AC9ADR8C01 Years 7 to 8 The Arts

Content descriptor improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form

Elaborations

• • 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