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Drama Studies

OVERVIEW

In VCE Drama, students tell stories, explore ideas, make sense of their worlds and communicate meaning through the practice of performance-making. The study of drama enables students’ individual and collective identities to be explored, expressed and validated. Students develop an ability to empathise through understanding and accepting diversity.

CONTENT

UNIT 1: INTRODUCING PERFORMANCE STYLES

AREAS OF STUDY

Creating a devised performance

In this area of study students use play-making techniques to devise and develop solo performances and/or ensemble performances based on a range of stimulus material relevant to their personal, cultural and/or community experiences and stories. Students explore a range of performance styles and draw on ideas as they respond to a given structure and stimulus material. They also focus on recording and documenting the play-making techniques used in the development of this performance work.

Presenting a devised performance

In this area of study students present to an audience a devised solo and/or ensemble drama works based on a range of stimulus material relevant to the student’s personal, cultural and/or community experiences and stories. The performance should be based on the work devised in Outcome 1. Students use a range of performance styles to present these stories, ideas and characters to an audience. They also begin to explore and develop skills in establishing and maintaining an appropriate actor–audience relationship.

Analysing a devised performance

In this area of study students focus on observation and analysis of their own performance work completed in Outcomes 1 and 2. They reflect upon and document work processes using appropriate drama terminology. They demonstrate development of the use of expressive skills, performance skills, stimulus material, dramatic elements, conventions, production areas, performance styles, and approaches to character and roles.

Analysing a professional drama performance

In this area of study students observe and analyse a performance by professional drama performers. Drama performances by students enrolled at a school may not be analysed for this outcome. Attending and analysing a performance by professional drama performers provides opportunities for students to make connections with their own work. They build their experience of how dramatic elements, conventions, performance styles, production areas, and expressive and performance skills can be manipulated to communicate meaning in performance. Students learn about ways of establishing, sustaining and manipulating actor–audience relationships and use appropriate drama terminology to explain, analyse and evaluate the performance.

UNIT 2: AUSTRALIAN IDENTITY

AREAS OF STUDY

Using Australia as inspiration

In this area of study students explore the use of a range of stimulus material to create a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. As they work with stimulus material and a performance structure, students explore and experiment with ways that play-making techniques, expressive skills, performance skills, dramatic elements, conventions, performance styles and production areas may be used to realise the dramatic potential of stimulus material and shape dramatic action. Students also consider how to use techniques intentionally to have an effect on and engage the audience in ways that are appropriate to contemporary drama practice. Students record and document their use of play-making techniques and the creative processes used to shape and to develop this performance work.

Presenting a devised performance

In this area of study students present a performance to an audience of a devised work based on a person, an event, an issue, a place, an artwork, a text and/or an icon from an Australian context. The performance should be based on the work developed for Outcome 1, and should take place in a performance space appropriate to the theme or the subject matter of the drama.

Analysing a devised performance

In this area of study students observe and analyse their own performance work completed in Outcomes 1 and 2. They reflect on and articulate the ways they used play-making techniques and processes to explore and to extract the dramatic potential of the stimulus material. Students analyse their approaches to shaping and refining their work and creating and manipulating the actor–audience relationship. They continue to develop the use of appropriate drama terminology.

Analysing an Australian drama performance

In this area of study students observe and analyse a performance by professional drama performers. Drama performances by students enrolled at school cannot be analysed for this outcome. Students use appropriate drama terminology to explain, analyse and evaluate how the use of dramatic elements, conventions, performance styles, production areas, expressive skills, performance skills, and the actor–audience relationship may be manipulated to communicate meaning in performance.

UNIT 3: DEVISED ENSEMBLE PERFORMANCE

AREAS OF STUDY

Devising and presenting ensemble performance

In this area of study students develop and present a devised ensemble performance. They examine the work of a range of drama practitioners working in selected performance styles to explore how dramatic work is created. Students work with given stimulus material and guidelines that provide a starting point for the structure of a performance. They apply their knowledge of ways other drama practitioners work to devise and shape their work to communicate meaning and to have an impact on their audience in specific and intentional ways. Students use play-making techniques to extract dramatic potential from the stimulus, and devise and develop characters, story and meaning in the ensemble performance.

Analysing a devised ensemble performance

In this area of study students analyse the ensemble performance devised in Outcome 1. They describe, reflect upon, interpret, analyse and evaluate the construction and performance of this ensemble performance. They analyse the selection, use and manipulation of conventions (including application of symbol and transformation of character, time and place), dramatic elements, expressive skills, performance skills, play-making techniques, production areas and selected performance styles. Students also use appropriate drama terminology to discuss their own performance work and to analyse the dramatic potential of stimulus material and resources for developing characters for an ensemble performance.

Analysing and evaluating a professional drama performance

In this area of study students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist. Students analyse the actors’ use of expressive and performance skills to represent character and to communicate meaning in the performance. They consider how the actor–audience relationship is created and manipulated and analyse and evaluate how the conventions, dramatic elements, production areas and performance styles are used in the performance.

UNIT 4: DEVISED SOLO PERFORMANCE

AREA OF STUDY

Demonstrating techniques of solo performance

In this area of study students explore, and develop skills in, play-making techniques in the development of a short solo performance. They demonstrate application of symbol and transformation of character, time and place. Teachers provide stimulus material appropriate to the size of the task, such as a person, an event, an issue, a place, an image, one word, a definition, a quotation, lyrics, a sound or an icon.

Devising a solo performance

In this area of study students create and develop a solo performance in response to a prescribed structure. They draw on an understanding of performance styles from a range of historical, cultural and social contexts. During their solo performance, students use conventions including application of symbol and transformation of character, time and place. They may also use other conventions such as asides, caricature, exaggerated movement, heightened use of language, pathos, placards, satire, song, stillness and silence, as appropriate to the requirements of a prescribed structure. The resulting work will go beyond a representation of real life as it is lived.

Analysing and evaluating a devised solo performance

In this area of study students use appropriate drama terminology to analyse and evaluate the creative processes used in the creation, development and presentation of a solo performance devised in response to a prescribed structure. To support their analysis and evaluation, students draw on examples of conventions, including application of symbol and transformation of character, time and place, dramatic elements, expressive skills, performance skills, performance styles, play-making techniques, production areas and use of stimulus material.

BIBLICAL PERSPECTIVE

The stage can be a particularly good expression of our Christian values and theologies, because it is an art form that unfolds through a process, just like spiritual transformation. A play and its characters never stand still but play out in a dynamic sequence of moments. This gives the Christian writer the opportunity to play both sides of descriptive and prescriptive drama. By creating a transformational arc, drama can show the possibility of change, and how and why people are able to change. Since drama is a visual medium, artists need to learn how to show change, as achieved through irrevocable choices. A writer can show what the change looks like, again through the new choices that character makes as the story progresses. There is a fascination for some for studying the theatre and its ability to express values, to communicate the human condition, to combine all the arts together in their most collaborative of all art forms. As students at a Christian school, we would seek to embrace both drama and theology, seeing in each a complementary intersection that is most wise, profound and natural.

ASSESSMENT

UNIT 1

Outcome 1

  • Demonstrate the use of play-making techniques to devise and develop a solo and/or ensemble drama works based on stories and/or characters
  • Document the use of processes to create and develop stories and characters in drama in: A paper-based journal, An e-journal, A journal that combines hard and soft copy components

Outcome 2

Perform devised solo and/or ensemble drama work that features stories and characters

Outcome 3

Analyse the drama work created and performed in Outcomes 1 and 2 using one of the following formats:

  • An oral presentation
  • A multimedia presentation
  • Responses to structured questions

Outcome 4

Write an analysis in response to structured questions.

UNIT 2

Outcome 1

  • Demonstrate the use of play-making techniques to devise and develop a solo and/or ensemble drama works based on stories and/or characters
  • Document the use of processes to create and develop stories and characters in drama in: A paper-based journal, An e-journal, A journal that combines hard and soft copy components

Outcome 2

Perform a devised solo or ensemble drama work that features stories and characters.

Outcome 3

Analyse the drama work created and performed in Outcomes 1 and 2 using one of the following formats:

  • An oral presentation
  • A multimedia presentation
  • Responses to structured questions.

Outcome 4

Write an analysis in response to structured questions.

UNIT 3

Outcomes

Assessment Tasks

Marks Allocated*

Outcome 1

Develop and present characters within a devised ensemble performance that goes beyond a representation of real life as it is lived

Development and presentation of characters within a devised ensemble performance. Each student should have approximately 5 to 8 minutes of primary focus performance time in the work

100

Outcome 2

Analyse the use of processes, techniques

and skills to create and present a devised

ensemble performance

Analysis of the development and performance of characters from the ensemble work developed for Outcome 1. The analysis and evaluation may be presented in one or both of the following formats:

  • An oral presentation
  • Written responses to structured questions

25

Outcome 3

Analyse and evaluate a professional drama performance

An analysis and evaluation of a play selected from the Unit 3 Playlist. The analysis and evaluation will be presented as written responses to structured questions

25

TOTAL MARKS

150

UNIT 4

Outcomes

Assessment Tasks

Marks Allocated*

Outcome 1

Demonstrate, in response to given stimulus material, application of symbol and transformation of character, time and place, and describe the techniques used

A one- to two-minute presentation of a solo demonstration devised from given stimulus material

AND

A short oral or written statement, which describes techniques used in the demonstration

15

 

 

 

10

Outcome 3

Analyse and evaluate the creation, development and presentation of a solo performance devised in response to a prescribed structure

Analysis and evaluation of the solo performance devised in Outcome 2. The analysis and evaluation may be presented in one or both of the following formats:

  • An oral presentation
  • Written responses to structured questions

25

TOTAL MARKS

 

50

EXTERNAL ASSESSMENT

The level of achievement for Units 3 and 4 is also assessed by an end-of-year performance examination, which will contribute 35 % to the study score, and an end-of-year written examination, which will contribute 25 % to the study score.