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• Drama: Levels 5 and 6 achievement standards

  By the end of Level 6, students use the elements of drama to shape character, voice and movement in improvisation, play-building and performances of devised and scripted drama for audiences.

  Students explain how dramatic action and meaning is communicated in drama they make, perform and view. They...

  Level description | The Arts | Drama | Levels 5 and 6

• Drama: Levels 5 and 6 description

  In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities.

  Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and...

  Level description | The Arts | Drama

• VCADRD030

  Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action

  Elaborations

  • varying use of voice, for example, projection, dynamics, pace, pause and pitch, to create and communicate characters’ intentions
  • rehearsing, interacting and negotiating with others in interpretation of scripts to create characters and their relationships
  • adjusting the weight (heaviness or lightness of movement), speed, use of stillness, levels in movement through space, to focus on character and situation and create dramatic action
  • altering voice and movement to show changes in mood and atmosphere, and to create images, effects and an engaging delivery
  • using evaluations to refine practice, for example, ‘How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports their judgment about the drama?’

  VCADRD030 | The Arts | Drama | Levels 5 and 6 | Drama Practices

• VCADRE029

  Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations

  Elaborations

  • experimenting with empathy to develop characters and relationships in drama including considering perspectives, exploring responses and challenging stereotypes
  • exploring physical, fictional and emotional spaces to create characters and situations and imagined feelings, for example, considering questions such as ‘How is the voice, movement, gesture and the body used to represent a character, situation or idea?’
  • manipulating dramatic action and use of available technologies to create different meanings
  • comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures including considering how they can use specific techniques relating to voice, movement, situation, space and time, and tension in their own work

  VCADRE029 | The Arts | Drama | Levels 5 and 6 | Explore and Express Ideas

• VCADRP031

  Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience

  Elaborations

  • creating narrative and tension to communicate dramatic meaning
  • exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance, for example, working with the local Koorie community to create a drama about the different uses of the land on which the school is situated
  • using evaluative questions to refine drama during rehearsal, for example ‘What do you intend audiences to experience and understand from the drama?’

  VCADRP031 | The Arts | Drama | Levels 5 and 6 | Present and Perform

• VCADRR032

  Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including in the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
  • identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
  • talking and writing about drama from other places and times and how it may contribute to their own drama, and how cultural understandings shape meanings in drama
  • identify the features of drama from different times and places, for example, investigate ways that drama created by contemporary Aboriginal and Torres Strait Islander drama practitioners and drama created by contemporary drama practitioners based in a school’s/region’s sister city in Asia, communicate stories

  VCADRR032 | The Arts | Drama | Levels 5 and 6 | Respond and Interpret