Drama (2013)
Sample work program 3
r1446 Rebranded July 2014
July 2014
Drama (2013)
Sample work program
Compiled by the Queensland Curriculum and Assessment Authority
July 2014
This work program is reproduced with the permission of Victoria Point State High School.
The QCAA acknowledges the contribution of Sean Lubbers in the preparation of this document.
A work program is the school’s plan of a course of study based on the relevant syllabus. Work
programs allow for the characteristics of a school and its students to be considered when
implementing the syllabus. School work programs must demonstrate that syllabus dimensions
and objectives inform student learning.
Work programs provide information about the school’s plan for course organisation, an outline of
intended student learning and the assessment plan as outlined in the work program requirements
for that syllabus.
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 2 of 8
Course organisation and assessment plan
Semester 1
55
Unit 1: Devise and realise
Focus: Throughout this unit students will
develop an understanding of Drama and
the dramatic languages through Process
Drama. They will also form drama that is
Verbatim in style and present and respond
to drama that chronicles, documents,
informs and celebrates truth and
authenticity in local, national and
international narratives.
Students will work in one or a combination
of the following contexts of drama:
personal, dramatic, historical and/or
cultural.
Forms and/or styles
Process Drama,
Realism
1
Elements of drama
Role, relationship,
situation, dramatic
focus, tension,
language, mood,
place, time, symbol,
movement, space
2
Skills of drama
Devising,
scriptwriting,
improvising,
critiquing, acting as
an ensemble,
applying stagecraft
3
Drama (2013)
Sample work program
Assessment
technique and
instrument
Conditions
Responding
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions,
context and purpose)
Instrument no.
Length (hours)
Sample
Subject matter
*
*
*
Non-practical:
scriptwriting
(written
monologue)
Individual
800–1000 words
(2–3 mins stage
action)
Performance:
stage acting
(published
playscript)
Group
2–3 mins per
student
Extended
response (written)
Individual
800–1000 words
Queensland Curriculum & Assessment Authority
July 2014
Page 3 of 8
Semester 2
55
Unit 2: Physicalise and dramatise
Focus: Students begin this unit in a
historical and sociological context by
exploring and demonstrating Greek
Theatre’s tragic chorus and its associated
conventions to challenge and educate the
audience. They explore Greek tragedy
simultaneously through learning the style of
Physical Theatre and Viewpoints in
performance. The unit then moves on to
exploring New Circus / Nouveau Cirque in
constructing and deconstructing dramatic
action and meaning by using contemporary
circus skills to create themed works (with
little or no spoken text) or narrative based
physical works that are dramatic, cultural
and/or sociological. They use this
knowledge to critique live theatre.
Forms and/or
styles
Ancient Greek
Theatre (tragedy and
tragic chorus),
Physical Theatre and
Viewpoints, New
Circus / Nouveau
Cirque
4
Elements of drama
Role, relationship,
situation, language,
place, time, symbol,
movement, space
5
Skills of drama
Voice and movement,
directing, critiquing,
acting in an
ensemble (chorus),
applying stagecraft
6
Drama (2013)
Sample work program
*
*
*
Assessment
technique and
instrument
Conditions
Responding
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions,
context and purpose)
Instrument no.
Length (hours)
Sample
Subject matter
Performance:
stage acting
(published
playscript)
Group
2–3 mins per
student
Extended
response (written)
Individual
800–1000 words
Practical: directing
(published
playscript/excerpt)
Individual
4–6 minutes
directorial input
Queensland Curriculum & Assessment Authority
July 2014
Page 4 of 8
Semester 3
55
Semester 4
55
Unit 3: Politicise and satirise
Focus: Students focus on how drama can be
used to challenge, empower and educate an
audience on socio-political issues through their
own and others’ satirical explorations of
philosophy, history, society and culture when
they form and present. Students are immersed
in political theatre practices from both category
1 and category 2 styles from the syllabus. This
unit also allows students to understand and
critique political satire used by Indigenous
Australian dramatic artists.
Forms and/or
styles
Epic Theatre,
Contemporary Political
Theatre, Satire, OnePerson Show
7
Elements of
drama
Role, dramatic focus,
language, place, time,
symbol, movement, space
8
Skills of
drama
Critique, devising and
sequencing, acting, voice
and movement skills,
working as an ensemble,
solo performance
9
Unit 4: Post-modernise and hybridise
Forms and/or
styles
Postmodern Theatre and
performance, Theatre for
Young People
10
Elements of
drama
Role, dramatic focus,
tension, mood, place, time,
symbol, space, contrast
11
Skills of
drama
Acting as an ensemble
(converging styles),
directing, voice and
movement, critiquing
Focus: This unit of work opens students up to
possibilities and questions (challenge, educate,
empower, inform) how the theatre/performance
can leave its audience with questions rather than
supplying all of the answers. Students will
encounter Postmodern TYP (Theatre for Young
People) companies/plays/performance texts
which contain a convergence of styles and direct,
present and critique using the conventions of
postmodern performance to create, perform and
reflect upon action and meaning. The context/s
for learning may include: cultural, sociological,
historical, environmental and technological.
Drama (2013)
Sample work program
*
Conditions
Extended
response
(written)
Individual
1000–1200
words
Practical:
demonstrating (a
devised concept)
Individual
4–6 minutes per
student
*
Performance:
stage acting
(published
playscript)
Group
3–5 minutes per
student
*
Performance:
stage acting
(published
playscript)
Group
3–5 minutes per
student
Non-practical:
directorial
concept (written)
Individual
1000–1200
words
*
*
Assessment
technique and
instrument
Responding
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions, context
and purpose)
Instrument no.
Length (hours)
Sample
Subject matter
Post-verification
Extended
response
(written)
Individual
1000–1200
words
Queensland Curriculum & Assessment Authority
July 2014
Page 5 of 8
Sample Year 12 unit
Semester 3
Unit 3: Politicise and satirise
Time: 55 hours
Subject matter
Unit focus. This unit of work opens students’ minds up to possibilities (challenge, educate, empower, inform) and questions the theatre/performance can leave its
audience with rather than supplying all of the answers. Students will encounter postmodern TYP (Theatre for Young People) companies/plays/performance texts
which contain a convergence of styles. They will also direct, present and critique using the conventions of Postmodern Performance/TYP to create, perform and
reflect upon action and meaning. The context/s for learning may include: cultural, sociological, historical, environmental and technological.
Dramatic languages
Forms and/or styles
Conventions of
forms and styles
Elements of drama
Skills of drama
• Postmodern Theatre, Postmodern performance, TYP (Theatre for Young People)
• Everyday and virtuosic performativity, convergence of forms and styles, hybridised live and mediated, openness of form
(collaborative/singular Authorship) intertextuality, non-linear, appropriation, fragmentation.
• Focus, place, time, symbol, mood, role, contrast.
• Directing and directorial concepts, working as an ensemble, converging acting styles, voice and movement, critiquing, researching.
Possible learning experiences
Assessment
Presenting:
• Workshops to develop skills of drama including voice, movement to realize a few of the converging styles within the texts under
exploration.
• Develop skills in conventions of a range of relevant styles that converge in the texts under exploration.
• Develop rehearsal techniques and apply stagecraft for a particular performance space, including vocal delivery and responding to cues,
committing text to memory, use of space, positioning of audience, sightlines and managing props, costumes and staging and how to
manipulate these to communicate meaning.
• Present documented and scripted postmodern/TYP texts for an audience to interpret their purpose and context.
• Work collaboratively in groups to rehearse postmodern drama and apply appropriate skills of drama to communicate dramatic action and
meaning to an audience.
• Use texts in workshops to develop skills in conventions of postmodern/TYP to interpret purpose, context and dramatic meaning.
Drama (2013)
Sample work program
10
Practical:
performance —
stage acting
(published
playscript)
Queensland Curriculum & Assessment Authority
July 2014
Page 6 of 8
Responding:
• Research Postmodern performances and texts and find definitions of this broad style.
• Explore, research and discuss TYP companies who create text and performance that is hybrid in style and open in form and analyse how
they use the dramatic languages to facilitate dramatic action and meaning.
• View others’ work (live dramatic action) and evaluate the effectiveness of directorial decisions.
• Analyse how conventions of postmodern performance have been used and managed, intermeshing with the elements of drama to create
dramatic action and meaning.
• Evaluate and make judgments about how effectively the dramatic language and dramatic action have intensified and clarified the dramatic
meaning.
• Develop analytical and spoken skills by using reflection stations in class to synthesise a position about dramatic action and meaning of a
production.
• Practice essay writing and paragraphing skills incorporating drama terminology and language conventions.
• Compare TYP texts and plays to unpack the dramatic languages and to evaluate using supporting evidence, the effectiveness of the
dramatic action in communicating meaning.
• View different examples of cinematic theatre practices and how they manage the elements of drama to create and shape dramatic action.
• View recorded or live TYP performances to identify elements of drama and conventions of postmodern performance and analyse how
elements and conventions are used to realise the style, and facilitate dramatic action and meaning.
• Engage in pre- and post-performance workshops and drama processes before and after viewing live theatre/performance to synthesise a
position about dramatic action and meaning using drama terminology specific to postmodern performance and the dramatic languages.
• Develop short written responses to text excerpts, stating a position about the performance using language conventions appropriate to
essays, e.g. essay structure, paragraphing, use of language conventions and terminology.
11
Non-practical:
directorial concept
(written)
Forming:
• Workshop a variety of texts in role as director to develop and practice skills in managing the elements of drama to shape and structure
dramatic action.
• Engage in workshops with a guest/visiting/online director to learn how to manage the elements of drama to develop a directorial
concept/vision.
• Experiment with different spaces and mediated/technological approaches to contemporary practice in a variety of purposes and contexts
to subvert traditional notions of theatre practice whilst providing opportunities for students to synthesis the elements, skills and conventions
of postmodern performance practice.
• Isolate particular conventions of postmodern style and workshop them using the skills of directing to create and shape dramatic meaning.
9
Non-practical:
Devising—
Dramatic treatment
Individual
5–7 minutes
multimodal
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 7 of 8
Student profile
1
2
Unit 1
Unit 2
1
Forming
Non-practical: scriptwriting (monologue)
2
Presenting
Performance: stage acting (published playscript)
3
Responding
Extended response (written)
4
Presenting
Performance: stage acting (published playscript)
5
Responding
Extended response (written)
6
Forming
Practical — Directing (published playscript/excerpts)
Responding
Presenting
Dimension, technique and instrument
Forming
Unit
Instrument no.
Semester
Student name: ……………………………………… Teacher :………………………………………..
Interim standard in each dimension at monitoring
Proposed interim LOA at MONITORING
3
4
Unit 3
7
Responding
Extended response (written)
8
Forming
Practical: demonstrating a devised concept
9
Presenting
Performance: stage acting (published playscript)
10
Presenting
Performance: stage acting (published playscript)
11
Forming
Non-practical: Directorial concept
Unit 4
Interim standard in each dimension at verification
Proposed interim LOA at VERIFICATION
4
Unit 4
13
Responding
Extended response (written)
Standard in each dimension at EXIT
Exit LOA
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 8 of 8