Length: Single Semester or Full Year (10 credits each semester)
Contact: Arts Leader
Advantage: One semester of Year 9 Drama.
Students learn as artists and as creative entrepreneurs through their exploration of shared human experience, which is at the heart of the study of Drama.
In Drama, students adopt roles from the dramatic fields of theatre and/or screen. They apply the dramatic process to create outcomes and take informed artistic risks to present the unique voices of individuals, communities, and cultures. Through focused, practical, and collaborative learning opportunities, students refine their skills and increase their confidence as communicators by creating live, multimodal, oral, and written products.
Drama students learn the transferable skills of creative collaboration and critical thinking to visualise, develop, and present culturally valuable outcomes. Through the dramatic process they develop their understanding of aesthetics, and improve their skills as creative problem-identifiers and problem-solvers, critical thinkers, innovators, productive artists, practical entrepreneurs, and cultural leaders.
Assessment Type 1: Performance (40%)
For a performance, students are led by the teacher to work collaboratively through the framework of the Company and Performance area of study to conceive, explore, develop, produce, refine, and perform (or present) a dramatic work or product. They apply the dramatic process by undertaking roles and collaborating in an ensemble to achieve individual and shared outcomes. Students present their performance to an audience.
Presentation of evidence
Each student selects and presents evidence of their learning, including their understanding, creativity, analysis, evaluation, application and development. Evidence can be presented as an individual or group oral presentation, or an individual or group multimodal presentation, or an individual written document with accompanying visual evidence.
Assessment Type 2: Responding to Drama (30%)
Students demonstrate their understanding, analysis, and evaluation of professionally created dramatic works and/or events (such as workshops and masterclasses) in an oral, multimodal, or written response.
Assessment Type 3: Creative Synthesis (30%)
In a creative synthesis task, students apply the dramatic process to a published dramatic text or self-devised piece to create a concept or vision for a hypothetical (or actual) dramatic product. Students adopt a dramatic role and discuss their artistic intentions, including their ideas and rationale for the use of innovative technology in the hypothetical staging or screening of the product.
In the creation of their product, students also apply technology imaginatively and innovatively, and take creative risks.
Stage 2 Drama