Years 9 to 10
The Arts
ASARTDRAY910
Years 9 to 10 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 10, students analyse how and why the elements of drama, performance skills and/or conventions are manipulated in drama they create, perform and/or experience. They evaluate how drama in a range of styles and/or from a range of contexts communicates ideas, perspectives and/or meaning. They evaluate how drama is used to celebrate and challenge perspectives of Australian identity.
Students work individually and/or collaboratively to shape and manipulate use of the elements of drama, conventions and/or dramatic structures to communicate ideas, perspectives and/or meaning. They use performance skills relevant to style and/or form to sustain belief, roles and characters in performances of improvised, devised and/or scripted drama for 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 10, students analyse how and why the elements of drama, performance skills and/or conventions are manipulated in drama they create, perform and/or experience.
Content descriptorAC9ADR10D02 Developing practices and skills
reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
Elaborations (3)
- Elaboration comparing use of conventions to explore and challenge power and oppression in a range of performance styles
- Elaboration analysing and making choices about how to manipulate elements of drama and experimenting with the application of conventions, such as subtext or beats, to affect meaning, focus action or shape a scene
- Elaboration shaping their use of elements of drama, conventions and styles to achieve an intended meaning or effect
Content descriptorAC9ADR10E01 Exploring and responding
investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
Elaborations (6)
- Elaboration viewing a performance and considering how aspects of the dramatic action use elements of drama, such as symbol or movement, to make meaning; for example, a suitcase as a symbol for a person’s memories
- Elaboration investigating ways drama texts can be created and developed collaboratively to create; then reading a text to notice meaning/s created and intentions achieved through selection and combination of elements, conventions or styles
- Elaboration viewing examples of a variety of styles or forms within a style, such as historical and modern comedy forms and styles from Australia or Asia, or work that reflects “global culture”, to identify and understand how various conventions are shared and how they differ across the styles; then discussing which might be their preferred style
- Elaboration using Viewpoints to ask questions that consider contexts; for example, considering drama created in countries or regions in Asia or through collaboration between drama-makers in Asia and Australia, and considering questions such as “How does the drama relate to the social context in which it was created?”, “What cultural movements are evident in this drama?”, “What historical influences have impacted on this drama?”, “What is the actor–audience relationship in different dramatic contexts, forms and styles?”
- Elaboration viewing or reading and exploring examples of historical texts and styles from a range of cultural traditions where artists have used the conventions of contemporary performance, such as mediatisation or intertextuality, or styles such as physical theatre, non-realist or emerging/innovative forms, to affect meaning and for various purposes; then unpacking this as a foundation for their own creative process
- Elaboration identifying conventions of a collaborative, improvised style to communicate ideas or intentions to audiences; for example, to satirise or to elicit change; then considering how they, as artists, could use these creative tools for their own purposes
They evaluate how drama in a range of styles and/or from a range of contexts communicates ideas, perspectives and/or meaning.
Content descriptorAC9ADR10D02 Developing practices and skills
reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
Elaborations (3)
- Elaboration comparing use of conventions to explore and challenge power and oppression in a range of performance styles
- Elaboration analysing and making choices about how to manipulate elements of drama and experimenting with the application of conventions, such as subtext or beats, to affect meaning, focus action or shape a scene
- Elaboration shaping their use of elements of drama, conventions and styles to achieve an intended meaning or effect
Content descriptorAC9ADR10E01 Exploring and responding
investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
Elaborations (6)
- Elaboration viewing a performance and considering how aspects of the dramatic action use elements of drama, such as symbol or movement, to make meaning; for example, a suitcase as a symbol for a person’s memories
- Elaboration investigating ways drama texts can be created and developed collaboratively to create; then reading a text to notice meaning/s created and intentions achieved through selection and combination of elements, conventions or styles
- Elaboration viewing examples of a variety of styles or forms within a style, such as historical and modern comedy forms and styles from Australia or Asia, or work that reflects “global culture”, to identify and understand how various conventions are shared and how they differ across the styles; then discussing which might be their preferred style
- Elaboration using Viewpoints to ask questions that consider contexts; for example, considering drama created in countries or regions in Asia or through collaboration between drama-makers in Asia and Australia, and considering questions such as “How does the drama relate to the social context in which it was created?”, “What cultural movements are evident in this drama?”, “What historical influences have impacted on this drama?”, “What is the actor–audience relationship in different dramatic contexts, forms and styles?”
- Elaboration viewing or reading and exploring examples of historical texts and styles from a range of cultural traditions where artists have used the conventions of contemporary performance, such as mediatisation or intertextuality, or styles such as physical theatre, non-realist or emerging/innovative forms, to affect meaning and for various purposes; then unpacking this as a foundation for their own creative process
- Elaboration identifying conventions of a collaborative, improvised style to communicate ideas or intentions to audiences; for example, to satirise or to elicit change; then considering how they, as artists, could use these creative tools for their own purposes
Content descriptorAC9ADR10E02 Exploring and responding
investigate the ways that drama created and/or performed by First Nations Australians celebrates and challenges multiple perspectives of Australian identity
Elaborations (4)
- Elaboration investigating and researching specific examples of how and why drama practitioners work collaboratively with communities to develop and present contemporary First Nations Australian theatre
- Elaboration considering how global trends in drama are influencing drama created and/or performed by First Nations Australians
- Elaboration investigating specific examples of how Contemporary First Nations Australian Theatre explores and challenges concepts and histories of Australia and Australian identity
- Elaboration comparing and critiquing ways in which contemporary drama and cultural expressions celebrate and challenge influences on Australia's identity
They evaluate how drama is used to celebrate and challenge perspectives of Australian identity.
Content descriptorAC9ADR10E02 Exploring and responding
investigate the ways that drama created and/or performed by First Nations Australians celebrates and challenges multiple perspectives of Australian identity
Elaborations (4)
- Elaboration investigating and researching specific examples of how and why drama practitioners work collaboratively with communities to develop and present contemporary First Nations Australian theatre
- Elaboration considering how global trends in drama are influencing drama created and/or performed by First Nations Australians
- Elaboration investigating specific examples of how Contemporary First Nations Australian Theatre explores and challenges concepts and histories of Australia and Australian identity
- Elaboration comparing and critiquing ways in which contemporary drama and cultural expressions celebrate and challenge influences on Australia's identity
Students work individually and/or collaboratively to shape and manipulate use of the elements of drama, conventions and/or dramatic structures to communicate ideas, perspectives and/or meaning.
Content descriptorAC9ADR10C01 Creating and making
improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration using a teacher-provided framework such as stimulus material (imagery, text, questions, form/style, conventions, character list, narrative outline) and working collaboratively to devise drama in response to the framework; for example, drama that explores a theme such as solidarity, “my place”, or responds to issues identified from another learning area
- Elaboration considering contexts such as audiences, viewpoints, intentions or purposes, style/form, as part of planning interpretations of scripted drama
- Elaboration conveying the tensions in stories, ideas, characters, relationships, actions and dialogue through manipulation of elements of drama, such as language, movement and symbol, to engage audiences and elicit responses
- Elaboration devising drama that presents a range of perspectives or responses to an event, question or situation; for example, presenting the same story from the perspective of different characters, using non-linear structures or conventions such as narrator/chorus, or introducing a new character to disrupt “agreed” understandings
- Elaboration scripting scenes initially developed through improvisation or process drama and using play-building techniques to develop the scenes; for example, scenes for a music theatre work
- Elaboration considering use of props, set items or digital tools to enhance communication of meaning in their drama
Content descriptorAC9ADR10C02 Creating and making
rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning
Elaborations (7)
- Elaboration evaluating how ideas, emotions and audience response can be used to refine the drama or their use of performance skills
- Elaboration reflecting on and evaluating how successfully their intentions/purposes, clear action and meaning, and effects were achieved in context, through use of the elements, conventions, performance skills and/or design, and deciding what can be learnt from this for future dramatic practice
- Elaboration focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- Elaboration collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- Elaboration collaborating to interpret drama and when preparing for production; for example, taking on roles such as stage manager, sound or lighting designer, props, costumes, performer, writer, publicity/marketing, front-of-house or director
- Elaboration considering the impact of design elements such as costume, prop, set, lighting, sound or technologies on meaning and aesthetic effect
- Elaboration manipulating elements of drama and using conventions to create and manipulate actor–audience relationships
Content descriptorAC9ADR10D01 Developing practices and skills
develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions
Elaborations (3)
- Elaboration experimenting with, reflecting on and refining the use of styles and conventions that have been explored in class in order to shape action; for example, considering how contemporary performance, non-realistic or innovative conventions can be used to re-shape or make a new meaning for a scene from a classic text; then workshopping the conventions and forms of comedy and shaping them into a short scene or applying them to a short piece of text
- Elaboration using analysis of examined text and performances to provide information for exploring and refining the implied or underlying aspects of character and dramatic action in a text or devised action
- Elaboration refining their skills of voice/vocalisation through warm-ups or exercises focusing on character and delivery or movement
Content descriptorAC9ADR10D02 Developing practices and skills
reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
Elaborations (3)
- Elaboration comparing use of conventions to explore and challenge power and oppression in a range of performance styles
- Elaboration analysing and making choices about how to manipulate elements of drama and experimenting with the application of conventions, such as subtext or beats, to affect meaning, focus action or shape a scene
- Elaboration shaping their use of elements of drama, conventions and styles to achieve an intended meaning or effect
Content descriptorAC9ADR10E01 Exploring and responding
investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
Elaborations (6)
- Elaboration viewing a performance and considering how aspects of the dramatic action use elements of drama, such as symbol or movement, to make meaning; for example, a suitcase as a symbol for a person’s memories
- Elaboration investigating ways drama texts can be created and developed collaboratively to create; then reading a text to notice meaning/s created and intentions achieved through selection and combination of elements, conventions or styles
- Elaboration viewing examples of a variety of styles or forms within a style, such as historical and modern comedy forms and styles from Australia or Asia, or work that reflects “global culture”, to identify and understand how various conventions are shared and how they differ across the styles; then discussing which might be their preferred style
- Elaboration using Viewpoints to ask questions that consider contexts; for example, considering drama created in countries or regions in Asia or through collaboration between drama-makers in Asia and Australia, and considering questions such as “How does the drama relate to the social context in which it was created?”, “What cultural movements are evident in this drama?”, “What historical influences have impacted on this drama?”, “What is the actor–audience relationship in different dramatic contexts, forms and styles?”
- Elaboration viewing or reading and exploring examples of historical texts and styles from a range of cultural traditions where artists have used the conventions of contemporary performance, such as mediatisation or intertextuality, or styles such as physical theatre, non-realist or emerging/innovative forms, to affect meaning and for various purposes; then unpacking this as a foundation for their own creative process
- Elaboration identifying conventions of a collaborative, improvised style to communicate ideas or intentions to audiences; for example, to satirise or to elicit change; then considering how they, as artists, could use these creative tools for their own purposes
Content descriptorAC9ADR10P01 Presenting and performing
perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama.
Elaborations (4)
- Elaboration conveying, through voice/vocalisation and movement and use of symbol, the tensions in stories, ideas, characters, relationships, actions and dialogue in order to engage audiences and elicit responses
- Elaboration presenting and performing devised or scripted drama created in a shared process with community members, taking care to adhere to protocols such as recognising ownership of material by a collective or cultural group rather than by an individual
- Elaboration performing on stage or in class in a sustained presentation
- Elaboration reflecting on and evaluating how successfully their intentions/purposes, clear action and meaning, and effects were achieved in context, through use of the elements, conventions, performance skills and design, and what can be learnt from this for future dramatic practice
They use performance skills relevant to style and/or form to sustain belief, roles and characters in performances of improvised, devised and/or scripted drama for audiences.
Content descriptorAC9ADR10C01 Creating and making
improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning
Elaborations (6)
- Elaboration using a teacher-provided framework such as stimulus material (imagery, text, questions, form/style, conventions, character list, narrative outline) and working collaboratively to devise drama in response to the framework; for example, drama that explores a theme such as solidarity, “my place”, or responds to issues identified from another learning area
- Elaboration considering contexts such as audiences, viewpoints, intentions or purposes, style/form, as part of planning interpretations of scripted drama
- Elaboration conveying the tensions in stories, ideas, characters, relationships, actions and dialogue through manipulation of elements of drama, such as language, movement and symbol, to engage audiences and elicit responses
- Elaboration devising drama that presents a range of perspectives or responses to an event, question or situation; for example, presenting the same story from the perspective of different characters, using non-linear structures or conventions such as narrator/chorus, or introducing a new character to disrupt “agreed” understandings
- Elaboration scripting scenes initially developed through improvisation or process drama and using play-building techniques to develop the scenes; for example, scenes for a music theatre work
- Elaboration considering use of props, set items or digital tools to enhance communication of meaning in their drama
Content descriptorAC9ADR10C02 Creating and making
rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning
Elaborations (7)
- Elaboration evaluating how ideas, emotions and audience response can be used to refine the drama or their use of performance skills
- Elaboration reflecting on and evaluating how successfully their intentions/purposes, clear action and meaning, and effects were achieved in context, through use of the elements, conventions, performance skills and/or design, and deciding what can be learnt from this for future dramatic practice
- Elaboration focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- Elaboration collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- Elaboration collaborating to interpret drama and when preparing for production; for example, taking on roles such as stage manager, sound or lighting designer, props, costumes, performer, writer, publicity/marketing, front-of-house or director
- Elaboration considering the impact of design elements such as costume, prop, set, lighting, sound or technologies on meaning and aesthetic effect
- Elaboration manipulating elements of drama and using conventions to create and manipulate actor–audience relationships
Content descriptorAC9ADR10D01 Developing practices and skills
develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions
Elaborations (3)
- Elaboration experimenting with, reflecting on and refining the use of styles and conventions that have been explored in class in order to shape action; for example, considering how contemporary performance, non-realistic or innovative conventions can be used to re-shape or make a new meaning for a scene from a classic text; then workshopping the conventions and forms of comedy and shaping them into a short scene or applying them to a short piece of text
- Elaboration using analysis of examined text and performances to provide information for exploring and refining the implied or underlying aspects of character and dramatic action in a text or devised action
- Elaboration refining their skills of voice/vocalisation through warm-ups or exercises focusing on character and delivery or movement
Content descriptorAC9ADR10D02 Developing practices and skills
reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
Elaborations (3)
- Elaboration comparing use of conventions to explore and challenge power and oppression in a range of performance styles
- Elaboration analysing and making choices about how to manipulate elements of drama and experimenting with the application of conventions, such as subtext or beats, to affect meaning, focus action or shape a scene
- Elaboration shaping their use of elements of drama, conventions and styles to achieve an intended meaning or effect
Content descriptorAC9ADR10P01 Presenting and performing
perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama.
Elaborations (4)
- Elaboration conveying, through voice/vocalisation and movement and use of symbol, the tensions in stories, ideas, characters, relationships, actions and dialogue in order to engage audiences and elicit responses
- Elaboration presenting and performing devised or scripted drama created in a shared process with community members, taking care to adhere to protocols such as recognising ownership of material by a collective or cultural group rather than by an individual
- Elaboration performing on stage or in class in a sustained presentation
- Elaboration reflecting on and evaluating how successfully their intentions/purposes, clear action and meaning, and effects were achieved in context, through use of the elements, conventions, performance skills and design, and what can be learnt from this for future dramatic practice
This achievement standard describes the expected learning for Years 9 to 10 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 | 13 |
| Developing practices and skills | Drama | 2 | 6 |
| Exploring and responding | Drama | 2 | 10 |
| Presenting and performing | Drama | 1 | 4 |
| Total | 7 | 33 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Drama?
By the end of Year 10, students analyse how and why the elements of drama, performance skills and/or conventions are manipulated in drama they create, perform and/or experience. 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 7 to 8?
The Years 7 to 8 Drama standard (ASARTDRAY78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
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.