Drama in Practice SAS 2015: Sample Unit of Work
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Drama in Practice SAS 2015 Drama in Practice SAS 2015: Sample unit of Work
1. Staging the stories of our community
The sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Drama in Practice. This sample demonstrates: organisation and development of a unit that could be used within a course of study aspects of the underpinning factors particular to this unit a focus for the unit, in a context based on one or more of the electives identification of the relevant concepts and ideas, and associated subject matter, from the core topics a teaching and learning sequence that: outlines effective teaching strategies supports achievement of the objectives described in the dimensions of this syllabus shows alignment between core subject matter, learning experiences and assessment. Unit overview Title of unit: Staging the stories of our community
Unit description (focus): The purpose of this unit is to explore how the style of verbatim theatre (and its variations) has the ability to reflect a community’s identity through the telling of stories, and to investigate how this style of theatre has evolved over time. Students will draw on the viewing experiences of live or recorded live verbatim theatre to engage in a range of creating activities including characterisation and role-building, improvising, designing, directing, playbuilding and scriptwriting. They will plan, modify, create, stage, direct, perform and evaluate a dramatic work for the purposes of reflecting on, documenting or celebrating the stories of others. Students will learn how dramatic principles and practices are applied in the shaping of these stories to offer a sense of belonging and connectedness within a broad range of communities. Time allocation: Unit 3, Semester 3, 55 hours
2. Overview
3. Identified curriculum from the syllabus
Dimensions and objectives Knowing and understanding identify and explain dramatic principles and practices interpret and explain dramatic works and dramatic meanings demonstrate dramatic principles and practices. Applying and analysing apply dramatic principles and practices when engaging in dramatic activities and/or with dramatic works analyse the use of dramatic principles and practices to communicate meaning for a purpose use language conventions and features and terminology to communicate ideas and information about drama, according to purposes. Creating and evaluating plan and modify dramatic works using dramatic principles and practices to achieve purposes create dramatic works that convey meaning to audiences evaluate the application of dramatic principles and practices to drama activities or dramatic works.
Electives Community theatre Theatre through the ages
Core topics Core topic 1: Dramatic principles Concepts and ideas Knowledge, understanding and skills Elements of drama and elements of drama: character/role, dramatic focus, language, dramaturgical devices place/space, situation, symbol, time Elements of drama and dramaturgical devices: beats, pacing, climaxes, revelations, dramaturgical devices are foreshadowing the fundamental building
Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 2 of 19 blocks of drama and are common to all dramatic activity by creating shape, structure and cohesiveness (C1.1). Dramatic forms, dramatic the structure and organisation of verbatim theatre styles and their dramatic conventions of styles that may be associated conventions Drama is structured, with verbatim theatre, e.g. soliloquy, narration, direct organised, shaped, address to audience, multiple roles, fourth wall, use of expressed, performed and song, tableau, transitions appreciated using relevant drama terminology distinguishing characteristics (C1.2). Purposes and contexts purposes: celebration, documentation/chronicling, Purposes and contexts work reflection of real life, sense of belonging together to provide intent contexts: dramatic, real, general (community) and frame the dramatic action and meaning (C1.3). Production elements and production elements and technologies: sound, lighting, costume, technologies design, set, properties (props), visual projections Dramatic action and meaning is created and enhanced by production elements and technologies, which may include ICT (C1.4). Production and teams of people from specialist fields collaborate in the performance roles conceptualisation and staging of dramatic and theatrical works Dramatic action and meaning on-stage and off-stage roles: designers, directors, media technicians, is created, enabled and performers, playwrights enhanced by the contribution of different production and performance roles (C1.5). Core topic 2: Dramatic practices Concepts and ideas Knowledge, understanding and skills Skills, techniques and planning and organisation considerations and activities: processes - engaging in background research including reading a There are specific dramatic skills, techniques and range of verbatim playtexts, engaging with primary and processes which are secondary resources, e.g. interviews, news reports, developed, used, valued and blogs required when applying dramatic principles to the - identifying use of dramatic principles and practices in a making of dramatic and live or recorded verbatim theatre production theatrical works (C2.1). - establishing timelines, assembling a creative team, organising resources appreciating and evaluating considerations and activities: actor’s logbook, audience etiquette, aesthetic awareness, offering and using feedback, reviewing and critiquing skills creating activities: characterisation and roleplaying, script annotation in preparation for performance, designing, directing, communicating skills, applying stagecraft, blocking, improvising, playbuilding performing considerations and activities: audience awareness, energy levels, facial expressions, focus, line security, movement qualities, stagecraft, vocal qualities, working as an ensemble rehearsal considerations and activities: rehearsal and ensemble etiquette, delivering and responding to cues, committing text and blocking to memory, management of time, space and resources, setting goals, blocking, improvising and experimenting, participating in warm- ups, relaxation, concentration and trust exercises, technical production and rehearsals workplace health and safety (WHS) considerations legal and ethical considerations: plagiarism, intellectual and cultural property, appropriation, privacy issues, copyright procedures and arrangements Awareness of self and individual and teamwork considerations: collaboration and cooperation, others work ethic, developing and understanding personal attributes and Developing awareness of dispositions, trust activities self and others is problem-solving and decision-making skills essential when working reflecting on practice in drama (C2.2). ethical behaviour: - cultural and community sensitivity and appropriateness, e.g. selection of materials and texts - confidentiality and disclosure - emotional safety - equity and inclusivity
4. Assessment
Assessment 1: Review of live or recorded live verbatim theatre1 Assessment technique Extended response to stimulus Dimensions assessed Knowing and understanding identify and explain dramatic principles and practices interpret and explain dramatic works and dramatic meanings. Analysing and applying analyse the use of dramatic principles and practices to communicate meaning for a purpose use language conventions and features and terminology to communicate ideas and information about drama, according to purposes. Creating and evaluating evaluate the application of dramatic principles and practices to drama activities or dramatic works. Description of instrument Students view a live or recorded live verbatim theatre production and review the dramatic work. The review of the production should take the form of one of the following: written review
1 See the sample assessment instrument at: www.qcaa.qld.edu.au/36670-assessment.html. Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 4 of 19 spoken review. Assessment conditions Mode: Either written or spoken Time: Written: 600–1000 words Spoken: 3–4 minutes Assessment 2: Staging verbatim theatre for a local community2 Assessment technique Project: performance component written or multimodal component Dimensions assessed Knowing and understanding identify and explain dramatic principles and practices interpret and explain dramatic works and dramatic meanings demonstrate dramatic principles and practices. Applying and analysing apply dramatic principles and practices when engaging in dramatic activities and/or with dramatic works analyse the use of dramatic principles and practices to communicate meaning for a purpose use language conventions and features and terminology to communicate ideas and information about drama, according to purposes. Creating and evaluating plan and modify dramatic works using dramatic principles and practices to achieve purposes create dramatic works that convey meaning to audiences evaluate the application of dramatic principles and practices to drama activities or dramatic works. Description of instrument Students plan, create and evaluate a verbatim theatre dramatic work that they perform for a local community audience or for a community event, e.g. a local aged-care facility, an arts festival, or ‘grandparent’s day’. Two assessable components: performance component: students perform in (stage acting), or direct a live verbatim theatre performance for a local community audience or for a community event written or multimodal component: students plan and evaluate their verbatim theatre performance for a local community audience or for a community event. Assessment conditions Written component 500–900 words Multimodal component 3–6 minutes Performance component 1½–3 minutes group (Stage acting) Performance component 4–6 minutes individual (Directing) (excluding actors delivering text) Variable conditions Schools provide students with a set period of in-class time to prepare and rehearse the performance and develop the written or multimodal component of their project.
2 See the sample assessment instrument at: www.qcaa.qld.edu.au/36670-assessment.html.
Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 6 of 19 5. Teaching and learning sequence Teaching strategies and learning experiences3 Unit orientation Teacher: outlines learning goals and success criteria linking to prior learning (the objectives and the criteria and standards which will be used to make judgments — making reference to syllabus and glossary terms) introduces the knowledge, understanding and skills that students will learn (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) discusses individual and group work strategies, reflecting on what worked in Semesters 1 and 2 and what requires improvement (C2.2) outlines the assessment — the unit includes both viewing and creating verbatim theatre (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2).
Students: identify and explain the need to apply awareness of self and others in the unit when creating, directing, performing and producing a verbatim theatre dramatic work and when evaluating and reflecting on practice (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2). Exploring and appreciating verbatim theatre text in action Teacher: prepares graphic organisers to assist students to interact with and represent new knowledge, e.g. Frayer model; Cornell notes; combination notes; comparison charts; Venn diagrams; tables, graphs, or models shows students a range of video excerpts from recorded live performances of verbatim theatre productions, and workshops text excerpts with students using a range of verbatim theatre playscripts which demonstrate the use of a variety of forms (e.g. one-person show, play) to introduce the concepts and ideas relevant to verbatim theatre and to the production of verbatim theatre (C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) examines and analyses how verbatim theatre has evolved over time to identify themes, content and contexts, and discusses how themes influence the creation of verbatim theatre (C1.2, C1.3, C2.1) identifies purposes — celebration, documentation/chronicling (oral histories), reflection of real life, sense of belonging — highlighting the importance of sharing stories with others (C1.3) and interpreting dramatic action and meaning (C1.2, C2.1) explains the structure and organisation of verbatim theatre to suit purpose/s and context/s (C1.1, C1.2, C1.3) identifies dramatic conventions showing recognition of characteristics particular to verbatim theatre, e.g. soliloquy, narration, direct address to audience, multiple roles, fourth wall, use of song, tableau, transitions; and explores their use in combination with the elements of drama and dramaturgical devices (C1.1, C1.2, C2.1) discusses production elements and technologies that enable and enhance the performance of verbatim theatre, e.g. sound, lighting, costume, design, set, props, visual projections (C1.4) and how teams of people from specialist fields collaborate in the conceptualisation and staging of verbatim theatre productions, e.g. directors, playwrights, performers (C1.2, C1.5, C2.1, C2.2) facilitates a comparison activity with a contrasting theatre style previously studied, (e.g. commedia dell’arte) to examine how this style of theatre is different to what students already know, e.g. subject matter, purpose, dramatic conventions (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) checks students’ progress against learning goals and gathers student feedback through the facilitation of structured reflection activities that use a variety of strategies, e.g. plus/minus/interesting (PMI) charts, peer discussions, questions (C1.2, C2.1, C2.2).
Students: identify dramatic principles and practices related to the style of verbatim theatre (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) view a range of video excerpts from recorded live verbatim theatre productions and workshop script
3 Note: Highlighted key verbs relate to the dimensions. Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 8 of 19 excerpts from verbatim theatre playscripts to: identify and explain the dramatic form and style unique to verbatim theatre and analyse how verbatim theatre has evolved throughout the ages (C1.2, C2.1, C2.2) identify and explain the reasons for experiencing and engaging with verbatim theatre within the local community, and discuss the role that drama/theatre plays in reflecting a community’s identity and creating a sense of community belonging (C1.2, C1.3, C2.1, C2.2) interpret and explain the purpose, context, dramatic action and dramatic meaning of a range of verbatim theatre texts (C1.1, C1.2, C1.3, C2.1, C2.2) identify and explain the elements of drama and dramaturgical devices, dramatic conventions particular to verbatim theatre, production elements and technologies that assist in creating and enhancing dramatic action and meaning, and the production and performance roles they will apply in the unit through skills, techniques and processes when creating, performing and producing verbatim theatre dramatic works (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) construct a class glossary of terms using a collaborative document and continually add to it throughout the unit, to identify and explain key knowledge, and understanding and skills using language conventions and features and terminology to communicate ideas and information (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) complete a comparison chart that identifies similarities and differences between the form and/or style, conventions, subject matter and purpose/s of verbatim theatre with a contrasting theatre form and/or style, conventions, subject matter and purpose/s (C1.1, C1.2, C1.3, C2.1, C2.2) collaboratively develop a graphic organiser, e.g. story map using concept mapping software, to assist with the visualisation of the chronology of the story and with the understanding of dramatic meaning, e.g. link events and characters within the multiple narratives of verbatim theatre dramatic works to the elements of drama — time and place (C1.1, C1.2, C1.3, C2.1, C2.2) identify and explain the skills, techniques and processes they will apply in the unit to appreciate and evaluate verbatim theatre dramatic works (C1.2, C2.1, C2.2) explore how to apply and manipulate elements of drama and dramaturgical devices and the conventions of verbatim theatre such as direct address to audience, when directing and acting (C1.1., C1.2, C2.1, C2.2) participate in reflection and feedback activities (C1.2, C2.1, C2.2). Reviewing verbatim theatre Teacher — prior to theatre viewing: organises a theatre excursion to a local theatre production or an in-class viewing of a recorded live theatre production that incorporates verbatim theatre (C2.1) prepares a partially populated combination notes, Cornell notes or guided notes for students to use prior to and post the theatre viewing replays the viewing of short excerpts of recorded live performances of productions that incorporate the style of verbatim theatre (C1.2, C2.1): implements recall strategies, e.g. using the convention of freeze frames (C2.1), to help students remember aspects of the performances models identifying context, purpose and meaning, analysis of the use of elements, and evaluation of how effectively production elements and technologies were used to enable and enhance the performance of the dramatic work (C1.1, C1.2, C1.3, C1.4, C2.1, C2.2) through discussion, note-taking and use of graphic organisers reviews skills of analysis relevant to the viewing of live or recorded live theatre, and identifies the conventions of theatre reviews (C2.1) discusses content, style and purpose of reviews (C2.1) explains review structure and organisation (C2.1) explains evaluation skills, including identifying a focus and scope for discussion (C2.1) investigates methods of presenting reflections and evaluating a theatre production (C2.1) identifies and explains structure and organisation of ideas of the different modes (spoken and written) (C2.1) models a prepared written and spoken presentation, which reviews one of the previously viewed recorded live performances (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) models appropriate language conventions and features, and terminology (C1.2, C2.1) shows how the response addresses the task and demonstrates the standards to be assessed scaffolds how to plan approaching the review, modelling mind-mapping strategies (C2.1, C2.2) revisits and discusses audience etiquette (C2.1, C2.2) checks students’ progress against learning goals and gathers student feedback through the facilitation of structured reflection activities that use a variety of strategies, e.g. plus/minus/interesting (PMI) charts, peer discussions, questions (C1.2, C2.1, C2.2). Students — prior to theatre viewing, working individually and in groups: engage in pre-performance workshops and activities including the viewing of short excerpts of recorded verbatim theatre productions (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) identify and explain dramatic principles and practices and interpret and explain possible meanings (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) analyse the direction and use of stagecraft and acting skills (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) make judgments about the quality of the use or the suitability of production elements and technologies that enable and enhance the performance of the dramatic work (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) document new knowledge and reflections using provided note template/s and/or graphic organisers (C1.2, C2.1, C2.2) develop short spoken and written responses to the excerpts, stating a position about the performance, and explaining and providing reasons or evidence to support statements and decisions using language conventions and features and terminology appropriate to reviews, e.g. review structure, paragraphing (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) edit and refine short responses to the excerpts in consultation with peers and teacher (C1.2, C2.1, C2.2) engage in reciprocal teaching and feedback to practice delivering a written or spoken review, through preparation of a small presentation that: discusses in detail one aspect of a production, e.g. direction, acting skills, dramatic meaning (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) evaluates the production’s effectiveness in communicating dramatic meaning (C2.1) draws conclusions about how this production assists in helping audiences to appreciate the lives and experiences of others (C2.1) read and research a range of reviews from various productions to: identify when dramatic principles, (e.g. structure, organisation, purpose), and practices, (e.g. directing, acting) are discussed, analysed and evaluated (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) engage in background research on the theatre company of the production to be viewed and reviewed for assessment (C1.2, C2.1, C2.2).
Assessment 1 — Review of live or recorded live verbatim theatre production Teacher — after viewing the production: facilitates recall strategies to help students remember aspects of the production (C2.1) revisits assessment instrument and standards and leads discussion on where evidence for the standards will be found in the extended response provides class time for students to develop the extended response to stimulus.
Students — after viewing the production: engage in post-performance workshops and discussions (e.g. collective memory, using kinaesthetic recall strategies, recording templates, brainstorming) to reflect on moments of dramatic action and meaning relevant to the assessment response (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) which involves: Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 10 of 19 reviewing specific aspects of the assessment task requirements revisiting review structure and using appropriate language conventions and features and terminology to communicate ideas and information drafting, editing and refining response in consultation with peers and teacher practicing sequencing information for an extended response — review of live or recorded live theatre, including using connectives that establish relationship between ideas and information referring back to peer evaluation from reciprocal teaching task and acting on feedback. develop individual response to assessment task (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2). Creating verbatim theatre for a local community Teacher:
introduces focus on community theatre using the style of verbatim theatre — purpose and benefits (C1.2, C1.3) explains the importance of journaling ideas, creative processes and reflections using digital diaries, word documents, journals (C2.1, C2.2) organises a suitable venue for staging a verbatim theatre performance for the chosen community audience (C2.1, C2.2) identifies, explains and demonstrates the dramatic skills, techniques and processes associated with creating a verbatim theatre dramatic work (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2), including: - establishing expectations through scaffolding - planning and organisation considerations and activities (C2.1) project management skills (C2.1) appreciating and evaluating considerations and activities, e.g. actor’s logbook, audience etiquette, aesthetic awareness, offering and using feedback, reviewing and critiquing skills (C1.1, C2.1, C2.2) - fostering awareness of self and others, e.g. individual and teamwork considerations, problem-solving and decision-making skills, reflecting on practice, ethical behaviour (C2.2) creating activities, e.g. interview techniques, strategies for collecting and documenting interview material, transcribing interviews, improvising, playbuilding, characterisation and roleplaying, script annotation in preparation for performance, designing, directing, communicating skills, applying stagecraft, blocking (C2.1, C2.2) performing (acting) and directing considerations and activities, e.g. audience awareness, energy levels, facial expressions, focus, line security, movement qualities, stagecraft, vocal qualities, working as an ensemble (C2.1, C2.2) rehearsal considerations and activities, e.g. rehearsal and ensemble etiquette; delivering and responding to cues; committing text and blocking to memory; management of time, space and resources; setting goals; blocking; improvising and experimenting; participating in warm-ups; relaxation; concentration and trust exercises; technical production and rehearsals (C2.1, C2.2) workplace health and safety (WHS) practices and considerations (C2.1, C2.2) models how to manipulate elements of drama, specifically character/role, dramatic focus, language, place/space, situation, symbol and time to create and shape dramatic action and meaning from stimulus materials, such as interview transcripts and recorded interviews (C1.1, C1.2, C1.3, C2.1, C2.2) discusses legal and ethical considerations and behaviour: plagiarism, intellectual and cultural property, appropriation, privacy issues, copyright procedures and arrangements, confidentiality and disclosure, emotional safety, equity and inclusivity, cultural and community sensitivity and appropriateness, e.g. selection of materials and texts (C1.2, C2.1, C2.2) builds ensemble skills — individual and teamwork considerations: collaboration and cooperation, work ethic, developing and understanding personal attributes and dispositions, trust activities (C2.1, C2.2) provides adequate time for students to: - engage with a community and explore a community focus (C2.1, C2.2) - gather, transcribe and collate script material (C1.2, C2.1, C2.2) - workshop, devise and script material (C1.2, C2.1, C2.2) - allocate/cast roles (C1.2, C2.1, C2.2) - direct and rehearse performance (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) - promote performance and organise production requirements (C2.1, C2.2) - reflect on practice (C1.2, C2.1, C2.2) interprets and analyses a variety of playscripts and performances to build students’ understanding of form and structure, including ways to frame action and devices (such as use of symbol and metaphor) to create an artistic concept (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) explains and models scriptwriting process — drafting, workshopping, editing and redrafting (C2.1, C2.2) models the application of verbatim theatre conventions used in the text in performance (C1.2, C2.1, C2.2) demonstrates and models directing considerations when staging verbatim theatre text (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) explores the use of rehearsal and ensemble techniques (C2.1, C2.2) provides ongoing feedback on students’ direction and performances (C1.2, C2.1, C2.2) revisits technical requirements related to the venue and models the operation of performance and production technologies, e.g. sound, lighting, costume, visual projections (C1.4, C1.5, C2.1, C2.2) provides opportunity for technical rehearsal at the venue (C2.1) provides adequate time for students to refine performance and presentation skills for the community performance (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) models appropriate ways of reflecting on own work and providing constructive feedback to others (C2.1, C2.2) provides class time for students to develop their written or multimodal response documenting the planning and creating process (C1.2, C2.1, C2.2) checks students’ progress against learning goals and gathers student feedback through the facilitation of structured reflection activities that use a variety of strategies, e.g. plus/minus/interesting (PMI) charts, peer discussion, questions (C1.2, C2.1, C2.2).
Students:
apply skills, techniques and processes when creating, performing, producing appreciating and evaluating verbatim theatre dramatic activities and works (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) work with others and take turns telling stories involving family history or shared events (C1.3, C2.1, C2.2) work with others and take turns interviewing each other (C2.1, C2.2)
Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 12 of 19 select a member of their family or the community and interview them to gain an oral history of a shared event/events (C1.3, C2.1, C2.2) draw a picture or symbol of what the term ‘community’ means and share the response with others (C2.1, C2.2) identify a community event for creating, producing, presenting and evaluating a verbatim theatre production, e.g. identify an event the community remembers, e.g. 2010–2011 South East Queensland floods (C2.1) engage in activities that build awareness and understanding of how community theatre can bring people together (C1.3, C2.1, C2.2) engage in background research on the chosen community (C2.1, C2.2) plan and organise the dramatic work and establish timelines, assemble a creative team, organise resources, and generate a list of interview questions to support theengage focus with of theselected chosen communities verbatim theatre through performance a range of workformal (C1.2, or informal C1.3, C1.4,activities, e.g. visits, conversations (virtual or person-to-person), workshops, interviews with local community members on chosen issue of focus, shared experience or event, e.g. 2010–2011 South East Queensland floods (C1.2, C1.3, C2.1 C2.2) apply ethical considerations and protocols when interviewing others and collecting personal stories, e.g. confidentiality and disclosure (C2.1, C2.2) transcribe interview/s and generated material from community engagement activities (C1.2, C2.1, C2.2) create dramatic material for scripts, e.g. scenes, monologue (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) collate and structure script material applying cultural and community sensitivity and appropriateness, e.g. in the selection of script material (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) develop understanding of the conventions of scriptwriting by analysing verbatim theatre playscripts, including layout/format, nature of the descriptions of locations, settings and character (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) explore script material through improvising, roleplaying and playbuilding using elements of drama such as character/role, dramatic focus, language, place/space, situation, symbol, time (C1.1, C1.2, C1.3, C2.1, C2.2) maintain a journal of ideas, creative processes and reflections to analyse the use of dramatic principles and practices when engaging in dramatic activities and with dramatic works (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) workshop with peer actors and directors to enact draft scripts, and use observation and feedback to improve and refine draft playscript (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) experiment with appropriate transitions and linking devices to link material together (C1.1, 1.2, C1.3, C1.5, C2.1, C2.2) modify and refine ideas and structure of dramatic work (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) set up actor’s prompt book or director’s logbook (C1.2, C2.1, C2.2) start committing lines to memory (C1.2, C2.1, C2.2) manage time, space and resources, set goals (C1.2, C2.1, C2.2) create and implement an advertising plan (C1.2, C1.5, C2.1, C2.2) lead and/or participate in warm-ups, relaxation, concentration and trust exercises (C2.1, C2.2) interpret the script, using conventions of verbatim theatre and elements of drama and dramaturgical devices (C1.1, C1.2, C1.3, C1.5, C2.1, C2.2) improvise and experiment to develop and apply stagecraft by using the specific performance space, basic set, conventions of blocking, using the stage to enhance meaning and managing stage properties suited to the dramatic script (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) rehearse the script with others applying rehearsal and ensemble etiquette and performing considerations, e.g. audience awareness, energy levels, facial expressions, focus, line security, movement qualities, stagecraft, vocal qualities, working as an ensemble, giving and taking cues (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) recogniserehearse and and refine apply technical workplace acting health and/or and safetydirecting (WPS) skills considerations to demonstrate in preparing for the community performance, e.g. safe use of electrical equipment work collaboratively and apply awareness of self and others when creating, performing and producing verbatim theatre dramatic works and when evaluating and reflecting on practice (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) demonstrate and apply dramatic principles (C1.1, C1.2, C1.3, C1.4, C1.5) when engaging in dramatic activities and with dramatic works (C2.1, C2.2) including: elements of drama: character/role, dramatic focus, language, place/space, situation, symbol, time (C1.1) dramaturgical devices: beats, pacing, climaxes, revelations, foreshadowing (C1.1) the structure and organisation of verbatim theatre (C1.2) dramatic conventions of styles that may be associated with verbatim theatre, e.g. soliloquy, narration, direct address to audience, multiple roles, fourth wall, use of song, tableau, transitions relevant drama terminology (C1.2) purposes: celebration, documentation/chronicling, reflection of real life, sense of belonging (C1.3) contexts: dramatic, real, general (community) (C1.3) production elements and technologies: sound, lighting, costume, design, set, properties (props), visual projections (C1.4) teams of people from specialist fields collaborate in the conceptualisation and staging of dramatic and theatrical works (C1.4) on-stage and off-stage roles: designers, directors, media technicians, performers, playwrights (C1.5) demonstrate and experiment with production and performance technologies and interpret dramatic action and meaning that has been enhanced by its use (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) promote the dramatic performance work (C1.2, C1.3, C1.5, C2.1 C2.2) refine and polish performance for a local community (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) set up, practise and engage in technical production rehearsals to demonstrate and apply dramatic principles and practices making any modifications as a result
Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 14 of 19 of the technical considerations (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) apply problem-solving processes in preparing for the performance, including creating or choosing strategies and making decisions (C2.1, C2.2) read, view and analyse dramatic works and performances to understand and develop skills in appreciating and evaluating (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) analyse the use of dramatic principles and practices involved in own and others’ dramatic works (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) interpret and explain dramatic works and meanings through the viewing and appreciating of own and other’s dramatic works (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) reflect on and evaluate the application of dramatic principles and practices to drama activities and dramatic works through self-reflection and reflection on the work of others, and provide explicit feedback (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2). Assessment 2: Staging verbatim theatre for a local community — Performance component Teacher: revisits the task requirements leads discussion on the standards and where evidence for them will be found in the performance component reviews the logistics for the event (C2.1, C2.2) considers contingency plans for unexpected problems (C2.1, C2.2) provides opportunity for students to: - identify the technical requirements for the venue (C1.4, C1.5, C2.1, C2.2) - identify potential problems of the venue and provide solutions (C2.1, C2.2) - make decisions about the running order of the performance (C1.2, C2.1, C2.2) monitors student use of technical equipment (C1.4, C2.1, C2.2) conducts safety checks of equipment and performance space (C1.4, C1.5, C2.1, C2.2) checks students’ progress against learning goals and gathers student feedback through the facilitation of structured reflection activities that use a variety of strategies, e.g. plus/minus/interesting (PMI) charts, peer discussions, questions (C1.2, C2.1, C2.2).
Students directing: apply problem-solving processes when directing the staged verbatim theatre performance (C2.1, C2.2): - identify, define and interpret problems - think creatively and laterally - think artistically - create or choose strategies - make decisions - test, monitor, modify and evaluate solutions apply safe WHS practices when directing the dramatic work (C2.1) apply appropriate dramatic skills, techniques, processes and production and performance technologies when directing the dramatic work (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) including: text analysis communication skills stagecraft, e.g. blocking, maintaining sightlines, cues, stage positioning, managing props blocking organisation of space (setting, props) demonstrate awareness of self and others when directing (C2.1, C2.2) participate in reflection and feedback activities (C2.1, C2.2).
Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 16 of 19 Students acting: apply problem-solving processes when presenting the staged verbatim theatre performance (C2.1, C2.2): - identify, define and interpret problems - think creatively and laterally - think artistically - create or choose strategies - make decisions - test, monitor, modify and evaluate solutions apply safe WHS practices when presenting the dramatic work including participating in vocal and physical warm-ups (C2.1) apply appropriate dramatic skills, techniques, processes and production and performance technologies when performing the dramatic work (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) including: audience awareness energy levels, e.g. stillness, heightened energy focus, e.g. awareness of horizon, fixed point, circles of concentration line security body language and facial expressions movement qualities, e.g. physicality, stance, posture, gesture, rhythm, energy stagecraft, e.g. blocking, maintaining sightlines, cues, stage positioning, managing props vocal qualities, e.g. volume, projection, pace, pitch, tone, pause working as an ensemble demonstrate awareness of self and others when acting (C2.1, C2.2) participate in reflection and feedback activities (C2.1, C2.2). Assessment 2: Staging verbatim theatre for a local community — Written or multimodal component Teacher:
reviews the directed and performed dramatic work and provides feedback opportunity for students (C2.1, C2.2) revisits the task requirements leads discussion on the standards and where evidence for them will be found in the written and/or multimodal components explains evaluation skills and models methods of presenting reflections on and evaluations of the processes, (including planning) and the outcomes of the assessment tasks using both written and multimodal4 modes (C1.2, C2.1, C2.2) explains appropriate use of language conventions and features and terminology to communicate ideas and information (C1.2, C2.1) checks students’ progress against learning goals and gathers student feedback through the facilitation of structured reflection activities that use a variety of strategies, e.g. plus/minus/interesting (PMI) charts, response cards, questions (C1.2, C2.1, C2.2) provides class time for students to complete their written or multimodal response documenting the planning and rehearsal process of the performed verbatim theatre dramatic work, and evaluating the performed dramatic work and the effectiveness of the application of dramatic principles and practices in the verbatim theatre performance in terms of communicating meaning to the
4 Multimodal components can be presentations or non-presentations. Examples of presentations include delivery of a slide show, a short video clip, a bionarrative or webinar. An example of a non-presentation is a webpage with embedded media (graphics, images, audio or video). community audience (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2).
Students: reflect on and evaluate the application of dramatic principles and processes involved in planning, directing and performing (directing or stage acting) the dramatic work for a local community (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2) use language conventions and features and terminology to communicate ideas and information about drama, according to purposes (C1.2, C1.3, C2.1) submit or present the documentation5 of their dramatic ideas and reflections on the processes involved in creating the dramatic work and realising the dramatic work through directing or stage acting. Documentation must include an evaluation of the processes and outcomes of the tasks (C1.1, C1.2, C1.3, C1.4, C1.5, C2.1, C2.2).
5 Can include notes, tables, diagrams, sketches, photographs, voice recordings and/or video. Drama in Practice SAS 2015: Sample unit of Work Drama in Practice SAS 2015: Sample unit of Work Queensland Curriculum & Assessment Authority [Publish Date] Page 18 of 19 Resources Excerpts from a selection of the following playscripts written and/or performed in the style of verbatim theatre, or featuring aspects of verbatim theatre, could be studied in the unit: Brown, P, Aftershocks; Burton, D, April’s Fool; Decent, C, Embers; Forde, M, Cribbie; Forde, M, Snapshots from Home; Forde, M, Way out West; Harrison, J, Stolen; Holloway, T, Beyond the Neck; McKenzie, S, Scattered Lives; Nantsou, S, The Stones; O’Connell, T, Minefields and Miniskirts; Oswald, D, Skate, Slovo; G, The Riots; Valentine, A, Dead Man Brake; Valentine, A, Eyes to the Floor; Valentine, A, Parramatta Girls; Valentine, A Run Rabbit Run; Valentine, A, Shafana and Aunt Sarrinah Texts (verbatim theatre reference): Brown, P, (ed) 2010, Verbatim: Staging Memory and Community, Currency Press, NSW Recorded live production (DVD): April’s Fool 2010, directed by Lewis Jones, Empire Theatres Pty Ltd Sample reviews of productions Collaborative online document-editing software, e.g. OneNote, Google Docs, Office 365, Etherpad, or a Wiki Concept-mapping software, e.g. FreeMind, MindMup, Inspiration, MindMeister, iThoughts and SimpleMind Information and stories about selected pretext/s to use as stimulus for verbatim theatre, e.g. news, media, interviews with witnesses to events Equipment for stage production: sound, lighting, projectors Equipment for recording production: digital cameras/video cameras, voice recording equipment, video editing software Suitable venue for staging verbatim theatre dramatic work.