AC9ADR10E01 Year 9 The Arts

This Content Descriptor from Year 9 The Arts provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

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

• 1 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
• 2 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
• 3 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
• 4 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?”
• 5 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
• 6 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

Related Achievement Standards