In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation and process drama. Through dramatic play, role-play, character development, movement...
In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation and process drama. Through dramatic play, role-play, character development, movement and mime activities they learn about focus, tension, space and time in their own and others’ drama. They use elements of drama, story structures and language to shape ideas through dramatic action and present their drama to audiences.
Students learn about drama from a range of cultures, times and locations, both in their local community and in other locations. As they make and respond to drama, students explore social and cultural contexts of drama and make personal evaluations of their own and others’ drama.
Students maintain safety in dramatic play and in interaction with other actors. Their understanding of the role of the artist and of the audience builds upon their experience from the previous band.
By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.
Students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama to shape drama and communicate ideas to an audience.
