Drama

In the elective subject of drama students gain an understanding of the artistic and creative processes needed to make drama, as well as an appreciation of the nature of performance and the connection between performers and their audience.

Further information and teaching support is available on drama resources and the NSW 7-10 drama syllabus.

Elements of drama

Elements of drama posters and brief animated video are available to print, play and display in your classroom via the links below.

Elements of drama

Knowledge and skills creative arts - KASCA drama framework

The KASCA drama framework breaks down the core components of the elements of drama, drama practices and drama context into a series of lesson sequences. All lesson sequences come with ready-to-use differentiated learning and teaching resources and are available in an online format in this section and an e-book version (PDF 5.1MB) that can be downloaded to your smart device.

Lesson sequences

Brecht - Political theatre

Students define political theatre and understand theatre as a powerful vehicle for communicating social, political, cultural and historical messages.

Comedy - Satire

Students learn to devise performances that are of a satirical nature. They begin to understand that, if used correctly, comedy can go beyond a means of just entertainment and can be used to highlight social inequity.

Page to stage - Anatomy of a script

Students are introduced to the key conventions of a script and explore how they can be used by actors, directors and dramaturgs to create an engaging theatrical work.

Writing monologues - Jasper Jones

Students adopt the role of a playwright by writing a 4-6 minute monologue based on a character from Jasper Jones by Kate Mulvany.

Melodrama - Background and structure

Students are introduced and to this socio-cultural context of Melodrama, key terms and the structure of traditional melodramas.

Melodrama - Stock Characters

Students will explore and express a range of stock characters using vocal dynamics, exaggerated movement and gestures in the style of traditional Melodrama.

Melodrama - Voices and asides

Within this sequence, students understand through practical exploration how to manipulate their voice and movement to create stock characters and perform asides.

Greek theatre - Chorus

Through practical movement-based tasks, students are encouraged to develop ensemble skills, timing and rhythm.

Greek theatre - History and context

Department of Education - please update description in page properties

Greek theatre - Masks

Through theoretical and practical tasks students develop an understanding of the purpose of masks in ancient Greek theatre, an understanding of masks as a tool to amplify character and emotions and a foundational knowledge of the rules of masked performance.

Boal - Image theatre

Students are introduced to Boal’s notion of Theatre of the Oppressed and how image theatre can be used beyond the classroom to explore oppression.

Boal - Invisible theatre

Students are introduced to invisible theatre and discuss how it can highlight oppression and force audiences to question their values and desires.

Boal - Forum theatre

As an introduction to forum theatre, students will discuss how it highlights oppression and forces audiences to question their values and desires.

IMAGinE this

To support the teaching and learning of the 7-10 syllabus and literacy needs of students, these units of work will provide guidance and assistance to help teachers meet the literacy demands within the drama classroom. The 'IMAGinE this' units of work, support teachers to integrate picture books, graphic novels and slam poetry to enhance their drama teaching and programming. It provides examples of learning activities in drama with suggested activities for approaching drama in English.

Shakespeare’s plays are full of intrigue, exciting battles and ‘burns’ aplenty, and yet our students struggle to connect with his twisting plots and engaging characters because of a language barrier spanning over 500 years. This unit aims to connect the two worlds in a drama classroom through the use of texts that are commonly used in the 21st century. Students will enter Shakespeare’s world through his own language, the power of performance, graphic novels, social media and film.

Students to focus on the use of ‘identity’ to tell a story. They:

  • discuss the importance of identity in developing a character in performance
  • discuss the use of identity in a selection of picture books
  • analyse the Jeannie Baker book ‘Window’, and how it portrays a changing identity through the visual metaphor of Sam’s bedroom window
  • work in groups to devise their own wordless picture story
  • explore the idea of changing identity
  • create a series of still images which are turned into a short film, to be shared and analysed by the class.

Whilst this unit was created for Stage 5 you could modify it to reflect Stage 4 outcomes.

Identity and storytelling program (DOCX 82.1KB)

Identity and storytelling resources (DOCX 66.1KB)

This unit of work uses the modern performance form of slam poetry to allow students to express themselves. It draws equally from the NSW Drama and English syllabus documents and could be taught in either Drama or English or in a combination of the two. This unit would ideally be taught towards the end of the school year or semester, once a sense of trust and openness has been developed in the class. Students will be asked to share candidly with their class and this will be difficult without strong connections first. Whilst this unit was created for Stage 4 you could modify it to reflect Stage 5 outcomes.

Slam poetry program (DOCX 95.5KB)

Slam poetry resource (DOCX 74.6KB)

This unit of work uses picture books as the stimulus for making, performing and appreciating drama. Picture books are a great resource for exploring visual and written language, imagination, values and deep contextual themes. They are a valuable stimulus for students to create drama and reflect themes and experiences.

Picture books and playbuilding unit (DOCX 77.91KB)

Character comparison handout (DOCX 45.94KB)

Selecting a picture book guide (DOCX 46.55KB)

Visual literacy Powerpoint (PPTX 5.09MB)

Visual literacy information sheet (DOCX 244.68KB)

This unit of work allows students to explore controversial issues, presented in graphic novels and in their own dramatic works. Students are given the ability to delve into issues that are often tricky to discuss. They explore the importance of relationships with the audience in printed and dramatic work.

Playbuilding and graphic novels program (DOCX 437KB)

Playbuilding and graphic novels resources (DOCX 61.2KB)

The NSW 7-10 Drama syllabus and other support documentation can be found on the NSW Education Standards Authority (NESA) website.

u.b.do logo with circles and a text bubble
Image: u.b.do a student digital resource package and teaching and learning program.

u.b.do

u.b.do is a five week innovative teaching and learning program that responds to the issue of digital citizenship. Through the program, students will become more self-aware of the responsibilities and roles of living in and surviving in both an online and human-centred world, by participating in digital and collaborative learning experiences.

In this unit, students use an innovative digital learning resource to provoke discussion and change by experimenting with Boal's notion of Theatre of the Oppressed.

U.b.do digital learning resource.

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