Explore role andin dramatic play,and
Use voice, facial expression,andto imagine and establish role and
Present drama that communicates ideas, including stories from their community, to an
Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples
By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.
Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.
Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama
Use voice, body,andto sustain role and relationships and createwith a sense ofand place
Shape and performusing narrative structures andin devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama
Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using theto make comparisons
By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.
Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.
Explore dramatic action, empathy andin improvisations,and scripted drama to develop characters and situations
Develop skills and techniques ofandto create character,and focus
Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles andto share community and cultural stories and engage an
Explain how theand production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama
By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.
Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences.
Combine thein devised and scripted drama to explore and develop issues, ideas and themes
Develop roles and characters consistent with situation, dramaticand performance styles to convey status, relationships and intentions
Plan, structure and rehearse drama, exploring ways to communicate and refinefor theatrical effect
Develop and refineinandto communicate ideas andin different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists
Perform devised and scripted drama maintaining commitment to role
Analyse how thehave been combined in devised and scripted drama to convey different forms, performance styles and
Identify and connect specific features and purposes of drama from contemporary and past times to exploreand enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples
By the end of Year 8, students identify and analyse how the elements of drama are used, combined and manipulated in different styles. They apply this knowledge in drama they make and perform. They evaluate how they and others from different cultures, times and places communicate meaning and intent through drama.
Students collaborate to devise, interpret and perform drama. They manipulate the elements of drama, narrative and structure to control and communicate meaning. They apply different performance styles and conventions to convey status, relationships and intentions. They use performance skills and design elements to shape and focus theatrical effect for an audience.
Improvise with theand narrative structure to develop ideas, and explore subtext to shape devised and scripted drama
Manipulate combinations of theto develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramaticand performance styles
and refine the expressive capacity ofandto communicate ideas andin a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists
Structure drama to engage anthrough manipulation of dramatic action,and performance styles and by using
Perform devised and scripted drama making deliberate artistic choices and shapingto unifyfor an
Evaluate how the elements of drama,and performance styles in devised and scripted drama convey meaning andeffect
Analyse a range of drama from contemporary and past times to explore differingand enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama from different viewpoints.
Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine performance and expressive skills in voice and movement to convey dramatic action.