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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: Foundation Level description

  In Foundation, students explore drama and learn about how they can make drama to communicate ideas and stories. They share their drama with peers and experience drama as audiences.

  Students are introduced to processes that assist them to make drama about real and imagined situations. They learn...

  Level description | The Arts | Drama

• 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

• VCADRE034

  Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions

  Elaborations

  • creating roles and characters by analysing and managing the underlying structure and intent of the drama
  • developing techniques relevant to dramatic forms, for example, applying established conventions and traditions
  • using observations of human behaviour, emotions and empathy to convey roles and characters
  • using questions to explore possibilities, for example, ‘What were the actor/director’s intentions in this drama? What are their intentions in the drama they are making? What ideas did they think the drama expressed? How did they engage with the drama?’

  VCADRE034 | The Arts | Drama | Levels 7 and 8 | Explore and Express Ideas

• VCADRP003

  Be involved in sharing ideas through drama

  Elaborations

  • making and sharing drama when supported such as holding prop or costume or completing some actions coactively
  • experiencing voice and movement in their drama
  • exposed to rehearsing and performing a drama

  VCADRP003 | The Arts | Drama | Level A | Present and Perform

• 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

• The Arts | Drama: Rationale and Aims

  Rationale

  Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points...

  Overview material | Drama

• The Arts | Drama: Structure

  Strands

  The curriculum is structured around four interdependent strands, each of which involves making and responding.

  Strand	Explore and Express Ideas	Drama Practices	Present and Perform	Respond and Interpret
  	Focuses on imagining and creating characters, roles and situations. Students...

  Overview material | Drama

• VCADRE001

  Experience elements of dramatic play with support

  Elaborations

  • provided with rich sensory experiences that give them opportunities to explore sights, sounds, smells, textures of drama
  • wearing a costume or coactively hold a costume/prop
  • exploring loco-motor and/ or non-loco-motor movements with assistance
  • experiencing taking part in purposeful dramatic play
  • exposed to drama forms and elements; for example use of voices, various movements or different movements for different roles, reacting to voice and movement of self/others

  VCADRE001 | The Arts | Drama | Level A | Explore and Express Ideas

• VCADRD002

  Use facial expression to communicate a feeling or reaction

  Elaborations

  • provided with a variety of learning experiences that encourage them to explore different ways of using drama
  • communicating verbally by using the voice in relation to a situation
  • communicating non-verbally by using facial expression and movement to explore re react to a situation
  • experience movement within a space as performance space and audience space

  VCADRD002 | The Arts | Drama | Level A | Drama Practices

• VCADRR004

  React to drama

  Elaborations

  • experiencing and reacting to dramatisations
  • reacting to stimuli such as other peoples’ stories
  • experience drama for enjoyment and appreciation
  • viewing photos or videoing of their dramatisations
  • attending drama performances or taking part in drama in their community
  • reacting to the use of voices, movement and space in drama they make and experience

  VCADRR004 | The Arts | Drama | Level A | Respond and Interpret

• 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

• VCADRE021

  Explore roles, characters and dramatic action in dramatic play, improvisation and process drama

  Elaborations

  • taking part in small-group improvisations and story-telling, focusing on experiencing the roles and situations they create
  • taking turns in offering and accepting ideas
  • exploring possibilities for role and situation when participating in whole group teacher-led process drama and role-play
  • taking photos or videoing drama they devise to view and extend their drama ideas
  • using observations from drama they view to explore possibilities for drama they will make, for example, how did the performers use their voices, what sorts of movements did the performers use, and what voice and movement from others’ performances they might consider using when making their own drama, and why?

  VCADRE021 | The Arts | Drama | Levels 1 and 2 | Explore and Express Ideas

• VCADRE005

  Use structured dramatic play to explore ideas

  Elaborations

  • imitating the teacher to express and dramatise different feelings
  • coping and acting like a particular object or animal
  • exploring dress up and drama costumes
  • making a choice between (a limited field) of different costume or prop
  • participating in whole group teacher led process drama and role play
  • experience through teacher lead experiences how to use their voices in different ways and make different movements for different roles

  VCADRE005 | The Arts | Drama | Level B | Explore and Express Ideas

• VCADRE017

  Explore ideas for characters and situations through dramatic play

  Elaborations

  • taking part in purposeful dramatic play
  • using stimuli such as stories, poems, music and images to explore ideas and feelings, for example, working with a local Koorie person to explore the way characters in a story might move or feel
  • experimenting with dramatic forms such as mime and puppetry
  • using own experiences and observations as a basis for creating imaginary worlds and characters using available objects as props, responding to questions such as what voice and movement have you noticed in others’ performances that could be used in their drama

  VCADRE017 | The Arts | Drama | Foundation Level | 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

• VCADRR020

  Respond to drama, expressing what they enjoy and why

  Elaborations

  • accepting and responding to constructive feedback from teachers or peers
  • talking about how voices, movement and space are used in drama they make and see, for example, using questions such as ‘what sort of facial expressions did the characters use?, how did the drama make them feel?’
  • describing the ideas in a story the class has presented through drama
  • sharing observations of characters they have seen in drama performances in their local community, such as characters in an enactment of a Koorie story at a local festival

  VCADRR020 | The Arts | Drama | Foundation Level | Respond and Interpret

• 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

• 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