Drama (2013)
Sample work program 2
r1445 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 9
Course organisation and assessment plan
Semester 1
55
Unit 1: Real life
Focus: Students explore the historical,
geographical and cultural contexts
underpinning selected Australian
playscripts in the Realism style. Contrasting
perspectives of ‘real life’ in Australia are
explored through Process Drama, script
interpretation, improvisation and
performance. Students:
• build their skills in improvisation,
manipulating the elements of drama in
action (forming)
• draw on their knowledge of the elements
of drama to view and analyse dramatic
action (responding)
• are introduced to the conventions and
performance demands of Realism and
apply their understanding through the
presentation of a selected scene from an
Australian playscript (presenting).
Forms and/or styles
Process Drama,
Realism
1
Elements of drama
Human context, role,
character, tension,
situation dramatic
focus
2
Skills of drama
Improvising, acting,
applying stage craft,
critiquing
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
Practical:
improvising —
intervention in a
Process Drama
Group
3–6 minutes of
dramatic action
Extended
response (spoken
or signed)
Individual
3–4 minutes
Performance:
stage acting
(published
playscript)
Group
2–3 minutes per
student
Queensland Curriculum & Assessment Authority
July 2014
Page 3 of 9
Semester 2
55
Unit 2: Other lives
Focus: Students investigate the power of
drama to document significant issues, and
educate and empower communities and
audiences. The unit begins with an in-depth
study of Epic Theatre, covering the origins,
political and cultural beliefs that shaped the
development of this form. Students analyse
how the dramatic languages may be
manipulated to educate and empower an
audience (responding).
The unit then explores Verbatim Theatre
and how it too may educate and empower.
Students experiment with a Verbatim
playscript before developing their own short
Verbatim playscript on an issue of
relevance to the local community (forming).
Using the forms of Verbatim and Epic
Theatre, students then work as an
ensemble to explore an issue of
significance to the local community through
a play-building process.
The unit culminates in a polished
presentation of the student-devised text
(presenting).
Forms and/or
styles
Verbatim Theatre,
Epic Theatre, NonRealism
4
Elements of drama
Space, tension,
language, time,
symbol, movement
5
Skills of drama
Devising, acting,
working as an
ensemble,
scriptwriting
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
Extended
response (written)
Individual
800–1000 words
Non-practical:
scriptwriting
Individual
800–1000 words
Performance:
stage acting
(student-devised)
Group
2–3 minutes per
student
Queensland Curriculum & Assessment Authority
July 2014
Page 4 of 9
Semester 4
Semester 3
65
Unit 3: Past and present lives
Focus: Students explore the potential of
drama to entertain, challenge and inform
contemporary audiences about the
human obsessions of perhaps the not-sodifferent past. They investigate the
philosophical, environmental, historical
and sociological contexts influencing the
development of key themes within a
classic historical playscript. Students:
• demonstrate their understanding of the
historical context, stylistic performance
demands and stage acting skills
through performing a scene from the
classic playscript (presenting)
• critique how the dramatic languages
have been used in a contemporary
adaptation of the classic playscript
(responding)
• devise a dramatic treatment that
transforms an excerpt from the classic
text into contemporary Visual/physical
theatre style (forming).
The unit culminates with students
working as an ensemble to rehearse and
perform a Visual and/or Physical Theatre
performance based on the classic play
script (presenting).
Forms and/or
styles
Comedy of Manners/
or Elizabethan, Visual
Theatre or Physical
Theatre
7
Elements of drama
Symbol, mood,
contrast, space, time,
movement
8
Skills of drama
Devising, stage acting,
applying stage craft,
critiquing
9
10
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)
Subject matter
Performance:
stage acting
(published
playscript)
Group
3–5 minutes per
student
Extended
response (written)
Individual
1000–1200 words
Non-practical:
devising —
dramatic
treatment
(multimodal)
Individual
5–7 minutes
Performance:
stage acting
(student-devised)
Group
3–5 minutes per
student
Queensland Curriculum & Assessment Authority
July 2014
Page 5 of 9
Semester 4
45
Unit 4: Future lives
Focus: Students concentrate on the
personal, dramatic and philosophical
contexts that may shape dramatic action.
Students:
• view, analyse and evaluate the
effectiveness of the use of character,
symbol, mood and tension in live or
recorded live performance of the
monologue form (responding)
• explore the challenging, empowering
and celebratory purposes of drama as
they devise their own character,
backstory and monologue exploring
the theme of leaving and future lives
(forming)
• develop their screen acting skills and
perform a monologue to camera
(presenting).
Forms and/or
styles
Monologue, Realism,
11
Elements of drama
Character, situation,
place, symbol,
language
12
Skills of drama
Improvising, critiquing,
screen acting,
scriptwriting
13
Drama (2013)
Sample work program
*
*
*
Assessment
technique and
instrument
Conditions
Extended
response (written)
Individual
1000–1200 words
Non-practical:
scriptwriting
Individual
1000–1200 words
Performance:
screen acting
(student-devised
text or published
playscript)
Individual
3–4 minutes
Responding
Presenting
Dramatic languages
Dimension
assessed
Forming
Unit and focus
(Focus to refer to dimensions,
context and purpose)
Instrument no.
Length (hours)
Subject matter
Queensland Curriculum & Assessment Authority
July 2014
Page 6 of 9
Sample Year 12 unit
Semester 3
Unit 3: Past and present lives
Time: 65 hours
Subject matter
Unit focus: Students will explore the potential of drama to entertain, challenge and inform contemporary audiences about the human obsessions of perhaps the
not-so-different past. The philosophical, environmental, historical and sociological contexts influencing the development of key themes within a classic historical
playscript will be investigated. Students will demonstrate their understanding of the historical context, stylistic performance demands and stage acting skills through
the performance of a scene from the classic playscript (presenting). Students will critique how the dramatic languages have been used in a contemporary
adaptation of the classic playscript (responding). Students will devise a dramatic treatment that transforms an excerpt from the classic text into contemporary
Visual/Physical Theatre style (forming). The unit will culminate with students working as an ensemble to rehearse and perform a Visual and/ or Physical Theatre
performance based on the classic play script (presenting).
Dramatic languages
Forms and/or styles
Conventions of
forms and styles
Elements of drama
Skills of drama
Comedy of Manners, Visual Theatre and Physical Theatre
• Comedy of Manners conventions: focus on the exaggeration of minutia, increased scale, heightened performance and emotions,
language and movement of the period, customs and manners, use of symbols
• Visual Theatre conventions: spectacle, large-scale symbol, non-verbal elements, shape/ texture, design elements, visual language,
mask, puppetry, visual arts, use of technology, visceral, dance influences, music, high contrast, use of emotive and rich images
• Physical Theatre conventions: ensemble, heightened voice and movement, visual metaphors, stylised gesture, motif, slow motion,
heightened focus
• Symbol, mood, contrast, space, time, movement
• Devising, stage acting, applying stage craft, critiquing,
Possible learning experiences
Assessment
Presenting:
• Perform key scenes from the stimulus playscript applying the conventions of a particular style e.g. the Comedy of Manners.
• Participate in workshops to develop acting skills including voice, movement to suit the Visual/Physical Theatre and Comedy of Manners styles.
• Present a group-devised Visual/Physical Theatre performance to the class.
• Use voice and movement skills to communicate dramatic meaning through performance.
• Rehearse and polish dramatic action.
• Refine devised work with feedback from peers and teacher.
• Manipulate symbol, language, movement and mood in performance.
• 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.
• Work collaboratively and perform within an ensemble.
• Realise the conventions of Comedy of Manners in the performance of playscript.
• Realise the conventions of Visual/Physical Theatre in the performance of a dramatic treatment of the playscript.
7
Performance:
stage acting
(published
playscript)
3–5 mins per
student
10
Performance:
stage acting
(student-devised)
Group
3–5 mins per
student
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 7 of 9
Responding:
• View a variety of Visual/Physical Theatre performance excerpts (recorded and or live) and analyse how dramatic symbol, language,
movement and space has been used to communicate dramatic meaning.
• Evaluate the effectiveness of Visual/Physical Theatre performance and justify their analysis drawing upon supporting evidence from live or
recorded examples.
• View, discuss and evaluate the effectiveness of existing adaptations of classic play scripts or narratives into Visual/Physical Theatre forms.
• Synthesize knowledge, analysis and evaluation in a written essay responding to live or recorded performance.
• Use the language and terminology of drama to respond to student devised and professional performance work.
• Respond to feedback in written responses and drafts.
• Workshop essay structures and proof read written responses.
• Identify how time, place, and the dramatic context — including culture and sociology — impact upon dramatic action, language and
movement and forms of narrative.
• Discuss the use of dramatic conventions, elements of drama, character and symbol evident within the stimulus playscript.
8
Extended
response
Individual written
1000–1200 words
Forming:
• Read, discuss and workshop key scenes from a classic playscript e.g. Comedy of Manners playscript The Importance of Being Earnest.
• Improvise beyond the playscript using the constraints of character, setting, time and space to explore significant themes from the focus
scene or character.
• Explore the conscious and sub-conscious dimensions of character from the stimulus play text to unearth their obsessions and represent
these through Visual/Physical Theatre conventions.
• Manage the elements of drama to devise short Visual/Physical Theatre performances exploring central characters and themes from the
stimulus playscript.
• Transform an excerpt from the historical stimulus text into a new interpretation incorporating Visual/Physical Theatre conventions to
convey the essential themes and obsessions of the central characters.
• Explore the use of dramatic symbol in the stimulus playscript.
• Apply the ‘viewpoints’ (Bogart) framework to the development of dramatic action.
• Communicate their creative treatment of the stimulus text in a multimodal presentation.
• Devise a Visual/Physical Theatre performance based on the stimulus playscript.
• Collaboratively devise by managing the elements of drama and selecting particular conventions to be used in shaping an idea into action
and with dramatic meaning.
• Identify contemporary resonances for a historical playscript.
• Create a Visual Theatre or Physical Theatre performance based on the input of all group members.
9
Non-practical:
Devising—
Dramatic treatment
Individual
5–7 minutes
multimodal
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 8 of 9
Student profile
1
2
Unit 1
Unit 2
1
Forming
Practical: improvising — intervention in a process drama
2
Responding
Extended response (spoken or signed)
3
Presenting
Performance: stage acting (published playscript)
4
Responding
Extended response (written)
5
Forming
Non-practical: scriptwriting
6
Presenting
Performance: stage acting (student-devised text)
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
Unit 4
7
Presenting
Performance: stage acting (published playscript)
8
Responding
Extended response (written)
9
Forming
Non-practical: devising — dramatic treatment (multimodal)
10
Presenting
Performance: stage acting (student-devised text)
11
Responding
Extended response (written)
12
Forming
Non-practical: scriptwriting
Interim standard in each dimension at verification
Proposed interim LOA at VERIFICATION
4
Unit 4
13
Presenting
Performance: screen acting (student-devised text or
published playscript)
Standard in each dimension at EXIT
Exit LOA
Drama (2013)
Sample work program
Queensland Curriculum & Assessment Authority
July 2014
Page 9 of 9