Years 9 and 10 standard elaborations — Australian Curriculum: Drama DRAFT

The Australian Curriculum achievement standards are an expectation of the depth of understanding, the extent of knowledge and the sophistication of skills that students should typically demonstrate at the end of a teaching and learning band. In Queensland, the Years 9 and 10 Australian Curriculum achievement standard represents a C standard — a sound level of knowledge and understanding of the content, and application of skills.

Years 9 and 10 Australian Curriculum: Drama achievement standard By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the drama, narrative and structure in directing and acting in order to engage audiences. They refine performance and expressive skills convey dramatic action. Source Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum The Arts — Drama for Foundation–10, : www.australiancurriculum.edu.au/the-arts/drama/curriculum/f-10?layout=1#level9-10

The standard elaborations (SEs) should be used in conjunction with the Australian Curriculum achievement standard and content descriptions for the relevant band. They provide additional clarity about using the Australian Curriculum achievement standard to make judgments on a five-point scale. The SEs for Drama have been developed using the Australian Curriculum content descriptions and the achievement standard. They promote and support: aligning curriculum, assessment and reporting, connecting curriculum and evidence in assessment, so that what is assessed relates directly to what students have had the opportunity to learn continuing skill development from one band of schooling to another making judgments on a five-point scale based on evidence of learning in a folio of student work planning an assessment program and individual assessments developing task-specific standards and grading guides. a. Years 9 and 10 Drama standard elaborations DRAFT

A B C D The folio of student work has the following characteristics: Respo thorough analysis of the use informed analysis of the use analysis of the use of description of the nding of elements of drama, forms of elements of drama, forms elements of drama, elements of drama, forms and performance styles to and performance styles to forms and performance and performance styles to discerningly evaluate the purposefully evaluate the styles to evaluate the explain meaning in drama creation of meaning in creation of meaning in creation of meaning in devised, interpreted, drama devised, interpreted, drama devised, interpreted, drama devised, performed and viewed performed and viewed performed and viewed interpreted, performed and viewed discerning evaluation of informed evaluation of statements of opinion drama from different drama from different evaluation of drama from about drama from viewpoints (as artist and viewpoints (as artist and different viewpoints (as different viewpoints (as Know audience) using experiences audience) using artist and audience) artist and audience) using ledge of drama practices from experiences of drama using experiences of experiences of drama , different cultures, places and practices from different drama practices from practices from different under times cultures, places and times different cultures, places cultures, places and times standi and times ng M purposeful and effective effective development of development of roles and partial development and a development of roles and roles and characters for characters for given roles and characters for skills ki characters for given given circumstances and circumstances and given circumstances and n circumstances and intentions intentions when intentions when intentions when g F when collaborating to plan, collaborating to plan, direct, collaborating to plan, collaborating to plan o direct, produce and refine produce and refine drama in direct, produce and drama r drama in different forms, different forms, styles and refine drama in different through the uneven m styles and performance performance spaces forms, styles and use of aspects of: in spaces through the through the effective performance spaces g discerning selection and selection and skilful use of: through the selection and purposeful and skilful use of: use of: the elements of drama the elements of drama the elements of drama the elements of drama narrative and structure narrative and structure narrative and structure narrative and structure sustained and effective effective engagement of engagement of partial engagement engagement of audiences to audiences to clearly convey audiences to convey audiences to unevenly clearly convey dramatic dramatic action when dramatic action when convey dramatic action action when collaborating to collaborating to rehearse, collaborating to rehearse, when collaborating to rehearse, refine and produce refine and produce devised refine and produce perform drama through Know devised and scripted drama and scripted drama devised and scripted the use of aspects of P ledge performances in different performances in different drama performances in , M er a fo forms, styles and forms, styles and different forms, styles under ki r performance spaces through performance spaces and performance spaces standi n m the skilful and sustained through the skilful use of: through the use of: ng g in use of: and g the elements of drama the elements of drama the elements of drama the elements of drama skills performance and expressive performance and performance and performance and skills, including sustained expressive skills, including expressive skills, expressive skills, roles and characters, voice sustained roles and including sustained roles including sustained roles and movement. characters, voice and and characters, voice and characters, voice and movement. and movement. movement. Key Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors b. Notes

2. Examples of knowledge and skills in Years 9 and 10 Drama ACARA provides examples of knowledge and skills in Drama across each band, and they are provided here for your reference.

Years 9 and 10 In this band students develop their knowledge of how ideas and intentions are communicated in and through drama. They build on and refine their knowledge, understanding and skills through drama practices focusing on: elements of drama role, character and relationships role and character: e.g. analysing and using background, motivation, words and actions of characters to build roles; sustaining multidimensional relationships in the drama to develop the interplay between characters situation: using props, costumes and furniture to establish situation; using conventions of story in drama voice and movement e.g. sustaining belief in character and situation through voice and movement; revealing character and situation through the use of voice, movement/blocking and props focus: e.g. using a range of devices and effects to highlight the central themes for an audience; making deliberate artistic choices to sharpen focus tension: e.g. using various physical and digital stage effects to produce specific audience reactions through tension space and time: manipulating time in drama; using blocking (e.g. when and where to move) and stage areas (e.g. upstage right, downstage centre) in planning and performance language, ideas and dramatic action e.g. using conventions relevant to selected performance styles to manipulate central ideas or themes and offer perspectives to the audience mood and atmosphere: e.g. using stage design to manipulate the feeling or tone of physical space and the dramatic action emerging from the performance audience e.g. modifying production elements to suit different audiences. (ACARA, Examples of knowledge and skill in Drama, www.australiancurriculum.edu.au/the-arts/drama/Examples#9-10)

Years 9 and 10 standard elaborations — Australian Curriculum: Drama DRAFT Queensland Curriculum & Assessment Authority March 2015 Page 3 of 6 3. Australian Curriculum valued features The SEs describe the qualities of achievement in the two valued features for Australian Curriculum Arts achievement standards — responding and making. Valued features Description responding includes exploring, responding to, analysing and interpreting artworks making includes learning about and using knowledge, skills, techniques, processes, materials and technologies to explore arts practices and make artworks that communicate ideas and intentions

4. Terms used in the Years 9 and 10 Drama SEs The following terms are used in the Years 9 and 10 Drama SEs. They help to clarify the descriptors, and should be read in conjunction with the ACARA Drama glossary: www.australiancurriculum.edu.au/the-arts/drama/glossary. Term Description aesthetic specific artistic awareness, or a deep appreciation of the meaning of an artistic experience through intellectual, emotional and sensual response to a work of art; in Drama, involves subjective responses to non-verbal, affective and verbal devices which can be representative of genre/style/time/place analysis; consider in detail for the purpose of finding meaning or relationships, and identifying analyse patterns, similarities and differences artist generic term for the maker of an artwork in each of the five Arts subjects aspects particular parts or features atmosphere the established mood or feeling conveyed in an artwork or performance audience individuals or groups of people who experience the arts in a range of settings and contexts (formal, informal, virtual or interactive) through intellectual, emotional and social engagement; the artist is audience to their own artwork; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama character identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships, situations and ideas in dramatic action; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama clear easy to perceive, understand, or interpret collaborate; working jointly on an activity or project; collaborating in Years 9 and 10 Drama, students must be given opportunities to work collaboratively to devise, interpret and perform drama description; give an account of characteristics or features describe design elements include line, colour, shape, texture, space and form found in artworks, and incorporated in the design of performance spaces (including sets) discerning showing good judgment to make thoughtful choices dramatic action the driving force and forward motion of drama to create dramatic meaning, tension, belief and audience engagement; the movement of the drama from the introduction, exposition of ideas and conflict to a resolution; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama dramatic a signified, intended purpose or effect interpreted from the communication of meaning expressive dramatic action

Years 9 and 10 standard elaborations — Australian Curriculum: Drama DRAFT Queensland Curriculum & Assessment Authority March 2015 Page 4 of 6 Term Description elements of in Drama, the elements of drama are: drama  role, character and relationships 1. role and character: identification and portrayal of a person’s values, attitudes, intentions and actions as imagined relationships, situations and ideas in dramatic action; role focus on type and stereotype; characters are detailed and specific 2. relationships: the connections and interactions between people that affect the dramatic action 3. situation: the setting and circumstances of the dramatic action — the who, what, where, when and what is at stake of the roles/characters  voice and movement 1. voice: using voice expressively to create roles, situations, relationships, atmosphere and symbols 2. movement: using facial expression, posture and action expressively in space and time to create roles, situations, relationships, atmosphere and symbols 3. focus: directing and intensifying attention and framing moments of dramatic action 4. tension: sense of anticipation or conflict within characters or character relationships, or problems, surprise and mystery in stories and ideas to propel dramatic action and create audience engagement  space and time 1. space: the physical space of the performance and audience, fictional space of the dramatic action and the emotional space between characters 2. time: fictional time in the narrative or setting; timing of one moment to the next contributing to the tension and rhythm of dramatic action  language, ideas, dramatic meaning, mood and atmosphere, and symbol 1. language, ideas and dramatic meaning: the choice of linguistic expression and ideas in drama used to create dramatic action 2. mood and atmosphere: the feeling or tone of both the physical space and the dramatic action created by or emerging from the performance 3. symbol: associations that occur when something is used to represent something else to reinforce or extend dramatic meaning; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama evaluation; examine and judge the merit or significance of something evaluate explanation; provide additional information that demonstrates understanding of reasoning and/or explain application

Years 9 and 10 standard elaborations — Australian Curriculum: Drama DRAFT Queensland Curriculum & Assessment Authority March 2015 Page 5 of 6 Term Description focus concentrate the attention on a spatial direction or a point in space to intensify attention or increase the projection of intent; in Drama, directing and intensifying attention and framing moments of dramatic action or identifying the main idea of the drama; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama fragmented disjointed, incomplete or isolated identification; establish or indicate who or what someone or something is identify improvisation; spontaneous, creative activity applying the elements of an art form; improvising in Drama, a spontaneous enactment taking on roles and situations to create dramatic action and extend an idea; usually short and are structured into a complete little play informed having relevant knowledge; being conversant with the topic; in Drama, this includes how the knowledge and skills (elements of drama, conventions of forms/styles and the skills of drama) work together to communicate meaning or intent in and through drama movement the accumulation of movement, steps, gestures that make up a repertoire for vocabulary physical expression of feelings or ideas; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama playbuilding; creating a play through improvisation or devising playbuild purposeful intentional; done by design; focused and clearly linked to the goals of the task role adopting identification and portrayal of a person’s values, attitudes, intentions and actions and portraying these as imagined relationships, situations and ideas in dramatic action; see ACARA’s Examples of knowledge and skills in Years 9 and 10 Drama skilful in Drama, in the context of: creating artworks, this includes discerning selection, management and application of the elements of drama; sharing artworks, this includes a high degree of proficiency and polish sporadic appearing, happening now and again or at intervals; (irregular) or occasional statement; a sentence or assertion state sustained continuing for an extended period or without interruption thorough demonstrating depth and breadth of drama knowledge and skills uneven not properly corresponding or aligning; not in keeping with

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