As students make, investigate or critique drama as actors, directors and audiences, they may ask and answer questions to interrogate the playwrights’ and actors’ practice or meanings and the audiences’ interpretations. In both Making and Responding, students learn that meanings can be generated from different viewpoints and that these shift according to different world encounters. The elements of drama are combined to shape narrative (story) through using contrast, juxtaposition, dramatic symbol and other devices of story. Drama is conceived, organised, and shaped by aspects of and combinations of role, character and relationships, situation, voice and movement, space and time, focus, tension, language, ideas and dramatic meaning, mood and atmosphere and symbol. The elements of drama work dynamically together to create and focus dramatic action and dramatic meaning. Dramatic action is shaped by dramatic tension, space and time, and mood and atmosphere to present and share human experiences for audiences. Learning in Drama is based on two fundamental building blocks: the elements of drama and the ways that dramatic action can be structured and shaped. Both making and responding involve developing a practical and critical understanding of how the elements of drama can be used to shape and structure drama that engages audiences and communicates meaning. As students make they consider both the audience and their own response to their work and as students respond they draw on the knowledge, understanding and skills acquired through their experiences in making artworks and as audiences of other artists’ work. Together they provide students with knowledge, understanding and skills as artists and audience. Making and responding are intrinsically connected. Responding in Drama involves students being audience members and engaging in the practices of listening to, enjoying, reflecting, analysing, appreciating and evaluating their own and others’ drama works. They learn to shape and structure drama including the use of contrast, juxtaposition, dramatic symbol, cause and effect, and linear and episodic plot forms. Students use movement and voice along with language and ideas to explore roles, characters, relationships and situations. Making in Drama involves the practices of improvising, devising, playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing. students learn through making and responding. students learn as artist and as audience.The curriculum in each Arts discipline is based on two overarching principles: These protocols include advice to assist schools to provide a welcoming environment for Aboriginal community members and how to work respectfully with the Koorie community to enrich schools' teaching and learning programs. For advice, please refer to the Department of Education and Training's Koorie Cross-Curricular Protocols.įurther advice is also available from the Victorian Aboriginal Education Association Inc., (VAEAI), which has produced Protocols for Koorie Education in Victorian Primary and Secondary schools. The protocols provide guidelines about how to protect the integrity of Aboriginal and Torres Strait Islander cultural expressions and enable all Victorian teachers and students to engage respectfully and feel connected to this identity. As audiences, students learn to critically respond to and contextualise the dramatic action and stories they view and perceive.Īll teachers must follow the relevant protocols when teaching Aboriginal and Torres Strait Islander histories and cultures. Their intellectual and emotional capacity grows, specifically the capacity to feel and manage empathy. In purposeful play, students’ exploration of role sharpens their perceptions and enables personal expression and response. By being in a role and responding to a role, students explore behaviour through dramatic storytelling and dramatic action. In Drama, students physically inhabit an imagined role in a situation. They learn with growing sophistication to express and communicate experiences through and about drama. Through Drama, students learn to reflect critically on their own experiences and responses and further their own aesthetic knowledge and preferences. Students engage with the knowledge of drama, develop skills, apply techniques and process and use materials and technologies as they explore a range of forms, styles and contexts. Learning in Drama involves students making, performing, analysing and responding to drama, drawing on human experience as a source of ideas.
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