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Drama / Year 9 and 10 / Creating and making
Curriculum content descriptions
improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning (AC9ADR10C01)
Elaborations
- using a teacher-provided framework such as stimulus material (imagery, text, questions, form/style, conventions, character list, narrative outline) and working collaboratively to devise drama in response to the framework; for example, drama that explores a theme such as solidarity, “my place”, or responds to issues identified from another learning area
- considering contexts such as audiences, viewpoints, intentions or purposes, style/form, as part of planning interpretations of scripted drama
- conveying the tensions in stories, ideas, characters, relationships, actions and dialogue through manipulation of elements of drama, such as language, movement and symbol, to engage audiences and elicit responses
- devising drama that presents a range of perspectives or responses to an event, question or situation; for example, presenting the same story from the perspective of different characters, using non-linear structures or conventions such as narrator/chorus, or introducing a new character to disrupt “agreed” understandings
- scripting scenes initially developed through improvisation or process drama and using play-building techniques to develop the scenes; for example, scenes for a music theatre work
- considering use of props, set items or digital tools to enhance communication of meaning in their drama
General capabilities
ScOT terms
Theatrical genres, Drama (Literature), Plots (Stories), Devised drama, Improvisation (Acting), Creating texts, Scripted drama