2/29/2024 0 Comments 12 elements of drama![]() ![]() They evaluate actors’ success in expressing the directors’ intentions and the use of expressive skills in drama they view and perform and identify characteristics of performance and theatrical styles. They explore and drama from a range of cultures, times and locations as sources of ideas for their practice.Īs they make and respond to drama, students explore meaning and interpretation, forms and elements and how drama can influence and challenge. Students continue to engage with diverse performance styles and ways of presenting drama. They experiment with mood and atmosphere, use devices such as contrast, juxtaposition and dramatic symbol and modify production elements to suit different audiences. They maintain focus and manipulate space and time, language, ideas and dramatic action. They extend the use of voice and movement to sustain belief in character. Students refine and extend their understanding and use of role, character, relationships and situation. They continue to explore drama as an art form through improvisation, scripted drama, rehearsal and performance. In Levels 9 and 10, students develop more sophisticated approaches to making and responding to drama independently, in small groups, and with their teachers and communities. They evaluate directors’ intentions, expressive skills used by actors and actor-audience relationships in drama they view and perform. Students engage with more diverse performances exploring and drawing on drama from a range of cultures, times and locations They identify similarities and differences and begin to learn about ways that traditional and contemporary styles of drama evolve and are sustained.Īs they make and respond to drama, students explore ways meaning is created in drama and consider social, cultural and historical influences of drama. They shape drama for audiences using narrative and non-narrative dramatic forms and production elements. They incorporate language and ideas and use devices such as dramatic symbol to create dramatic action and extend mood and atmosphere in performance. They use focus, tension, space and time to enhance drama. They use voice and movement to sustain character and situation. Students build on their understanding of role, character and relationships. ![]() In Levels 7 and 8, students make and respond to drama independently, and with their peers, teachers and communities. Their understanding of the roles of artists and audiences builds upon previous bands as students engage with more diverse performances. Students maintain safety in dramatic play and in interaction with other actors. As they make and respond to drama, students explore social and cultural contexts of drama considering how different types of drama develop narrative, drive dramatic tension and use performance styles and symbolism to communicate ideas Students continue their learning about drama from a range of cultures, times and locations, both in their community and in other locations. They use conventions of story and other devices such as dramatic symbol to communicate meaning and shape and sustain drama for audiences. They explore language and ideas to create dramatic action and consider mood and atmosphere in performance. Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and time. In Levels 5 and 6, students continue to make, perform view devised and scripted drama, independently and collaboratively with their peers, teachers and communities. Their understanding of the role of the artist and of the audience builds upon their experience from the previous band. As they make and respond to drama, students explore social and cultural contexts of drama and make personal evaluations of their own and others’ drama. Students learn about drama from a range of cultures, times and locations, both in their local community and in other locations. They use elements of drama, story structures and language to shape ideas through dramatic action and present their drama to audiences. Through dramatic play, role-play, character development, movement and mime activities they learn about focus, tension, space and time in their own and others’ drama. Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation and process drama. In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.
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