Does this subject contribute to an ATAR? No (Applied subject)
How many credits does this subject contribute towards QCE? 4
What is Drama in Practice?
Drama in Practice gives students opportunities to plan, create, adapt, produce, perform, appreciate and evaluate a range of dramatic works or events in a variety of settings.
Students participate in learning activities that apply knowledge and develop creative and technical skills in communicating meaning to an audience.
Students learn essential workplace health and safety procedures relevant to the drama and theatre industry, as well as effective work practices and industry skills needed by a drama practitioner.
What makes a student suited to Drama in Practice?
Students who achieve success in Drama in Practice are those who enjoy:
- Engaging with drama and opportunities to experience, understand and communicate
- different perspectives on the world.
- Opportunities to learn about a range of forms and styles of the dramatic art form.
- Performing, improvising, devising and appreciating Drama.
What prerequisites must students meet in order to take this subject?
What is the cost of this subject?
- Theatre excursions $50 per year
- School incursion $20 per year
What materials or equipment do I need for this subject?
- Visual arts diary
- Display folder
- Possible props and costuming for performances
What do students study in this subject and how are they assessed?
| || ||Unit Overviews||Assessment|
|Year 10||Semester 1||Comedy: The past and present: In this unit, students will build on learning experiences such as the foundation skills of acting and improvisation by studying a dimension of World Theatre such as Ancient Greek Tragedy and Comedy, Commedia Dell'Arte as well as modern comedy such as Clowning. Students will analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making. They will also evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect. Students will perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience.||Summative internal assessment 1: |
Project: Practice led project
Summative internal assessment 2:
Project: Dramatic Concept
| ||Semester 2||Contemporary Realism: In this unit, student's will students will build on learning experiences such as the physicality of the previous unit and engage in the style of realism and exploring Stanislavsky's technique. Students will improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama. Students will use voice and movement to communicate ideas and dramatic action. They will 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 the performance style of realism. Students will perform devised and scripted drama, making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience.||Summative internal assessment 3:|
Exam: Extended Response
Summative internal assessment 4:
|Year 11||Unit 1||This semester focuses on exposing students to live theatre and engaging in the development of drama through play building and acting skills to develop a performance for the purposes of reflecting on real life situations and enhancing social skills. Students develop skills in planning and developing an acting performance – in Term 1 using a published play/text (eg. the play script 'Chances') as directed by the teacher. In Term 2, students will work in small groups to create a dramatic performance in the style of a 'medical drama'. They will also develop an understanding of the aesthetic and creative use of both lighting and sound in creating impactful performances. Students will view and respond to a live or recorded live dramatic performance in either term depending on availability of live shows.||Formative internal assessment 1: |
• Performance Scripted play/text
• Extended response to stimulus
Live theatre review
Formative internal assessment 2:
|||Unit 2||Students will be exploring different script text focused on the community issues. They will use community drama to raise community awareness about bullying, drugs, alcohol, domestic violence and relationships. The students will build awareness by performing to the school community. Students will then focus on developing written original dramatic works in response to community focus.||Formative internal assessment 3: |
• Performance Whole class production/ group performance
Formative internal assessment 4:
• Product Scriptwriting
|Year 12||Unit 3||This unit focuses on the history of drama, where students will explore the relevance of different themes presented through the ages, and how their stories and messages are still contemporary in today's society. Students will develop skills in improvising, vocal dynamics, process drama, designing, directing, play building, scriptwriting, role building and characterisation) in order to plan, modify, create and evaluate a dramatic work for the purpose of producing a re-interpretation of classic theatre. Students will use their knowledge on theatre through the ages to design elements for stage production. They will create costumes, set, props, lighting design, sound and adaptations to the scenes. During this unit students will again be exposed to live theatre to continue developing an understanding of the elements of drama and see the stories of others.||Summative internal assessment 1 (IA1): |
• Extended response to stimulus
Live theatre review
Summative internal assessment 2 (IA2):
|||Unit 4||The unit focuses on developing skills for a future career pathway with a focus on the theatre industry and its roles. Students draw upon existing skills developed throughout the course (eg, response to stimulus, emotional memory, manipulating mood to create meaning) and engage in workshops exploring the expressive systems (words, visuals, sounds, movement) for the purpose of self-realisation and expression. They work collaboratively to adapt an existing dramatic text to develop a performance for an audience of their peers, as well as perform individually for the purposes of aesthetic appreciation and communication.||Summative internal assessment 3 (IA3): |
Summative external assessment (IA4):
• Performance (acting)