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CONTENTS:

Faculty Booklet 2019

Pages 1 to 6: Assessment Outline (Years 7-12) Pages 7-15: Registers (Years 7-12)

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YEAR 7 DRAMA Assessment Outline 2019

SYLLABUS SKILLS:

Component Weighting

TASK 1 TASK 2 TASK 3 TASK 4

Task:

Improvisation play building & acting: Group performance gibberish

Production elements: Class performance script

Role & character: Mystery roles

The elements of drama:

Group scenario performance

Outcomes: 4.1.2,4.1.3,4.1.4,4.2.1, 4.2.3

4.1.3,4.1.4,4.2.1,4.2.2,

4.2.3,4.3.1,4.3.2,4.3.3

4.1.1,4.1.3,4.1.4,4.2.1,

4.2.3,4.3.2

4.1.1,4.1.2,4.1.3,4.1.4, 4.2.1,4.2.2,4.2.3,4.3.1, 4.3.2,4.3.3

Timing:

Out: Term 1, Week 4 Due: Term 1, Week 6



Out: Term 4, Week 3 Due: Term, Week 5

Making 40% 10% 10% 10% 10%

Performing 30% 10% 5% 10% 5%

Appreciating 30% 5% 10% 5% 10%

100% 25% 25% 25% 25%

TASK DETAILS:

No. Task Weight Outcomes Task Description

1

Improvisation play building & Acting: Group performance gibberish

25%

4.1.2,4.1.3,4.1.4, 4.2.1,4.2.3

The task takes the form of an in class group performance, student’s research and develop the work using gibberish and mime, log book process. Part A: Process/Performance Part B: Logbook

2

Production elements: Class performance script 25%

44.1.3,4.1.4,4.2.1, 4.2.2,4.2.3,4.3.1, 4.3.2,4.3.3

The task takes the form of an in class performance script, production elements of drama knowledge and logbook process. Part A: Class performance script Part B: Logbook

3 Role & Character: Mystery roles

25%

4.1.1,4.1.3,4.1.4,4.2.1,

4.2.3,4.3.2

The task takes the form of an in class group performance, role and character knowledge and logbook process. Part A: Class performance mystery roles Part B: Logbook

4

The Elements of Drama:

Group scenario performance 25%

4.1.1,4.1.2,4.1.3,4.1.4, 4.2.1,4.2.2,4.2.3, 4.3.1,4.3.2,4.3.3

The task takes the form of an in class group performance, the elements of drama knowledge and logbook process. Part A: Group scenario performance Part B: Logbook

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SYLLABUS SKILLS:

Component weighting


Task:

Improvisation play building & acting: Situation/First line

The Elements of Drama: Advertise your product

Performance style: Group scenario performance

Production elements:

Scriptwriting

Outcomes: 4.1.2,4.1.3,4.1.4, 4.2.1,4.2.3

4.1.1,4.1.2,4.1.3,4.1.4, 4.2.1,4.2.2,4.2.3,4.3.1, 4.3.2,4.3.3

4.1.1,4.1.3,4.1.4,4.2.1,

4.2.3,4.3.2

4.1.3,4.1.4,4.2.1,4.2.2,

4.2.3,4.3.1,4.3.2,4.3.3

Timing:




Out: Term 4,Week 3 Due: Term, Week 5

Making 40% 10% 10% 10% 10%

Performing 30% 10% 5% 10% 5%

Appreciating 30% 5% 10% 5% 10%

100% 25% 25% 25% 25%

TASK DETAILS:


1


25%

4.1.2,4.1.3,4.1.4, 4.2.1,4.2.3

The task takes the form of an in class group performance, student’s use situation and first lines provided to create a performance and develop the work, log book process. Part A: Process/Performance Part B: Logbook

2

The Elements of Drama: Advertise your product 25%

4.1.1,4.1.2,4.1.3,4.1.4, 4.2.1,4.2.2,4.2.3,4.3.1, 4.3.2,4.3.3

The task takes the form of an in class performance script, production elements of drama knowledge and logbook process. Part A: Class performance script Part B: Logbook

3

Performance style:

Group scenario performance

25%

4.1.1,4.1.3,4.1.4,4.2.1,

4.2.3,4.3.2

The task takes the form of an in class group performance, Performance style knowledge and logbook process. Part A: Group scenario performance Part B: Logbook

4

Production elements:

Scriptwriting

25%

4.1.3,4.1.4,4.2.1,4.2.2,

4.2.3,4.3.1,4.3.2,4.3.3

The task takes the form of an in class group performance, Production elements: Scriptwriting knowledge and logbook process. Part A: Group scenario performance Part B: Logbook

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SYLLABUS SKILLS:

Component Weighting


Task:


Role & character: vocal patterns/ impressions

Ancient Greek Theatre: Chorus/Dialogue

The elements of Clowning:

Group scenario performance/Examination

Outcomes: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.3, 5.3.1, 5.3.3

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.3.3, 5.3.1, 5.3.3

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.2

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2

Timing:





Making 40% 5% 15% 10% 10%

Performing 30% 10% 5% 10% 5%

Appreciating 30% 5% 10% 15%

100% 20% 20% 30% 30%

TASK DETAILS:


1


20%

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.3, 5.3.1, 5.3.3

The task takes the form of an in class group performance, student’s use situation and first lines provided to create a performance and develop the work, log book process. Part A: Process/Performance Part B: Logbook

2

Role & character: vocal patterns/ impressions

20%

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.2.2, 5.3.3, 5.3.1, 5.3.3

The task takes the form of an in class performance, Role & character: vocal patterns/Impressions knowledge and logbook process. Part A: Group performance Part B: Logbook

3 Ancient Greek Theatre: Chorus/Dialogue

30%

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.2

The task takes the form of an in class group performance, Ancient Greek Theatre knowledge and logbook process. Part A: Group performance Part B: Logbook

4

The elements of Clowning: Group scenario performance/Examination

30%

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2

The task takes the form of an in class group performance, the elements of clowning knowledge and logbook process. Part A: Group scenario performance Part B: Logbook

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SYLLABUS SKILLS:

Component Weighting


Task:

Improvisation play building & acting: Role play scenarios

Production elements: Individual project options

Australian Theatre overview

Examination

Outcomes: 5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.3, 5.3.1, 5.3.3

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3,

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.2

Timing:

Out: Term 1, Week 4 Due: Term 1,Week 6



Out: Term 4, Week 3 Due: Term 4,

Week 5

Making 40% 5% 15% 10% 10%

Performing 30% 10% 5% 10% 5%

Appreciating 30% 5% 10% 15%

100% 20% 20% 30% 30%

TASK DETAILS:


1

Improvisation play building & acting: Role play scenarios

20%

5.1.1, 5.1.2, 5.1.3, 5.2.1, 5.3.3, 5.3.1, 5.3.3

The task takes the form of an in class group performance, student’s research and develop the work, log book process. Part A: Process/Performance Part B: Logbook

2

Production elements: Individual project options 20%

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3,

The task takes the form of an in class presentations of individual projects, production elements knowledge and logbook process. Part A: Class performance script Part B: Logbook

3 Australian Theatre overview

30%

5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.1, 5.3.2

The task takes the form of an in class group performance, Australian Theatre knowledge and logbook process. Part A: Group performance Part B: Logbook

4 Examination

30%

5.1.1, 5.1.3, 5.1.4, 5.2.2, 5.2.3, 5.3.2

The task takes the form of an examination. Knowledge of creative writing process.

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SYLLABUS SKILLS:

Component Weighting TASK 1 TASK 2 TASK 3

Task:

Group Performance

(Mid-course Exam) Individual Projects

(Preliminary Exam)

Comparative Essay

Outcomes: P1.1, P1.2, P1.3, P1.7, P1.8, P2.5, P2.6, P1.5, P3.1, P3.2,

P3.3

P1.5, P3.1, P3.2, P3.3, P3.4 P1.5, P2.2, P2.5, P3.1, P3.2, P3.4

Timing:




Making 40% 10% 15% 15%

Performing 30% 10% 10% 10%

Critical Studying 30% 10% 10% 10%

100% 30% 35% 35%

TASK DETAILS:

No Task Weight Outcomes Task Description

1 Group Performance 30%

P1.1, P1.2, P1.3, P1.7, P1.8, P2.5,P2.6, P1.5, P3.1, P3.2, P3.3

Group performance presentation and submission of group performance and individual performance rationales.

2

Mid-course Exam: Individual Projects

35% P1.5, P3.1, P3.2, P3.3, P3.4 Planning development of individual project, Oral presentation and logbook including preliminary drafts and research.

3 Preliminary Exam:

Critical study-Essay 35%

P1.5, P2.2, P2.5, P3.1, P3.2, P3.4

Class workshops activities and related written reflections - Comparative essays

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DRAMA Year 12 Assessment Outline 2019

SYLLABUS COMPONENTS:

Component Weighting


Task:

Extended Response Essay: Australian Drama & Theatre

(Mid-Course Exam)

Individual Project or

Presentation of Individual

Project: Performance

Presentation Group Performance

(Trial HSC Exam)

1. Written Examination:

Studies in Drama &

Theatre Essay

2. Group Performance,

interview & log book

3. Individual Projects

Outcomes: H1.1, H1.3, H1.5, H3.1, H3.3

H1.3,H1.5,H1.7 H1.1, H1.2, H1.3, H1.4, H2.1, H2.2, H2.3

H1.1-7, H2.1-3, H3.1-3

H2.1, H2.2, H2.3, H3.1, H3.2, H3.3

Timing:

Tm 4 / Week 4/5

(First Lesson)

Tm 1 / Week 8

(Last Lesson)

Tm 2 / Week 6

(Last Lesson)

Tm 3 / Week 3/4 (Last Lesson)

Making 40% 10 10 10 10

Performing 30% 20 10

Critically Studying 30% 10 10 10

100% 20% 20% 30% 30%

TASK DETAILS:


1

Extended Response Essay

20%

H1.1, H1.3, H1.5, H3.1, H3.3

Australian Drama & Theatre -Topic 2:Contemporary Australian Theatre Practice

In-class extended response essay based on workshops related to current

2

(Mid-Course Exam)

Individual Project or Presentation of

Individual Project: Performance 20%

H1.2, H1.3, H1.5

Hand–in/present work in progress including log book with ongoing drafts, research, investigation of ideas and reflection

3

Presentation Group Performance

30%

H1.1, H1.2, H1.3, H1.4, H2.1, H2.2, H2.3

Presentation of Group Performance under development, log book including preliminary script development, research, planning and reflection

4

(Trial HSC Exam)

1. Written Examination

2. Presentation of Group

Performance under

development & formal

interview

3. Submission/ Performance of

Individual Project with

Rational

30%

H1.1-7, H2.1-3, H3.1-3, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3

Trial HSC incorporating: 1. Written examination on Studies in Drama Theatre Essay.

Topic 8-Significant plays of the 20th Century

2. Presentation of Group Performance under development and formal

interview/logbooks/script development/research/planning.

3. Submission/Performance of Individual Project with Rational

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DRAMA

REGISTERS

YEARS 7-12

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YEAR 7 DRAMA

Date:

Sign:

MOVEMENT

• Introduction to drama

• Assessment task 1 issued journal/booklet

• Movement dynamics A

• Movement dynamics B

• Movement dynamics and mime

• Movements to music

SPACE AND PLACE

• Spatial awareness: blocking

• Spatial awareness: the given space

• Space transformation

IMPROVISATION

• Introduction to stereotypes

• Improvisation on status

• Improvisation on personality types

• Improvisation and vocal work

VOCAL WORK

• Shouts and whispers

• Dynamics

• Vocal and scene work A

• Vocal and scene work B

• Assessment task 2 issued practical gibberish performance

• Voice and language

ROLE PLAY

• Introduction to role play and situation

• Creative work

• Role-play presentations

• Assessment task 3 issued journal /booklet

• Mystery roles

CHARACTER

Assessment task 4 issued practical performance mystery roles

• Creating character

• Undercover character identities

• The mission impossible

• Mission accomplished

• Consequences and responsibilities

• Summary of all semesters work

THEATRESPORTS

• Offers

• Focus

• Endowment

• Extending and Advancing Offers

• Characterisation

• Theatresports Game (how to play)

• Assessment Task 4 issued

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YEAR 8 DRAMA

Term 1: MASK WORK Date:

Sign:

• Introduction impulse work

• Mask work A

• Mask work B

• Mask work C

• Assessment tasks 1 and 2 issued journal and practical improvisation

RITUALS

• Rituals and routines

• Social drama

• Stylized ritual

IMPROVISATION

• Character improvisation to music A

• Character improvisation to music B

Term 2: CHARACTER

• Real-life characters A

• Real-life characters B

• Stereotype characters

• Character send-ups A

• Character send-ups B

ADVERTISING

• Advertising campaign A

• Advertising campaign B

• Advertising campaign C

• Send ups and commercial presentation

• Assessment task 3 issued practical performance scenarios

Term 3: TRANSFORMATION

• Object transformation A

• Object transformation B

• Transformation scenes

• Mystery object improvisation

THEATRESPORTS

• Three- minute costumes

• Three- minute props

• Props and costumes

LIGHTING AND SPACE

• Lighting and space A

• Lighting and space B

Term 4: NEUTRAL DIALOGUES

• Neutral dialogues A

• Neutral dialogues B

• Neutral dialogues C

IMAGE THEATRE

• Environmental influence

• Environmental improvisation

ADVENTURES

• Adventures, journeys and epics A

• Adventures, journeys and epics B

• Preparing the expedition A

• Preparing the expedition B

• The expedition

• Assessment task 4 issued, Perform the expedition piece

• Summary of all years work

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YEAR 9 DRAMA Term 1: INTRODUCTION Date: Sign:

• Introduction of elective Drama-overview of course

• Introduction to improvisation

• Revise basic stage conventions

• Warm up activities (see Drama recipe book)

• Improvisation activities-Drama recipe book p89

• First lines p90

• Beginning, middle and end p92

• Press conference p94

• Roving reporter p95

• Tag team improvisation p97

• This is your life p99

• Assessment task-improvisation performance in pairs

• Check logbook entries

• Notes on improvisation/elements

• Develop a playbuilding sequence in groups from a previous improvisation

• Assessment performance of playbuilding

• Completion of logbook entries

• Revision of unit 1 work/test

IMAGES

• Introduction: Year 9 overview

• Improvisation emotions

• Individual and social images

• Images and mask work

• Body images and physical language

SYMBOLS

• Props

• Costume and props

• Sound mood and props

• Developing scenes

• Presenting scenes

• Issue assessment task 1: Improvisation and assessment task 2: Journal

Term 2: ANCIENT GREEK THEATRE

• Introduction

• The roles of the chorus and the rituals in Greek theatre

• Devises/masks and their use

• Greek theatre costumes

• Greek stories e.g. Oedipus

• The role of the protagonist

• Explanation of terms used in Greek theatre

• Importance of Sophocles, Aeschylus, Euripides and Aristophanes

• Issue assessment task 3: Group chorus performance

Term 3: CHARACTER AND ROLES

• Importance of character

• Importance of voice to character

• Assessment task issued

• Develop vocal skills to enhance understanding and involving the audience

• Writing of character profile

• Recognition of different qualities of voices

• Development of vocal skills to suggest character

• Developing student’s confidence skills/use of eye contact/ focus/ body.

• Use of flexibility in responding to the moment

• Use of minimal words to express ideas

• Use of structure in drama

• Learn to structure dramatic scenes

• Use of terminology and structure

Term 4: CLOWNING

• Introduction to clowning

• Purpose of clowning

• Terminology used in clowning e.g. double take, prat fall, slapstick, gimmick, improvisation

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• Use of clown elements

• Use of facial expression

• Use of movement in clowning

• Use of contrasting attitudes in clowning

• Development of clown slaps

• Video recollection e.g. Monty python, fawlty towers, Charlie Chaplin.

• Extended sketch of clowning in pairs

• Video recollection of cirque soleil

• Issue assessment task 4: clowning performance

• Summary of the years’ work

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YEAR 10 DRAMA

Term 1: IMPROVISATION Date:

Sign:

• Course outline issued

• Terminology of human context and roles

• Definition of developing purpose, status and attitudes of roles

• Reinforcement of journals

• Creating dramatic tension

• Types of tension eg relationships, surprise, mystery

• Changes in tension

• Use of focus in drama

• What contributes focus e.g. space, places of special meaning, patterns, props, etc.

• Purpose of different types of movement and space

• Use of different stages

• Concept of awareness, special relationships, movement and staging.

• Assessment task 1 & 2 issued. (Drama role play performance and journals)

Term 2: STYLES OF DRAMA/ SHAKESPEARE/AUSTRALIAN

• Use of changes in time

• Use of changes in tempo

• Differences in timing and tempo in varies time periods

• Use of language to convey different meaning/ interpretations

• Use of different situations, role, relationships between characters that affect language.

• Use of image affecting language

• Viewing various short films

• Assessment task issued on Shakespeare.

• Difference in monologues and the language used

• Affect on meaning and interpretations e.g. pitch, emotion and Characterisation.

• Use of voice

• Collection of journals

• Summary of terms work

Term 3: THEME PHYSICAL COMEDY

• Introduction to physical comedy

• Warm up activities to physical comedy

• Understanding of special awareness

• Understanding of how movement affects staging eg personal space, common space, shared

space and stillness.

• Use of space and movement theatrically

• Choreographing movement to music/ scenario

• Definition of slap stick comedy

• Analysed various comedians and their technique

• Video of keystone cops and Charlie Chaplin

• Analysis of current sitcoms and the use of slapstick comedy

• Assessment 4 task issued

• Principals of slapstick e.g. violence and pain, fear, imitation and mime parody.

• Summary of terms work e.g. journal collection

Term 4: NON- NATURALISTIC THEATRE/ SCRIPTED DRAMA/ ROLEPLAY

• Introduction to scripts

• Studied and analyzed a variety of short plays

• Technicalities behind a short play

• Students choose and learn scripted lines

• Scripted lines incorporated with the elements of drama

• Perform characters and roles in non- naturalistic theatre

• Various types of costumes used in non-naturalistic theatre

• Use of lighting to enhance a performance

• Use of space and props to enhance chosen performance

• Assessment 4 issued

• Performance of chosen work by students

• Collection of journals/ Summary of terms work

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YEAR 11- DRAMA

Term 1: INTRODUCTION Date:

Sign:

• Physical warm-up exercises

• Talking about self and expectations.

• Mirroring technique

• Miming and movement

• In small group, each recalls a time they first heard a song (before they were 8). Group the

acts out three moments from that song Freeze Frame'. One of the stories is then acted out

and the song is mimed or sung with group performance

• In pairs, actor gives offer which partner accepts

• Space Jump (first modelled by four volunteers with side coaching from the others in the

class, then done by all in small groups)

• 21 Game - one at a time (if two people call out same number, the counting restarts)

• Offer and accept- miming offer and acceptance scenes in pairs (improvised)

• Introduce major topic elements of drama

• Outline of logbook requirements

• The human context – roles and relationships

• Questioning students to investigate crime (in a role circle)

• Definition of a role

• Concept of character profiles

• Concept of improvisation as an acting technique

• Simulation games

• Continuation of exploring roles within people

• Introduce dramatic tension and focus as an element

• Assessment task 1

• Various drama activities for reinforcement

Term 2: ELEMENTS/MONOLOGUES

• Review past lessons

• Continuation dramatic tension and focus

• Various activities e.g. mirroring, follow the leader, true and false.

• Element four place and space

• Handouts issued

• Rehearsals of monologues

• Assessment task 2 practical monologue

• Dramatic element time

• Time through narrative

• Time through action

• Time through setting

• Different time periods – historical

• Concept of timing and tempo

• Dramatic element – language

• Dialogue- verbal

• Language through interpretation

Term 3: PRODUCTION

• Dramatic element- movement and mood

• Introduce Greek theatre

• Mime and movement

• Chorus and speaking in unison

• Critical review

• 10 min practical task

• Introduction to elements of production

• Set design

• Costume

• Promotion and program

• Directorial folio

• Introduce music soundtracks to evoke mood

• Class is to create a play using the elements of production

• Rehearsals

• Journals

• Assessment task based on elements of production

• Final prelim exam

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YEAR 12 DRAMA

Introduction: Date: Sign:

• Physical warm-up exercises

• Talking about self and expectations.

• All handout outs given to students e.g. unit outline for the year

Course Component-Australian Drama & Theatre, Topic 2- Contemporary Australian

Theatre Practice:

Date: Sign:

The historical and cultural context of Australian drama and theatre.

• Australian drama snap shots.

• Expose students to pieces of script from “Stolen”, “Life Without Me”

• Compare to Contemporary Theatre

• Students perform pieces from traditional vs. contemporary theatre.

The political context of Contemporary Australian Theatre

• Identification of themes and issues

• Indigenous history of Australia

Historical context

• Group work to identify historical context and references in the play. (HSC drama topics

volume 1 pg 83)

“Stolen”

• When possible attend live performances of “Stolen”

• Students then write up reviews of the performance

Dramatic Tension and Political theatre

• Write/read theatre reviews on “Stolen”

Use of Dialogue (Characterisation)

• Students perform sections of the plays as a group to gain complexity of characters.

“Stolen” and “Life Without Me”, Process of writing for specific performers, Use of space on stage

and transitions

• Historical connection between current issues and the plays context.

• Assessment Task: In class performance essay

Role of the Audience.

• Overall effectiveness of the production

• Identification of themes and issues

Stage Directions

• Analysis of stage directions, students work as directors and actors to understand the

importance of stage directions.

• MID COURSE EXAM - Essay

Subtext

• Appreciates the role of the audience in response to sections of the play.

• HSC written trial

Course Component- Individual Project: Date: Sign:

Determination of appropriate I.P options.

• Expose students to all I.P. options

• Attend I.P. course.

• Ask students to draw on their preliminary experience to choose an appropriate I.P. option

in consultation with their teacher.

Planning and use of logbooks

• Teaching of reflective writing styles. Students asked to determine the difference between

narrative and recount forms.

• Sign Contract of Intention

• Logbooks are checked regularly to ensure students are recording their creative process.

• Timelines dawn up by individual students to set out personal I.P. goals.

Choice of material

• Library visits to gain access to scripts for projects.

Skill development

• Students choosing options other than performance are designated a support person e.g.

Video – Ms Hannigan or drama teacher.

Elements of drama

• Each of the elements of drama is drawn upon at appropriate times to enhance student

performance analysis and delivery.

• Students choosing Performance will attend in class performance workshops

Specifications and meeting requirements.

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• Each student is issued relevant syllabus documents to outline specifications regarding their

project choice i.e. content and timing.

• Watch “On Stage” productions so that students see an example of expectations.

• Assessment Task: I.P. progress formal interview and presentation. Students have one on

one interview with teacher displaying progress through performance or product

presentation. Logbooks are also used as evidence of progress.

Character development.

• Character profiles created in logbooks.

• Magazine collage created for the essence of each student I.P. Use of colour and image.

Students report back on their reasoning’s.

• Assessment Task: performance and/or presentation of I.P for mid course examination.

• Students write rationales for projects

• HSC Drama Show Case – students perform in showcase to teacher’s parents and visitors.

• HSC TRIAL I.P performance and/or presentation for examination.

Course Component-Group Performance: Date: Sign:

Working collaboratively.

• Students choose or are placed in groups for their group performance.

• Group building activities are conducted

Offer and acceptance and originality

• Degree of Separation

• The aim to emphasis the importance of offer and acceptance.

• Students note any interesting characters created and their relationships to others.

Choice of topic for starting point

• Each group is given a piece of butchers’ paper and asked to choose two of the possible

topic to brain storm on. They are to write anything that comes to mind.

• General activities used to introduce the exploration of each possible topic

• This whole process is reflected upon and discussed in each group pulling any exciting

ideas or creation for their use.

Specifications and meeting requirements.

• Each student is issued relevant syllabus documents to outline specifications regarding their

G.P. i.e. content and timing.

Playbuilding

• Each group is asked to decide upon their topic choice and give reasons.

• Group discussion where every person has a chance to present their ideas for their group

piece. ACCEPT! ACCEPT! ACCEPT!

Development of concepts

• Where are you? What are you? This is a high energy group activity.

• Students are asked to consider how they can show where they are and what they are in the

G.P.

Problem solving

• Pieces so far are timed and issues discussed with members.

• Debates conducted in groups with teacher as mediator only if necessary.

Themes and symbols

• Students are asked to reflect on what the themes are of heir pee and how they are and are

not presented.

• Frozen images

• In their groups students note how they can use symbolism through their piece to evoke

more from their audience.

Character development

• Students create character profiles on their G.P. character (s)

• What Happened Before

•

Sustaining a role

• Hot seating

• Activities on maintain focused and individual warm ups to engage students character

Editing, evaluation and refinement

• Rehearsal of pieces in front of a variety of audiences i.e. senior students, junior students

teachers etc.

• Pieces are videoed and groups watch them and record areas of concern.

• Assessment Task: G.P. performance for trail HSC

• HSC Drama Show Case – students perform in showcase to teacher’s parents and visitors.

16 | P a g e

Course Component: Studies in Drama and Theatre, Topic 8- Significant plays of the 20th

century:

Date: Sign:

American as a style and form.

• What is American drama?

American today

• Modern day American drama – analysis of news and current issues of America in life.

• Discussion and evaluation of the role of the media in presenting modern day American

theatre.

American in the past.

• History of American Theatre

• Reading of play both in and out of class.

• Students learn through experience – performing sections of the play for analysis.

Introduction of The Laramie Project by Moises Kaufman

• Brainstorming and class discussion.

• Identification on quotes that highlights particular themes and ideas.

Identification of themes

• Historical impacts and social contexts. (HSC drama topics volume 2 pg 152)

Political Social and Cultural aspects of the play

• Group work identifying the role of each character and creating class profiles.

• Library research.

Character analysis and understanding of style and form

• Students asked to perform in groups some interpretations of themes in the text.

Theatrical techniques and language

• What is it and how is it different/similar. (HSC drama topics volume 2 pg 159)

Introduction of Angels in America by Tony Kushner (Part 1)

• Reading of play both in and out of class.

• Students learn through experience – performing sections of the play for analysis.

Identification of themes

• Brainstorming and class discussion.

• Identification on quotes that highlights particular themes and ideas. (HSC drama topics

volume 2 pg 159)

Political Social and Cultural aspects of the play

• Discussion and debate of the techniques and language (HSC drama topics volume 2 pg 145)

Character analysis

• Flow charts drawn to outline character relations ships and purpose.

• Class work discussing the role of each character and why they have been included.

• Group work identifying the role of each character and creating class profiles.

• Library research.

• Watch the DVD version of text The Laramie Project & Angels in America

Identification of similarities and differences between the two plays.

• Group work comparative elements of two plays

Essay writing

• Understanding the question

• Structure of an essay

• Use of quotes to support argument

Implication of staging the two American texts for a modern audiences

• Universal themes

• Currency of purpose

• Impact of use of space

• Introduction of new technology to bring the aged traditions into the future

• Students write feature article on possibilities of American theatre for today.

• Assessment task: Essay/research

• HSC Written trial exam

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