Drama (2013)
Sample work program
r1444 Rebranded July 2014
July 2014
Drama (2013)
Sample work program
Compiled by the Queensland Curriculum and Assessment Authority
July 2014
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 7
Semester 1
55
Semester 2
55
Unit 1
Focus: Students develop an
understanding of elements of drama
and conventions of Realism and its
variations as they engage in a range of
texts that challenge the audience,
focusing on different contexts such as
dramatic, personal and sociological
when Forming, Presenting and
Responding.
Forms and/or styles
Unit 2
Focus: When Forming, Presenting and
Responding, students use classic texts
from Greek and/or Elizabethan styles
to explore historical, cultural and
sociological influences and how these
influences can be interpreted through
the physical theatre styles for particular
purposes such as to educate or
chronicle.
Forms and/or styles
Elements of drama
Skills of drama
Elements of drama
Skills of drama
Realism, Magical realism,
Australian Gothic
Role, character, relationship,
situation, place, tension,
language, dramatic focus
1
*
2
Acting (voice and movement),
applying stagecraft,
scriptwriting, critiquing
Responding
Dramatic languages
Presenting
Unit and focus
(Focus to refer to dimensions, context
and purpose)
Dimension
assessed
Forming
Subject matter
Instrument no.
Length (hours)
Course organisation and assessment plan
*
Assessment
technique and
instrument
Conditions
(sample additional
details)
Performance
Stage acting
(published
playscript)
Group
2–3 mins
per student
Extended response
(written)
Individual
800–1000 words
3
*
Non-practical:
scriptwriting
Individual
800–1000 words
(2–3 mins action)
Greek theatre or Elizabethan
theatre, Physical Theatre,
Asian Theatre Forms such as
Noh, Butoh or Suzuki
4
*
Practical: directing
Individual
4–6 mins
directorial input
Symbol, mood, contrast,
space, time, movement
5
Performance: stage
acting (published
playscript)
Group
2–3 mins
per student
Extended response:
multimodal
Individual
800–1000 words
Critiquing, directing, acting
(voice and movement),
applying stagecraft, working as
an ensemble
Drama (2013)
Sample work program
6
*
*
Queensland Curriculum & Assessment Authority
July 2014
Page 3 of 7
30
Unit 3
Focus: Students develop an
understanding of elements of drama
and conventions of Realism
combined with Verbatim and
contemporary Aboriginal and Torres
Strait Islander theatre forms. They
create and engage in a range of
texts that challenge, inform and
empower the audience as they
celebrate, chronicle and document
stories in different contexts such as
personal, sociological and possibly
cultural and environmental when
Forming and Responding.
Forms and/or styles
Unit 4
Focus: When Forming and
Presenting, students use Absurd
texts to explore contexts such as
philosophical and sociological
contexts, for particular purposes
such as to challenge and entertain.
Forms and/or styles
Elements of drama
Elements of drama
Skills of drama
Skills of drama
Realism, Verbatim,
Contemporary Aboriginal and
Torres Strait Islander theatre
forms
Symbol, dramatic focus and
situation, place, language,
character, role and
relationship, tension
Scriptwriting, improvisation,
devising, stagecraft, critiquing
Absurd
Language, situation, contrast,
mood, movement, place
Acting (movement and voice),
stagecraft, directing
7
Assessment
technique and
instrument
Conditions
(sample
additional details)
Responding
*
*
Extended response
(written)
Individual
1000–1200 words
Non-practical:
scriptwriting
Individual
1000–1200 words
(3–4 mins action)
Performance: stage
acting (published
playscript)
Group
3–5 mins
per student
Practical: directing
Individual
4–6 mins of
directorial input
8
*
9
*
10
Drama (2013)
Sample work program
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions,
context and purpose)
Instrument no.
Length (hours)
Semester 3
Semesters
3 and 4
35
Subject matter
Queensland Curriculum & Assessment Authority
July 2014
Page 4 of 7
Semester 4
45
Unit 5
Focus: Students explore the
potential of theatre to examine and
challenge, through political and
social contexts, for the purpose of
education and empowerment when
Presenting and Responding.
Students will investigate political
theatre through the work of key
practitioners such as Boal, Brecht,
Beckett and Fo.
Forms and/or styles
Elements of drama
Skills of drama
Contemporary political theatre
(and political satire), Epic,
Forum.
Symbol, role, movement,
dramatic focus
Critiquing, acting and stage
craft, working as an ensemble,
devising
11
Assessment
technique and
instrument
*
*
Performance: stage
acting (student
devised)
Group
3–5 mins
per student
Extended response
(written)
Individual
1000–1200 words
12
Post-verification
*
or
13
Drama (2013)
Sample work program
Conditions
(sample
additional details)
Responding
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions,
context and purpose)
Instrument no.
Length (hours)
Subject matter
*
Practical:
demonstration of a
devised concept OR
stage acting
(published
playscript)
Forming: Individual
4–6 mins OR
Presenting: Group
3–5 mins per
student OR
Individual 4–6 mins
Queensland Curriculum & Assessment Authority
July 2014
Page 5 of 7
Sample Year 12 unit
Semester 4
Unit 5
Time: 45 hours
Subject matter
Unit focus (including dimensions, context and purpose). This unit is designed to expose students to the potential of theatre to examine and challenge, through political and social
contexts, for the purpose of education and empowerment when Presenting and Responding. They then have a choice of Forming or Presenting. Students will investigate drama
through the work of key practitioners such as Boal, Brecht, Beckett and Fo.
Assessment
Dramatic languages
Forms and/or styles
Conventions of forms and styles
Elements of drama
Skills of drama
• Contemporary political theatre (and political farce and satire, such as Fo), Epic and Forum theatre.
• Direct address, multiple role, use of song and music, historification, didacticism, narration, alienation, multiple roletaking, projected images and forms, gestus, alienation, farce and clown, intertextuality, fragmentation.
• Symbol, space, mood, movement, time, place.
• Devising, improvising, critiquing, acting and stagecraft, working as an ensemble.
Possible learning experiences
• Work collaboratively using ensemble skills in improvisation and performance to communicate ideas. Improvise using Image and Forum theatre techniques.
• Read and interpret in workshops and discussion, a range of texts with political and social contexts that are used to educate or empower their audiences.
• Explore texts, performances and works of drama practitioners such as Boal, Fo, Brecht and Hare to identify the use of structure and conventions such as
didactism, intertextuality, fragmentation or alienation devices.
• Workshops to enhance skills in managing the elements of drama, specifically symbol, role, movement and dramatic focus.
• Develop skills in conventions of a range of relevant styles to shape dramatic action e.g. Epic conventions such as direct address, multiple role, narration,
multiple role-taking and gestus. Extend workshops and improvisation to combine conventions and elements to give the dramatic action dramatic meaning.
• Research current political or social issues to use as the basis for devising a piece of theatre with a particular context and purpose.
• Collaboratively devise by managing the elements of drama and selecting and using conventions to shape an idea into action with dramatic meaning. Refine
devised work with feedback from peers and teacher.
• Workshops to develop acting skills including voice, movement to suit the devised work and style.
• Develop rehearsal techniques and apply stagecraft for a particular performance space, including vocal delivery and responding to cues, committing text to
memory, use of the space, positioning of audience, sightlines and managing props.
• Rehearse to manipulate elements of drama and the conventions of the forms and styles to realise the style. Use feedback in the rehearsal process to
enhance communication of meaning and realisation of style through acting skills. Present a student-devised text to communicate meaning to an audience.
• View others’ work and evaluate the effectiveness of dramatic decisions by the artists in class and professional live performance. Analyse how conventions of
the styles and elements of drama interact to create dramatic action. Interpret dramatic meaning and how this has been created by the dramatic languages.
Evaluate and make judgments about the effectiveness of the action in communicating the meaning.
• Re-enact moments from a live or filmed performance to illustrate effective creation of particular aspects of elements e.g. mood and place or relationship and
tension or the use of conventions to enhance meaning and purpose.
• Develop spoken skills by talking about performances through classroom discussion and reflection to synthesise ideas into a position. Develop essay writing
skills incorporating language conventions and drama terminology.
• Select either Forming or Presenting to explore political theatre. In Forming, revisit previous Forming skills to devise a one-person show aimed at highlighting a
particular political or social issue and synthesise the devising skills and the issues with the chosen conventions of the style and elements of drama to create
dramatic meaning. In Presenting, select a published text with a social or political message in a monologue. Adapt acting skills and stagecraft for monologue form.
Drama (2013)
Sample work program
11
Presenting
Performance:
stage acting
(student
devised)
12 Responding
Extended
response
(written)
Postverification
13
Forming:
Practical:
demonstration
of a devised
concept
OR
Presenting
stage acting
(published
playscript)
Queensland Curriculum & Assessment Authority
July 2014
Page 6 of 7
Student profile
1
1
2
Unit 1
Unit 2
2
Responding
Presenting
Dimension, technique and instrument
Forming
Unit
(optional title)
Teacher:
Instrument
No.
Semester
Student name:
Presenting
Performance: stage acting (published
playscript)
Responding
Extended response (written)
3
Forming
Non-practical: scriptwriting
4
Forming
Practical: directing
5
Presenting
Performance: stage acting (published
6
Responding
Extended response: multimodal
Interim standard in each dimension at monitoring
Proposed interim LOA at MONITORING
7
Responding
Extended response (written)
8
Forming
Non-practical: scriptwriting
9
Presenting
Performance: stage acting (published
Unit 3
3
Unit 4
10
4
11
Unit 5
Forming
Practical: directing
Presenting
Performance: stage acting (student
devised)
Responding
Extended response (written)
Interim standard in each dimension at verification
12
Proposed interim LOA at VERIFICATION
Forming
Practical: demonstration of a devised
concept
4
Unit 5
13
OR
Presenting
Performance: stage acting (published
playscript)
Standard in each dimension at EXIT
Exit LOA
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 7 of 7