understanding of how to make ethical choices and empathise with content creators and story owners; for example, asking questions such as, “Whose story is it?”, “Is this my story to share or should I ask permission to tell it?”
- Elaboration investigating specific examples of how drama practitioners select and use First Nations Australians’ historical and cultural material to develop and create contemporary First Nations Australian theatre; for example, using historical and cultural materials that accurately communicate First Nations Australian perspectives, such as resilience to the impacts of colonisation
- Elaboration identifying and analysing what cultural appropriation is and how to avoid it by considering the original purpose, context and intended audience of cultural expressions; for example, using advice from protocols for protecting Indigenous Cultural and Intellectual Property rights
Students work collaboratively to manipulate elements of drama and conventions to shape and sustain dramatic action in improvised, devised and/or scripted drama.
Content descriptorAC9ADR8C01 Creating and making
improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form
Elaborations (6)
- Elaboration identifying dramatic potential in teacher-provided/directed starting points such as research, examples of the conventions of drama forms/performance styles, dramatic text, the structuring of forms, or discussion of peers’ responses to an issue or topic; then using improvisation and processes such as “mantle of the expert” to develop situations, characters, and make decisions that shape the resulting dramatic action
- Elaboration using play-building to develop a series of scenes as a class response to an inquiry question or responding to dramatic potential of an image by imagining, “What’s happening? What has happened? What’s going to happen next?”
- Elaboration working collaboratively to interpret scripted drama; for example, deciding where/when the action will take place, using improvisation to explore and understand characters and relationships, applying conventions relevant to the style/form, blocking use of the performance space to establish context, relationships or transitions, selecting/sourcing and rehearsing with props/set items
- Elaboration using Viewpoints to frame questions to interpret, analyse and evaluate the effectiveness of dramatic forms, elements, design and conventions or making decisions about how to communicate idea, effects and intentions; for example, “What were the actor’s/director’s intentions in this drama?”, “What ideas did you think the drama expressed?”, “How did you engage with the drama?”
- Elaboration employing voice/vocalisation and movement appropriate to situation, and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning
- Elaboration using feedback, reflection or evaluation to develop and extend ideas when improvising, devising and/or scripting drama
Content descriptorAC9ADR8C02 Creating and making
evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning
Elaborations (4)
- Elaboration refining drama during the rehearsal process by using feedback, evaluation, documentation and personal reflection, after using Viewpoints to ask questions such as “What are your intentions in the drama you are making?”, “Is the meaning clear?”, “How could elements, conventions, design (costume, props, setting) and performance skills (voice and movement) be used differently to achieve these effects?”
- Elaboration adjusting performance based on audience response; for example, character's portrayal of emotion or delivery of lines to make meaning clear
- Elaboration planning, organising and rehearsing dramatic action to stage devised and scripted drama; for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect, considering choices within the overall structure
- Elaboration considering how and why empathy should be considered when creating effects and communicating intended meaning; for example, exploring conventions for developing characters and stories in drama from a range of cultures
Content descriptorAC9ADR8D01 Developing practices and skills
develop performance skills relevant to selected drama styles and/or forms
Elaborations (7)
- Elaboration developing vocal qualities of projection, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- Elaboration developing use of the body to communicate through, for example, movement and stillness, realistic and non-realistic movement; and developing performance skills such as exploring ways to transition between scenes
- Elaboration experimenting with ways to use conventions associated with a specific style/form in their drama; for example, conventions such as flashback/flashforward, aside, slow motion, chorus (commentator), signs, sound/music
- Elaboration experimenting with the elements of drama, relevant stylistic conventions or ways of manipulating form to create, shape and sustain dramatic action, situations and narratives, in order to achieve intended meaning and purpose; for example, through class, individual and group activities such as improvisation and basic devising in a selected style or in response to provided stimulus material
- Elaboration using improvisation to explore techniques/strategies associated with specific styles/forms to heighten and release tension and using ideas from the improvisation to interpret scenes from a scripted drama
- Elaboration experimenting with ways to manipulate elements of drama and use performance skills to communicate status/power relationships in drama being devised and/or when interpreting scripts
- Elaboration understanding the importance of and applying respectful relationships and empathy when developing roles and characters, and conveying historical and cultural ideas and meaning
Content descriptorAC9ADR8D02 Developing practices and skills
reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
Elaborations (4)
- Elaboration reflecting, independently and in class discussion, upon the action created in order to evaluate and analyse what was effective and make decisions about what would be done differently in future; for example, discussing whether the purpose was achieved, whether the action was engaging, whether the elements could have been managed differently for better effect, and which of the elements worked well to make meaning clear
- Elaboration seeking, accepting and responding to feedback to inform choices about use of elements of drama and/or conventions; for example, using Viewpoints to develop questions such as “How did the performer use language/movement to make their character believable?”, “What ideas/perspectives/meaning did the drama communicate?”, “What do you think will/could/should happen next?”, “How would you describe the relationship/s between the characters in this scene?”
- Elaboration developing understanding of human behaviours and emotions using appropriate boundaries, by recalling and re-enacting past experiences and people they have observed in situations relevant to the text or content being used; asking “What did my/their body do?”, “How did my/their voice sound/communicate meaning in the situation?”, “How can I adapt my facial expression, posture, gesture, movement and voice/vocalisation to portray age, power or attitude?”, “How can I express character relationships through vocal dynamics, eye contact, distance and space?”
- Elaboration reflecting on how performance skills are used to communicate perspectives; for example, how performance skills can be used in drama that seeks to communicate ideas such as perpetuating or challenging unequal power relationships and oppression
Content descriptorAC9ADR8E01 Exploring and responding
investigate ways the elements of drama and/or conventions are used to communicate ideas, perspectives and/or meaning in drama created and/or performed across cultures, times, places and/or other contexts
Elaborations (4)
- Elaboration researching and noticing how the impact of time and place/context of a drama from a particular period can differ from that of another period, particularly in relation to the use of drama conventions
- Elaboration using Viewpoints to analyse and evaluate performances they have experienced and/or participated in by asking questions such as “What ideas did you think the drama expressed?”, “What conventions were used to establish time/place/context?”, “How was movement used in the drama?”
- Elaboration writing or pod/vodcasting a review of a drama they experience, focusing on use of specific elements of drama and/or conventions; for example, identifying and describing how an element of drama has been manipulated to communicate ideas, perspectives and/or meaning
- Elaboration analysing how linear and non-linear narrative is used in examples of drama from diverse cultures; for example, in contemporary drama from countries or regions in Asia or in drama from historical times
Content descriptorAC9ADR8P01 Presenting and performing
rehearse and perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions relevant to style and/or form
Elaborations (5)
- Elaboration performing and using conventions relevant to style, suiting choices to the underlying dramatic structure
- Elaboration collecting and evaluating audience feedback to enhance future performance
- Elaboration using Viewpoints to ask reflective questions such as “What were your intentions in the drama?”, “Was meaning made clear for the audience?”, “What audience reaction or feedback did you get to suggest it was engaging?”
- Elaboration respecting Indigenous Cultural and Intellectual Property rights when performing drama that explores First Nations Australians’ perspectives on themes and issues such as identity, resilience, oppression or environmental practices
- Elaboration reflecting on how respectful relationships and empathy were applied in their performance, and interpreted by the audience
They employ performance skills to convey dramatic action and communicate ideas, perspectives and/or meaning when performing drama to audiences.
Content descriptorAC9ADR8C02 Creating and making
evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning
Elaborations (4)
- Elaboration refining drama during the rehearsal process by using feedback, evaluation, documentation and personal reflection, after using Viewpoints to ask questions such as “What are your intentions in the drama you are making?”, “Is the meaning clear?”, “How could elements, conventions, design (costume, props, setting) and performance skills (voice and movement) be used differently to achieve these effects?”
- Elaboration adjusting performance based on audience response; for example, character's portrayal of emotion or delivery of lines to make meaning clear
- Elaboration planning, organising and rehearsing dramatic action to stage devised and scripted drama; for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect, considering choices within the overall structure
- Elaboration considering how and why empathy should be considered when creating effects and communicating intended meaning; for example, exploring conventions for developing characters and stories in drama from a range of cultures
Content descriptorAC9ADR8D01 Developing practices and skills
develop performance skills relevant to selected drama styles and/or forms
Elaborations (7)
- Elaboration developing vocal qualities of projection, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- Elaboration developing use of the body to communicate through, for example, movement and stillness, realistic and non-realistic movement; and developing performance skills such as exploring ways to transition between scenes
- Elaboration experimenting with ways to use conventions associated with a specific style/form in their drama; for example, conventions such as flashback/flashforward, aside, slow motion, chorus (commentator), signs, sound/music
- Elaboration experimenting with the elements of drama, relevant stylistic conventions or ways of manipulating form to create, shape and sustain dramatic action, situations and narratives, in order to achieve intended meaning and purpose; for example, through class, individual and group activities such as improvisation and basic devising in a selected style or in response to provided stimulus material
- Elaboration using improvisation to explore techniques/strategies associated with specific styles/forms to heighten and release tension and using ideas from the improvisation to interpret scenes from a scripted drama
- Elaboration experimenting with ways to manipulate elements of drama and use performance skills to communicate status/power relationships in drama being devised and/or when interpreting scripts
- Elaboration understanding the importance of and applying respectful relationships and empathy when developing roles and characters, and conveying historical and cultural ideas and meaning
Content descriptorAC9ADR8D02 Developing practices and skills
reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
Elaborations (4)
- Elaboration reflecting, independently and in class discussion, upon the action created in order to evaluate and analyse what was effective and make decisions about what would be done differently in future; for example, discussing whether the purpose was achieved, whether the action was engaging, whether the elements could have been managed differently for better effect, and which of the elements worked well to make meaning clear
- Elaboration seeking, accepting and responding to feedback to inform choices about use of elements of drama and/or conventions; for example, using Viewpoints to develop questions such as “How did the performer use language/movement to make their character believable?”, “What ideas/perspectives/meaning did the drama communicate?”, “What do you think will/could/should happen next?”, “How would you describe the relationship/s between the characters in this scene?”
- Elaboration developing understanding of human behaviours and emotions using appropriate boundaries, by recalling and re-enacting past experiences and people they have observed in situations relevant to the text or content being used; asking “What did my/their body do?”, “How did my/their voice sound/communicate meaning in the situation?”, “How can I adapt my facial expression, posture, gesture, movement and voice/vocalisation to portray age, power or attitude?”, “How can I express character relationships through vocal dynamics, eye contact, distance and space?”
- Elaboration reflecting on how performance skills are used to communicate perspectives; for example, how performance skills can be used in drama that seeks to communicate ideas such as perpetuating or challenging unequal power relationships and oppression
Content descriptorAC9ADR8P01 Presenting and performing
rehearse and perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions relevant to style and/or form
Elaborations (5)
- Elaboration performing and using conventions relevant to style, suiting choices to the underlying dramatic structure
- Elaboration collecting and evaluating audience feedback to enhance future performance
- Elaboration using Viewpoints to ask reflective questions such as “What were your intentions in the drama?”, “Was meaning made clear for the audience?”, “What audience reaction or feedback did you get to suggest it was engaging?”
- Elaboration respecting Indigenous Cultural and Intellectual Property rights when performing drama that explores First Nations Australians’ perspectives on themes and issues such as identity, resilience, oppression or environmental practices
- Elaboration reflecting on how respectful relationships and empathy were applied in their performance, and interpreted by the audience
This achievement standard describes the expected learning for Years 7 to 8 Drama. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Creating and making | Drama | 2 | 10 |
| Developing practices and skills | Drama | 2 | 11 |
| Exploring and responding | Drama | 2 | 9 |
| Presenting and performing | Drama | 1 | 5 |
| Total | 7 | 35 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Drama?
By the end of Year 8, students analyse how elements of drama and/or conventions are manipulated in drama they create and/or experience. They evaluate the ways drama created and/or performed across cultures, times, places and/or other contexts communicates ideas, perspectives and/or meaning. Read the full standard
How many Content Descriptors support this standard?
7 Content Descriptors support this Achievement Standard (Creating and making: 2, Developing practices and skills: 2, Exploring and responding: 2, Presenting and performing: 1).
How does this compare to Years 5 to 6?
The Years 5 to 6 Drama standard (ASARTDRAY56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.