Drama / Year 9 and 10 / Exploring and responding

Curriculum content descriptions

investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts (AC9ADR10E01)

  • viewing a performance and considering how aspects of the dramatic action use elements of drama, such as symbol or movement, to make meaning; for example, a suitcase as a symbol for a person’s memories
  • investigating ways drama texts can be created and developed collaboratively to create; then reading a text to notice meaning/s created and intentions achieved through selection and combination of elements, conventions or styles
  • viewing examples of a variety of styles or forms within a style, such as historical and modern comedy forms and styles from Australia or Asia, or work that reflects “global culture”, to identify and understand how various conventions are shared and how they differ across the styles; then discussing which might be their preferred style
  • using Viewpoints to ask questions that consider contexts; for example, considering drama created in countries or regions in Asia or through collaboration between drama-makers in Asia and Australia, and considering questions such as “How does the drama relate to the social context in which it was created?”, “What cultural movements are evident in this drama?”, “What historical influences have impacted on this drama?”, “What is the actor–audience relationship in different dramatic contexts, forms and styles?”
  • viewing or reading and exploring examples of historical texts and styles from a range of cultural traditions where artists have used the conventions of contemporary performance, such as mediatisation or intertextuality, or styles such as physical theatre, non-realist or emerging/innovative forms, to affect meaning and for various purposes; then unpacking this as a foundation for their own creative process
  • identifying conventions of a collaborative, improvised style to communicate ideas or intentions to audiences; for example, to satirise or to elicit change; then considering how they, as artists, could use these creative tools for their own purposes
General capabilities
  • Literacy Literacy
  • Intercultural understanding Intercultural Understanding
ScOT terms

Culture,  Drama (Literature),  Drama (Arts),  Cultural contexts,  Improvisation (Acting)


Developing script ideas with Hannie Rayson

How do you come up with ideas to write about? Watch this clip to find out how Australian playwright and screenwriter Hannie Rayson begins her writing process. She begins with a "big question" - if you were writing a play, what big question would you ask?


Lights up

Learn the fundamentals of lighting design with lighting designer Lincoln Gidney. Explore how to apply stage lighting conveys meaning and apply this knowledge and understanding to design lighting or a scene.


Musical theatre – drama

Discover the dramatic style of musical theatre through performance. Explore the origins and theatrical conventions and techniques of musical theatre as a performance style. Students will create a character performance based on a musical theatre piece.



Develop skills in characterisation through personal storytelling through monologues.


Australian collection

This database features a selection of Australian artworks from QAGOMA. The searchable database provides artwork images, background information about the artist and the artwork, classroom activities, a glossary of key terms and curriculum alignment information for teachers. Search results can be refined by theme, period, ...


Indigenous Australian collection

This federated search from the QAGOMA database features a selection of Aboriginal and Torres Strait Islander artworks from the collection. The searchable database provides artwork images, background information about the artist and the artwork, a map of major Indigenous regions in Australia, classroom activities, a glossary ...


Koorie Cross-Curricular Protocols for Victorian Government Schools

The Koorie Cross-Curricular Protocols for Victorian Government Schools are applicable to schools intending to develop activities that involve the use of Koorie cultural expressions, including stories, songs, instrumental music, dances, plays, ceremonies, rituals, performances, symbols, drawings, designs, paintings, poetry, ...