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• VCADRR046

  Analyse a range of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore differing viewpoints and develop understanding of drama practice across local, national and international contexts

  Elaborations

  • evaluating conventions from past forms and styles to consider how these can be incorporated into own drama and contemporary practice, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
  • identifying and describing the actor-audience relationship in different dramatic contexts, forms and styles
  • linking conventions from different forms with purposes, origins and contexts
  • identifying the impact of media, and social and technological changes on drama practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
  • interrogating the cultural and social roles and responsibilities of the theatre industry, recognising the power of drama in advocating for, and being a catalyst of change, for example, investigating how the work by contemporary Aboriginal and Torres Strait Islander writers and performers for television, film, circus and comedy is impacting on community understanding about issues such as land rights and reconciliation

  VCADRR046 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• VCADRD036

  Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions

  Elaborations

  • developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
  • developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
  • employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
  • developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space

  VCADRD036 | The Arts | Drama | Levels 7 and 8 | Drama Practices

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCADRD035

  Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning

  Elaborations

  • planning, organising and rehearsing dramatic action to present performances of devised and scripted drama, for example, working collaboratively to determine a clear and intended purpose and using available stagecraft and theatre technologies, and realise this in performance
  • using evaluations and responding to feedback when rehearsing, devising and scripting drama, for example, ‘What elements, forms and styles have been used? How have the elements and materials been used and organised to create meaning in different forms and styles? What elements, forms and styles are they using in their drama and why?’
  • using documentation such as a journal, blog or audio/video recording to analyse and evaluate the structural choices made in their devised drama
  • interpreting and directing scripted drama, considering how to use stagecraft and design elements to create specific effects

  VCADRD035 | The Arts | Drama | Levels 7 and 8 | Drama Practices

• VCADRR039

  Identify and connect specific features and purposes of drama from contemporary and past times, including the drama of Aboriginal and Torres Strait Islander peoples to explore viewpoints and enrich their drama making

  Elaborations

  • identifying contexts, for example, social, historical or cultural relevant to the forms and styles represented in their drama
  • locating and exploring specific examples of contemporary Australian, Asian and other world drama
  • describing the role of drama in different cultures and use this information when planning their own drama
  • considering the cultural context in which the drama they view was made, for example, what are the protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performances? What historical forces and influences are evident in the drama? How does this style of drama vary from drama that is typical of other traditions or other locations?

  VCADRR039 | The Arts | Drama | Levels 7 and 8 | Respond and Interpret

• 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

• VCADRD042

  Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performances spaces

  Elaborations

  • adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor-audience relationships
  • conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions, and dialogue to engage audiences
  • exploring, reworking and refining the dramatic action through rehearsal and hone expressive performance skill to enhance actor-audience relationships
  • exploring and rehearsing forms and styles recognised as contemporary styles, for example, work with practitioners to explore contemporary styles used by Aboriginal and Torres Strait Islander dramatists

  VCADRD042 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• VCADRR045

  Evaluate how the elements of drama, forms and performance styles in devised and scripted drama to convey meaning and aesthetic effect

  Elaborations

  • analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
  • evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
  • evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
  • considering how drama theory has been used in creating and performing the text
  • using questions as the basis for an evaluative discussion, for example, ‘How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?’

  VCADRR045 | The Arts | Drama | Levels 9 and 10 | Respond and Interpret

• VCADRE041

  Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

  Elaborations

  • analyse and create performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
  • apply the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
  • using questions to build an understanding of ways context can influence creative choices, for example, how does the drama relate to the social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences might be evident in contemporary drama created by Aboriginal and Torres Strait Islander Peoples? How are global trends in drama influencing Australian drama?

  VCADRE041 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• VCADRD026

  Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place

  Elaborations

  • experimenting with the loudness/softness, pace and pitch of their voices to create roles and situations, time and place
  • exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
  • developing sensory and spatial awareness when creating dramatic action
  • experimenting with body language and gesture used in drama from different cultures and times, for example, in dramatic traditions or practices from Asian societies

  VCADRD026 | The Arts | Drama | Levels 3 and 4 | Drama Practices

• VCADRP023

  Present drama that communicates ideas, including stories from their community, to an audience

  Elaborations

  • presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as re-telling a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action, ideas and stories in their drama
  • considering meanings and interpretations when rehearsing and performing sequences of ideas to communicate stories through drama, for example, ‘what do they want the audience to think about their drama?
  • enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

  VCADRP023 | The Arts | Drama | Levels 1 and 2 | Present and Perform

• VCADRE040

  Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama

  Elaborations

  • communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
  • establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
  • exploring the implied or underlying aspects of character and dramatic action
  • using questions to frame devising process, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion was most strongly felt as you viewed the drama?

  VCADRE040 | The Arts | Drama | Levels 9 and 10 | Explore and Express Ideas

• 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

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCADRD043

  Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements

  Elaborations

  • learning and applying basic concepts for interpreting texts and contexts, directing dramatic action, and using available technologies
  • focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
  • structuring the performance space to convey dramatic meaning and sense of style for an audience
  • exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
  • using questions to guide play-making process when devising drama, for example, What personal meaning is intended? What political statement is this work making? How have you used critical theories about drama to make your own drama? What emotion do you want the audience to feel?

  VCADRD043 | The Arts | Drama | Levels 9 and 10 | Drama Practices

• 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

• VCADRP007

  Participate in drama performances to communicate a feeling and/or events

  Elaborations

  • participating as an actor for a short period of time
  • participating as an audience for a short time
  • participating in enacting a cultural or community story with the assistance of representatives from the community
  • following cues and using voice and movement to link action and stories in their drama
  • rehearsing and performing sequences to communicate stories through drama

  VCADRP007 | The Arts | Drama | Level B | Present and Perform

• VCADRR012

  Share responses to drama by answering yes/no questions and explore where and why people make drama

  Elaborations

  • responding to a dramatization
  • participating as an audience by modelling the clapping of others
  • communicating about aspects of their own performance, by pointing to them self, pointing to and name some of their costumes or characters
  • participating in class discussion about how voices and movement were used in a drama
  • experiencing drama that show that people have different feelings about the world based on their experiences of the environment and other people

  VCADRR012 | The Arts | Drama | Level C | Respond and Interpret

• VCADRE025

  Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama

  Elaborations

  • exploring and experiencing a range of roles and situations that they initiate and develop
  • making improvisations that explore issues and ideas using empathy
  • using elements of drama such as voice, movement, situation, time and place, and tension and the principles of stories to shape improvisations to communicate their intentions as drama makers
  • experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
  • discussing how ideas and situations are developed in drama they see, for example, how did the drama begin, develop and conclude?, ‘How are elements of drama such as role, situation, time and place part of the action?, ‘How is the dramatic tension developed?’

  VCADRE025 | The Arts | Drama | Levels 3 and 4 | Explore and Express Ideas