DramaDrama

CultivatingCultivating

Creativity and IndividualityCreativity and Individuality

Personal Curriculum GoalsPersonal Curriculum Goals

Drama curriculum that is forward looking Drama curriculum that is forward looking so that student’s earlier learning so that student’s earlier learning experiences provide a foundation for later experiences provide a foundation for later learning. learning.

Planning and implementing drama Planning and implementing drama curriculum, which is a progression from curriculum, which is a progression from simple to the complex task to provide simple to the complex task to provide challenging environment as well as to challenging environment as well as to promote creativity and individuality of promote creativity and individuality of every student.every student.

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Emphasizes the links made between Emphasizes the links made between drama experiences and significant drama experiences and significant cross other curriculum links. cross other curriculum links.

CURRICULUM TARGETSCURRICULUM TARGETS

Students achieve the outcomes Students achieve the outcomes through the key activities of through the key activities of playmaking, performance and critical playmaking, performance and critical reflection. reflection. In playmaking, students create and In playmaking, students create and

shape new dramatic texts based on their shape new dramatic texts based on their own ideas and on existing drama. They own ideas and on existing drama. They improvise, act, interpret texts, write improvise, act, interpret texts, write scripts, direct, rehearse and design. scripts, direct, rehearse and design.

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In performance, students use physical In performance, students use physical movement, vocal and interpretive skills. movement, vocal and interpretive skills. They integrate technical elements and They integrate technical elements and the conventions of drama to engage the conventions of drama to engage audiences, communicate and perform audiences, communicate and perform dramatic texts. dramatic texts.

In critical reflection, students describe, In critical reflection, students describe, analyse, interpret and evaluate their analyse, interpret and evaluate their own drama and the drama of others. own drama and the drama of others.

Elements of DramaElements of Drama

Students use the elements of drama: Students use the elements of drama: role and character, situation and role and character, situation and human interaction, voice, movement, human interaction, voice, movement, space and time, language and texts, space and time, language and texts, symbol and metaphor, audience, symbol and metaphor, audience, dramatic tension, and dramatic dramatic tension, and dramatic forms, genres, styles and forms, genres, styles and conventions.conventions.

Learning OutcomesLearning OutcomesSkills and KnowledgeSkills and Knowledge

In working with these elements, students In working with these elements, students use skills of movement and voice.use skills of movement and voice.

They learn to communicate meaning They learn to communicate meaning through the processes of improvising and through the processes of improvising and interpreting scripted drama.interpreting scripted drama.

They use the conventions and technical They use the conventions and technical elements of drama and work with elements of drama and work with emerging and traditional technologies.emerging and traditional technologies.

They learn how drama is rehearsed, They learn how drama is rehearsed, managed, directed, designed and managed, directed, designed and produced. produced.

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They take into account the relationship They take into account the relationship between drama and audiences. between drama and audiences.

They respond to and evaluate drama. They respond to and evaluate drama. Students make and critically reflect on Students make and critically reflect on

drama through exposure to a wide range drama through exposure to a wide range of dramatic forms, styles and genres from of dramatic forms, styles and genres from a variety of cultures and historical periods. a variety of cultures and historical periods.

They experience drama produced in They experience drama produced in Australia as well as the drama of other Australia as well as the drama of other students. These contexts will be reflected students. These contexts will be reflected in their own playmaking and performance.in their own playmaking and performance.

Teaching StrategiesTeaching Strategies

I would employ mixture of teaching I would employ mixture of teaching strategies to captivate the attention of my strategies to captivate the attention of my students to instill the interest of drama in students to instill the interest of drama in them. My strategies would comprise of:them. My strategies would comprise of: Active Learning-where I would create a learning Active Learning-where I would create a learning

environments that allow students to talk, listen, environments that allow students to talk, listen, read, write, and reflect as they approach course read, write, and reflect as they approach course content through problem-solving exercises, content through problem-solving exercises, informal small groups discussions, simulations, informal small groups discussions, simulations, case studies, theatre sports, role playing, and case studies, theatre sports, role playing, and other activities all of which require students to other activities all of which require students to apply what they are learning. apply what they are learning.

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Cooperative Learning-where students will Cooperative Learning-where students will be encouraged to work in small groups for be encouraged to work in small groups for the achievement of a common goal. the achievement of a common goal.

Student-centered Learning-where Student-centered Learning-where students take responsibilities for their students take responsibilities for their own learning and growth through the own learning and growth through the course.course.

Instructionalist Approach-where students Instructionalist Approach-where students will be provided with relevant reading will be provided with relevant reading materials or lecture with regards to the materials or lecture with regards to the content to gain the basic knowledge of content to gain the basic knowledge of the subject matter.the subject matter.

My Role as a TeacherMy Role as a Teacher

To play a crucial role in the process of To play a crucial role in the process of student learning, by creating a context in student learning, by creating a context in which the students' desire and ability to which the students' desire and ability to learn can work most effectively. learn can work most effectively.

To create a learning environment in which To create a learning environment in which students are encouraged to think carefully students are encouraged to think carefully and critically and express their thoughts, and critically and express their thoughts, and in which they wish to confront and and in which they wish to confront and resolve difficulties and taking resolve difficulties and taking responsibilities for their decisions.responsibilities for their decisions.

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To monitor and reflect on the To monitor and reflect on the processes of teaching and student processes of teaching and student understanding and seeking to understanding and seeking to improve them. improve them.

To get to know each student as an individual in order to comprehend their unique needs, learning style, social and cultural background, interests, and abilities.