AC9ADR8D02 Years 7 to 8 The Arts

Content descriptor reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action

Elaborations

• • 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