Drama - Stage 6 Syllabus

3y ago
390.02 KB
36 Pages
Last View : 5d ago
Last Download : 4m ago
Upload by : Mariam Herr

DramaStage 6Syllabus

Original published version updated:November 2000 – Board Bulletin/Offical Notices Vol 9 No 8 (BOS 56/00)November 2003 – Board Bulletin/Official Notice Vol 12 No 6 (BOS 64/03)October 2009 – Assessment and Reporting information updatedThe Board of Studies owns the copyright on all syllabuses. Schools may reproducethis syllabus in part or in full for bona fide study or classroom purposes only.Acknowledgement of the Board of Studies copyright must be included on anyreproductions. Students may copy reasonable portions of the syllabus for thepurpose of research or study. Any other use of this syllabus must be referred to theCopyright Officer, Board of Studies NSW. Ph: (02) 9367 8111; fax: (02) 9279 1482.Material on p 5 from Securing Their Future NSW Government 1997. Board of Studies NSW 2009Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001AustraliaTel: (02) 9367 8111Internet: www.boardofstudies.nsw.edu.au2009354

Contents12The Higher School Certificate Program of Study.5Rationale for Drama in the Stage 6 Curriculum.6345Learning for Drama Stage 6 Students.7Aim .9Objectives .967Course Structure .10Objectives and Outcomes .117.17.28Table of Objectives and Outcomes .11Key Competencies .14Content: Drama Stage 6 Preliminary and HSC Courses.158.18.2Content: Drama Stage 6 Preliminary Course .17Content: Drama Stage 6 HSC Course.229Course Requirements .289.1 Course Requirements .289.2 Course Prescriptions .321011Post-school Opportunities .33Assessment and Reporting .3412Glossary.35

Drama Stage 6 Syllabus1The Higher School Certificate Program of StudyThe purpose of the Higher School Certificate program of study is to: provide a curriculum structure which encourages students to completesecondary education; foster the intellectual, social and moral development of students, in particulardeveloping their:– knowledge, skills, understanding and attitudes in the fields of study theychoose– capacity to manage their own learning– desire to continue learning in formal or informal settings after school– capacity to work together with others– respect for the cultural diversity of Australian society; provide a flexible structure within which students can prepare for:– further education and training– employment– full and active participation as citizens; provide formal assessment and certification of students’ achievements; provide a context within which schools also have the opportunity to fosterstudents’ physical and spiritual development.5

Drama Stage 6 Syllabus2Rationale for Drama in Stage 6 CurriculumDrama is an art form that explores the world through enactment. It is a collaborativeart form that involves the creative interaction of individuals using a range of artisticskills. Drama is an important means of understanding, constructing, appreciating andcommunicating social and cultural values; interpreting, valuing and transmitting thepast and traditions; exploring, celebrating and challenging the present and imaginingthe future.In Drama, students can investigate, shape, and symbolically represent ideas,feelings, attitudes, beliefs and their consequences. By studying this major art formstudents acquire skills in interpretation, communication, performance and criticalanalysis and become aware of the technical processes and technologies that may beused to heighten dramatic presentation. In the critical study of drama and theatrestudents can recognise the collaborative contribution of actors, directors, playwrights,designers and technicians to production. They develop an understanding of thecultural traditions and social contexts of drama and theatre.In Drama, meaning is negotiated and created between the participants themselvesand between the participants and audience. Direct engagement with an audience isan essential skill in dramatic performance.Drama can be employed as a technique for exploring personal and community issuesand developing social skills. It caters for a broad range of students from varyingsocial and cultural backgrounds. It allows for the exploration of attitudes and valuesof many groups in Australian society as students make, perform and critically studyaspects of drama and theatre in Australian and other societies and cultures.The study of Drama will develop the talents and capacities of all students – physical,emotional, intellectual, social, spiritual, creative and expressive – as well asdeveloping self-confidence and self-esteem.This syllabus provides opportunities for students to develop a range of skills and theopportunity to concentrate on areas of personal interest. It is designed for studentswho have completed the Drama Years 7–10 Elective course and for those who arestudying Drama for the first time.The skills and knowledge acquired through the study of this syllabus may be furtherdeveloped and employed in a variety of professions including, but not confined to,theatre, media, communications and community cultural development. The syllabusprovides continuity with many tertiary and industry courses.6

Drama Stage 6 Syllabus3Learning for Drama Stage 6 StudentsEarly Stage 1 – Stage 3Experience in making, performing, appreciating or critically studying as a result ofinvolvement in DramaCreative Arts K–6 Syllabus(Drama is available within theCreative Arts K–6 Syllabus)Stage 4–5Drama Years 7–10Offered as a 100 or 200hour elective courseStage 6Drama 11–12 SyllabusPreliminary and HSC coursesWorkplaceUniversityTAFEOther7

Drama Stage 6 SyllabusDrama is located in the K–12 continuum in the Creative Arts K–6 syllabus, DramaYears 7–10 Elective course and the Drama course in Years 11 and 12.The Creative Arts K–6 syllabus includes Drama for Stages 1–3. In Drama, studentsmake, perform and appreciate their own drama and that of others. In making andperforming, students develop knowledge, understanding and skills about contextsand forms. The contexts are: SituationRoleElements of DramaPerformanceElements of Theatre.The forms are: ImprovisationNarrative FormsMovement and MimeScripted Drama.In Drama Years 7–10 students engage in an integrated study of: the elements of dramathrough the practices of making, performing and appreciationwithin the context of a range of dramatic forms, performance styles and theirdramatic techniques and theatrical conventions.Students studying Drama for the HSC bring a variety of prior learning experienceswith them. Not all students will have studied the Drama Years 7–10 Elective course.There is a developmental progression from that course to the Drama Stage 6syllabus and the outcomes of the Drama Stage 6 syllabus represent a higher level ofachievement.8

Drama Stage 6 Syllabus4AimThis syllabus is designed for students to experience, understand, enjoy and valuedrama as a social, collaborative and creative art form and as an expression of culturethrough making, performing and critically studying drama and theatre.5ObjectivesStudents will develop:knowledge and understanding about, and skills in, making drama through participation in a variety of dramatic and theatrical formsdrama and theatre using a variety of dramatic elements, theatrical techniquesand conventionsvalues and attitudes about the collaborative nature of drama and theatreknowledge and understanding about, and skills in, performing using the elements of drama and theatre in performancein improvised and playbuilt theatre, and scripted dramavalues and attitudes about the diversity of the art of dramatic and theatrical performanceknowledge and understanding about, and skills in, critically studying the place and function of drama and theatre in communities and societies, pastand presenta variety of forms and styles used in drama and theatrevalues and attitudes about drama and the theatre as a community activity, a profession and an industry.9

Drama Stage 6 Syllabus6Course StructurePreliminary course (120 indicative hours)Improvisation, Playbuilding, Actingcommon courseElements of Production in PerformancecontentTheatrical Traditions and Performance StylesThe components in the Preliminary course are interrelated and should be taught inan integrated program of study.HSC course (120 indicative hours)EitherCriticalAnalysisAustralian Drama and Theatrecore contentone topic from a choiceof two topicsStudies in Drama and Theatreone topic from a choiceof seven topicsGroup Performancecore contentIndividual Projectone project to oDrama10

Drama Stage 6 Syllabus7Objectives and Outcomes7.1 Table of Objectives and OutcomesThe Preliminary course outcomes are progressive and are subsumed in the HSCcourse outcomes.MakingObjectivesPreliminary Course OutcomesHSC Course OutcomesThrough Drama, studentswill develop knowledge andunderstanding about andskills in: using drama, throughparticipation in a varietyof dramatic and theatricalformsmaking drama andtheatre, using a variety ofdramatic and theatricaltechniques andconventionsThe student:The student:P1.1 develops acting skills in order toadopt and sustain a variety ofcharacters and rolesP1.2 explores ideas and situations,expressing them imaginatively indramatic formP1.3 demonstrates performance skillsappropriate to a variety of stylesand mediaH1.1 uses acting skills to adopt andsustain a variety of charactersand rolesH1.2 uses performance skills tointerpret and perform scriptedand other materialH1.3 uses knowledge andexperience of dramatic andtheatrical forms, styles andtheories to inform and enhanceindividual and group devisedworksH1.4 collaborates effectively toproduce a group-devisedperformanceP1.4 understands, manages andmanipulates theatrical elementsand elements of production,using them perceptively andcreativelyP1.5 understands, demonstrates andrecords the process of developingand refining ideas and scriptsthrough to performanceP1.6 demonstrates directorial andacting skills to communicatemeaning through dramatic actionH1.5 demonstrates directorial skillsH1.6 records refined groupperformance work inappropriate formH1.7 demonstrates skills in using theelements of productionand values and attitudes*about: the collaborative natureof drama and theatreP1.7 understands the collaborativenature of drama and theatre anddemonstrates the self-disciplineneeded in the process ofcollaborationP1.8 recognises the value of individualcontributions to the artisticeffectiveness of the whole11H1.8 recognises the value of thecontribution of each individual tothe artistic effectiveness ofproductionsH1.9 values innovation andoriginality in group andindividual work

Drama Stage 6 SyllabusPerformingObjectivesPreliminary Course OutcomesHSC Course OutcomesThrough Drama, studentswill develop knowledge andunderstanding about andskills in: using the elements ofdrama and theatre inperformanceperforming in improvisedand playbuilt theatre andscripted dramaThe student:The student:P2.1 understands the dynamics ofactor-audience relationshipH2.1 demonstrates effectiveperformance skillsP2.2 understands the contributions to aproduction of the playwright,director, dramaturg, designers,front-of-house staff, technical staffand producersH2.2 uses dramatic and theatricalelements effectively to engagean audienceP2.3 demonstrates directorial andacting skills to communicatemeaning through dramatic actionP2.4 performs effectively in a varietyof styles using a range ofappropriate performancetechniques, theatrical and designelements and performancespacesH2.3 demonstrates directorial skillsfor theatre and other mediaP2.5 understands and demonstratesthe commitment, collaborationand energy required for aproductionP2.6 appreciates the variety of styles,structures and techniques thatcan be used in making andshaping a performanceH2.4 appreciates the dynamics ofdrama as a performing artand values and attifudes*about: the diversity of the art ofdramatic and theatricalperformance12H2.5 appreciates the high level ofenergy and commitmentnecessary to develop andpresent a performance

Drama Stage 6 SyllabusCritically StudyingObjectivesPreliminary Course OutcomesHSC Course OutcomesThrough Drama, studentswill develop knowledge andunderstanding about andskills in: recognising the placeand function of dramaand theatre incommunities andsocieties, past andpresentcritically studying avariety of forms andstyles used in drama andtheatreThe student:The student:P3.1 critically appraises andevaluates, both orally and inwriting, personal performancesand the performances of othersH3.1 critically applies understanding ofthe cultural, historical and politicalcontexts that have influencedspecific drama and theatrepractitioners, styles andmovementsH3.2 analyses, synthesises andorganises knowledge,information and opinion incoherent, informed oral andwritten responsesP3.2 understands the variety ofinfluences that have impactedupon drama and theatreperformance styles, structuresand techniquesP3.3 analyses and synthesisesresearch and experiences ofdramatic and theatrical styles,traditions and movementsH3.3 demonstrates understanding ofthe actor-audience relationshipin various dramatic andtheatrical styles andmovementsP3.4 appreciates the contribution thatdrama and theatre make toAustralian and other societies byraising awareness andexpressing ideas about issues ofinterestH3.4 appreciates and values dramaand theatre as significantcultural expressions of issuesand concerns in Australian andother societiesand values and attitudes*about: drama and theatre as acommunity activity, aprofession and anindustryH3.5 appreciates the role of theaudience in various dramaticand theatrical styles andmovements* Note: While values and attitudes outcomes are included in this syllabus, they arenot to be assessed in the HSC assessment program.13

Drama Stage 6 Syllabus7.2 Key CompetenciesDrama skills and knowledge are frequently developed simultaneously throughparticipation in creative activity, providing a framework for students to developeffective higher-order thinking skills considered essential for further education, workand everyday life. Key competencies are embedded in the Drama syllabus toenhance student learning.The key competencies of collecting, analysing and organising information andcommunicating ideas and information reflect core processes of enquiry and areexplicit in the objectives and outcomes of the syllabus. The other key competenciesare developed through the methodologies of the syllabus and through classroompedagogy.Students work as individuals and as members of groups to construct work for theGroup Performance and the Individual Project developing the key competencies ofplanning and organising activities and working with others and in teams.In the Making, Performing, and Critically Studying practices within the Dramasyllabus, student learning involves enquiry, research, analysis, experimentation andreflection contributing to the development of the key competency solving problems.Students have the opportunity to develop the key competency using technology inthe study of new approaches to Drama and Theatre and dramatic forms in the mediaof film, video, radio and CD-ROM.14

Drama Stage 6 Syllabus8Content: Drama Stage 6 Preliminary and HSC CoursesIn Drama, the practices of Making, Performing, and Critically Studying interrelate.Students learn to engage in a collaborative process in which they explore, shape andsymbolically represent imagination, ideas, feelings, attitudes, beliefs and theirconsequences.MakingThe practice of making in Drama is characterised by learning that involvesworkshopping concepts, ideas and experiences through enquiry, research, analysisand experimentation.Students learn experientially, within and in response to situations where they take onroles. Learning about dramatic meaning will emerge from the making of drama. Theprocesses of making, performing and critically studying drama and theatre arevalued, whether or not they lead to theatrical performance. Making in Drama involvesstudents learning through improvising, playbuilding, writing, designing, directing andinterpreting existing scripts. Dramatic forms in the media of film, video and radio offerother ways in which students may make drama.PerformingThe practice of performing in Drama is characterised by learning that involvespresenting drama and theatre to an audience.Students learn how to develop an understanding of the nature of drama and theatreand acquire the skills to perform drama and theatre of their own and to work with thescripted works of others. Students learn how to develop an understanding of theelements of drama and theatre in performance, and the roles of designers, actors,directors, stage managers, theatre administrators, playwrights and others in theproduction of performances. In performing, meaning is negotiated and createdbetween the participants themselves and between the participants and audience.Consideration of audience is essential to both the making and performing process.Critically StudyingThe practice of critically studying in drama and theatre is characterised by learningthat involves research, critical analysis, evaluation and reflection. Students learn howto reflect on their own work and the work of others, and extend their cultural, artisticand social understandings.Critically studying in drama and theatre involves a reflective and analytical responseto individual performances, to bodies of work by individual artists, performancegroups and theorists, and to historical and cultural movements and performancetraditions. Students learn about the cultural, social and historical contexts of dramaand theatre; the ideas, concepts, themes and texts on which drama and theatre arebased; and the styles and forms that are developed to express or embody them.15

Drama Stage 6 SyllabusStudents learn through activities such as reading, thinking, discussing, writing andresearch in printed and electronic texts; investigative workshops in which practicalquestions are explored, reflected upon and analysed; and dramatic and theatricalpresentations and performances in which work is offered to an audience forresponse.Through oral and written responses students learn how to describe, interpret andevaluate material. They learn to analyse theoretical underpinnings and implications,making connections between different works, practices and ideas.Such critical study applies equally to the work undertaken in the Preliminary courseand to the components of the HSC course.16

Drama Stage 6 Syllabus8.1 Content: Drama Stage 6 Preliminary CourseThe Preliminary course comprises: Improvisation, Playbuilding and ActingElements of Production in PerformanceTheatrical Traditions and Performance Styles.Improvisation, Playbuilding and ActingOutcomesThe stud

Drama Stage 6 Syllabus Drama is located in the K–12 continuum in the Creative Arts K–6 syllabus, Drama Years 7–10 Elective course and the Drama course in Years 11 and 12. The Creative Arts K–6 syllabus includes Drama for Stages 1–3. In Drama, students make, p

Related Documents:

Drama Experiences Drama Games Drama games can take many forms and are used for multiple purposes in school-based learning. In particular, drama games can be used: 1. As a warm up or cool down (to drama activities or for the day) 2. For relationship building 3. To motivate and engage students’ interest in a topic 4.

the genre of their drama, with a relevant reason. The candidate: Has identified the genre of the drama, with a relevant reason. If more than one genre is 2 marks Has identified the genre of the drama. 1 mark 2 Possible genres may include - comedy, tragedy, crime, dance drama, documentary drama, historical, kitchen sink drama,

drama tidak akan cukup apabila tidak diimbangi dengan tahap mementaskan atau melakukan pementasan drama. Pentingnya pementasan drama tersebut, siswa harus diarahkan utuk melakukan pementasan drama. Kegiatan tersebut harus diimbangi dengan pembelajaran ekspresi drama agar aspek-aspek afektif dan psikomotorik dapat tersentuh.

Learning English through Drama 1 Teaching Drama In part 2 of the workshops we experienced two demonstrations. In this section we review the two teaching sequences and consider the stages, aims and range of activities available for developing English skills through drama. 1.1 A Structured Approach to Teaching DramaFile Size: 392KBPage Count: 45Explore furtherEffectiveness of Teaching English Subject using Drama on .www.iosrjournals.orgTeaching English Through Drama EFL Magazineeflmagazine.comBBC Learning English - Dramas from BBC Learning Englishwww.bbc.co.ukRecommended to you b

for teachers of drama within English as well as teachers of drama as a separate subject. It contains a bank of teaching ideas to help the teaching of drama objectives, and of other Framework objectives which can be addressed through drama at Key Stage 3. The four centr

50 TRX mining cost), with stage 2 beginning once total mined reaches 2M tokens. The mining cost breakdown for each stage is the following: Stage #: Mining Cost, Stage Beginning Token Supply Stage 1 (beginning): 50 TRX, 100K Stage 1: 50 TRX, 1M Stage 2: 200 TRX, 2M Stage 3: 450 TRX, 3M Stage 4: 800 TRX, 4M Stage 5: 1.25K TRX, 5M

baiknya dalam suatu pementasan. Sehingga dapat dikatakan bahwa pembelajaran drama merupakan sebuah proses pembinaan apresiasi sastra dalam bentuk memahamkan seluk beluk drama baik dalam bentuk teks drama maupun pementasan drama. Pembelajaran drama masih kurang mendapat respon yang positif dari

Pipe Size ASTM Designation in mm D2310 D2996 2 - 6 50 - 150 RTRP-11FU RTRP-11FU1-6430 8 - 16 200 - 400 RTRP-11FU RTRP-11FU1-3220. Fittings 2 to 6 inch Compression-molded fiberglass reinforced epoxy elbows and tees Filament-wound and/or mitered crosses, wyes, laterals and reducers 8 to 16 inch Filament-wound fiberglass reinforced epoxy elbows. Filament-wound and/or mitered crosses, tees, wyes .