Drama in Practice 2015
Study plan
Section 1: School statement
School:
Queensland Curriculum and Assessment Authority
School code:
3000
Subject code:
6412
Composite class:
No
School contact:
SEO
Phone:
3864 0375
Email:
[email protected]
Section 2: Course and assessment overview
Drama in Practice is a four-semester course of study.
Semesters 1 and 2 of the course are designed to allow students to begin their engagement with the course
content, i.e. the knowledge, understanding and skills of the subject. Course content, learning experiences and
assessment increase in complexity across the four semesters as students develop greater independence as
learners.
Semesters 3 and 4 consolidate student learning.
QCAA approval
QCAA officer:
Date:
1
Unit 1: Making, shaping and
sharing our stories
The unit focuses on exposing
students to live theatre and engaging
in the development of drama through
playbuilding and acting skills to
develop a performance for the
purposes of reflecting on real life and
enhancing social skills. Students
develop skills in planning and
developing a performance. They view
and respond to live or recorded live
dramatic performance.
Time Electives
in
hours
55
• Acting (stage
and screen)
• Playbuilding
Core concepts and ideas
Dramatic principles
• Elements of drama and
dramaturgical devices
• Dramatic forms, dramatic styles and
their conventions
• Purposes and contexts
Dramatic practices
• Skills, techniques and processes
• Awareness of self and others
Assess
no.
Semester
Unit number and description
1
2
Drama in Practice 2015
Study plan
Page 2 of 8
Assessment technique,
description and conditions
Dimensions
Extended response to stimulus
Review of live or recorded live
performance. Students choose either
a written response or a multimodal
non-presentation or a multimodal
presentation.
• Written response
Student choice of response
500–800 words
• Multimodal — presentation
Student choice of response
3.0–5.0 minutes
• Multimodal — non-presentation
Student choice of response
Maximum: 8 A4 pages
Project
Develop a performance using
playbuilding skills to create a dramatic
work for the purposes of reflecting,
documenting or celebrating the
stories of others.
• Performance onstage component
(stage acting)
Perform a student-devised text.
1.0–2.0 minutes group
• Written component
6 weeks class and own time.
Includes planning, modification and
evaluation.
400–700 words
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
Queensland Curriculum and Assessment Authority
27/04/2016
2
Unit 2: Putting on a show
The unit focuses on developing
technical and production skills to
support a performance with a
community focus, such as a drama
showcase, or a school event for the
purposes of celebration and/or
entertainment and as a creative
outlet. Students will develop acting
skills to suit the chosen style.
Time Electives
in
hours
55
• Community
theatre
• Technical
design and
production
Core concepts and ideas
Dramatic principles
• Production elements and
technologies
• Production and performance roles
Dramatic practices
• Skills, techniques and processes
• Awareness of self and others
Assess
no.
Semester
Unit number and description
3
4
Drama in Practice 2015
Study plan
Page 3 of 8
Assessment technique,
description and conditions
Dimensions
Performance (acting)
Group performance of a published
play/text.
• Acting performance (stage)
Equitable amount of time to be
allocated for each student.
Judgments to be made about
individual student achievement
rather than applying a judgment of
the group performance.
1.5–2.5 minutes group
Project
Choose a performance or production
role to support a dramatic work with a
community focus for the purposes of
celebration and/or entertainment and
as a creative outlet. Allocated time: 6
weeks class and own time. For
component 1, student choose either a
written component or a multimodal
component (non-presentation) or a
multimodal component (presentation).
Includes planning, modifying, and
evaluation. For component 2,
students choose either a performance
(onstage acting role or an offstage
role) or product (script, set or
costume design). Variable conditions
related to role.
• Written component
Student choice of response for
component 1.
400–700 words
• Performance onstage component
(stage acting)
Student choice of response for
component 2.
1.0–2.0 minutes group
• Multimodal — presentation
Student choice of response for
component 1.
2.0–4.0 minutes
• Multimodal component — nonpresentation
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
Queensland Curriculum and Assessment Authority
27/04/2016
Time Electives
in
hours
Core concepts and ideas
Assess
no.
Semester
Unit number and description
Assessment technique,
description and conditions
Dimensions
Student choice of response for
component 1.
Maximum: 6 A4 pages
• Product component
Student choice of response for
component 2.
Variable conditions
Students are allocated continuous
class time to develop either the
performance or product component.
Drama in Practice 2015
Study plan
Page 4 of 8
Queensland Curriculum and Assessment Authority
27/04/2016
3
Unit 3: Staging the stories of our
community
The unit focuses on how verbatim
theatre (and its variations) reflects a
community's identity through the
telling of stories. Students develop
skills in improvising, designing,
directing, playbuilding, scriptwriting
and acting (characterisation and rolebuilding) to plan, modify, create and
evaluate a dramatic work for the
purposes of reflecting, documenting
or celebrating the stories of others.
Drama in Practice 2015
Study plan
Time Electives
in
hours
55
• Community
theatre
• Theatre through
the ages
Core concepts and ideas
Dramatic principles
• Elements of drama and
dramaturgical devices
• Dramatic forms, dramatic styles and
their conventions
• Purposes and contexts
• Production elements and
technologies
• Production and performance roles
Dramatic practices
• Skills, techniques and processes
• Awareness of self and others
Page 5 of 8
Assess
no.
Semester
Unit number and description
5
6
Assessment technique,
description and conditions
Dimensions
Extended response to stimulus
Review of live or recorded live
performance. Students choose either
a written response or a spoken
response. Allocated time: 3 weeks of
own and class time.
• Written response
Student choice of response.
600–1000 words
• Spoken response
Student choice of response.
3.0–4.0 minutes
Project
Plan, modify, create and evaluate a
dramatic work for the purposes of
reflecting, documenting or celebrating
the stories of others. Allocated time: 8
weeks class and own time. For
component 1, students choose either
a written component or a multimodal
component (non-presentation) or a
multimodal component (presentation).
For component 2, students choose
either a performance component
(stage acting) or a performance
component (directing).
• Workshop performance component
Component 2: Student's choice of
response. Individual directing of a
section of the verbatim theatre
performance for a local community
audience.
Variable conditions
Students are allocated continuous
class time to develop either the
performance component (stage
acting) or the performance
component (directing).
• Written component
Student's choice of response for
component 1.
500–900 words
• Multimodal — presentation
Component 1: Student's choice of
response.
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
Queensland Curriculum and Assessment Authority
27/04/2016
Time Electives
in
hours
Core concepts and ideas
Assess
no.
Semester
Unit number and description
Assessment technique,
description and conditions
Dimensions
3.0–6.0 minutes
• Performance onstage component
(stage acting)
Component 2: Student's choice of
response. Group performance of
verbatim theatre for a local
community audience.
1.5–3.0 minutes group
• Multimodal component — nonpresentation
Component 1: Student's choice of
response.
Maximum: 8 A4 pages
Drama in Practice 2015
Study plan
Page 6 of 8
Queensland Curriculum and Assessment Authority
27/04/2016
4
Unit 4: All the world's your stage
The unit focuses on developing skills
for a future career pathway with a
focus on the theatre industry and its
roles. Students develop individual
skills for the purpose of selfrealisation and expression. They
perform individually as well as
working collaboratively to develop a
performance for a public and
technological context for the purposes
of aesthetic appreciation and
communication.
Time Electives
in
hours
55
• Career
pathways
• The theatre
industry
Core concepts and ideas
Dramatic principles
• Elements of drama and
dramaturgical devices
• Dramatic forms, dramatic styles and
their conventions
• Purposes and contexts
• Production and performance roles
Dramatic practices
• Skills, techniques and processes
• Awareness of self and others
Assess
no.
Semester
Unit number and description
7
8
Drama in Practice 2015
Study plan
Page 7 of 8
Assessment technique,
description and conditions
Dimensions
Performance (acting)
Individual performance, such as an
audition. Students have a choice
between Performance (stage acting)
and Performance (screen) acting.
Allocated time: 3 weeks class and
own time.
• Acting performance (screen)
Student's choose either screen or
stage acting.
2.5–3.5 minutes individual
• Acting performance (stage)
Student's choose either stage or
screen acting.
3.0–5.0 minutes individual
Project
Plan, modify, create and evaluate a
dramatic performance for the
purposes of aesthetic appreciation
and communication. Students
complete a written component and
either a performance on-stage role
(stage acting — group) or offstage
role (directing, designing, lighting,
sound and/or audiovisual/multimedia
— individual), or a product
component (script, set or costume
design — individual). Allocated time:
8 weeks class and own time.
• Product component
Component 2: Student's choice of
response.
Variable conditions
Students are allocated continuous
class time to develop each
component.
• Performance offstage component
(directing, designing)
Component 2: Student's choice of
response.
4.0–6.0 minutes individual
• Written component
Including planning, modification and
evaluation.
500–900 words
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
• Knowing and understanding
• Applying and analysing
• Creating and evaluating
Queensland Curriculum and Assessment Authority
27/04/2016
Time Electives
in
hours
Core concepts and ideas
Assess
no.
Semester
Unit number and description
Assessment technique,
description and conditions
Dimensions
• Performance onstage component
(stage acting)
Component 2: Student's choice of
response.
1.5–3.0 minutes group
Drama in Practice 2015
Study plan
Page 8 of 8
Queensland Curriculum and Assessment Authority
27/04/2016
Queensland Curriculum and
Assessment Authority
Student profile
Drama in Practice 2015
1
2
Unit one
Making, shaping and sharing our
stories
1
Extended response to stimulus
F
2
Project
F
Unit two
Putting on a show
3
Performance (acting)
F
4
Project
F
5
Extended response to stimulus
S
6
Project
S
7
Performance (acting)
S
8
Project
S
Creating and
evaluating
Applying and
analysing
Knowing and
understanding
Assessment Instrument
Formative or
Summative
Semester
Unit
Class:
Year:
Assessment
Instrument No.
Teacher:
Student name:
Interim Standards
Interim Level of Achievement
3
4
Unit three
Staging the stories of our community
Unit four
All the world's your stage
Exit Standards
Exit Level of Achievement
Drama in Practice 2015
Student profile
Queensland Curriculum and Assessment Authority