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• The Arts | Drama: Learning in Drama

  Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms...

  Overview material | Drama

• Drama: Levels 1 and 2 achievement standards

  By the end of Level 2, students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

  Students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.

  Level description | The Arts | Drama | Levels 1 and 2

• 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

• 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

• Drama: Levels 1 and 2 description

  In Levels 1 and 2, students continue their exploration and learning about how ideas and stories can be imagined and communicated through drama. They improvise and create roles, characters and situations and learn about focus and identifying the main idea of the drama. They share their drama with...

  Level description | The Arts | Drama

• VCADRD010

  Use voice, facial expression and/or movement to imagine a role and situation

  Elaborations

  • expressing and communicate experiences, observations, ideas and feelings about themselves and their world
  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space
  • manipulating objects, puppets, 2D images and available technologies to create stories

  VCADRD010 | The Arts | Drama | Level C | Drama Practices

• VCADRD022

  Use voice, facial expression, movement and space to imagine and establish role and situation

  Elaborations

  • communicating verbally by using the voice to explore and show role and situation
  • communicating non-verbally by using facial expression and movement to explore and show role and situation
  • practising movement within a space to create the difference between their performance space and the audience space
  • manipulating objects, puppets, 2D images and available technologies to create stories
  • responding to feedback as they develop their drama, for example, responding to questions such as ‘how is the character’s mood communicated?, why did they use a freeze-frame (tableaux) in their drama?’

  VCADRD022 | The Arts | Drama | Levels 1 and 2 | Drama Practices

• VCADRD006

  Use voice, facial expression, and/or movement to imitate role and situation

  Elaborations

  • exploring personal control of the body in movement and stillness
  • moving basic body parts to copy dramatizations and teacher directions
  • following the teacher’s directions to use movement
  • exploring voices, movements and spaces in structured drama session
  • communicating non-verbally by using facial expression and movement to show a role
  • manipulating objects, puppets, 2D images and available technologies to create stories

  VCADRD006 | The Arts | Drama | Level B | Drama Practices