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Sample unit of work
This sample unit of work demonstrates a way to plan teaching, learning and assessment that
integrates three dramatic forms and styles including the mandatory style, Realism.
Focus: The real and the unimagined
Time allocation
20 weeks; Semester 1, Year 11
Dramatic forms and styles
Realism (category 1) Verbatim Theatre (category 2) Process Drama (category 2)
Purpose
- To chronicle and document
- To inform
- To challenge
- To celebrate
- To empower
Contexts
- Personal
- Historical
- The contextual focus could change each year, dependent on the interests of students and communities at the time
Resources
Texts Realism. Playscripts by these playwrights are written and/or performed in the style of Realism, though the form of the play may vary: Henrik Ibsen, Anton Chekov, Tennessee Williams, Arthur Miller, David Williamson, Margery Forde, Michael Gow, Hannie Rayson, Joanna Murray-Smith
Verbatim Theatre. Excerpts from a selection of these playscripts written and/or performed in the style of Verbatim Theatre will be studied in the unit. Brown, P Aftershocks Burton, D April’s Fool Forde, M Snapshots from Home Harrison, J Stolen McKenzie, S Scattered Lives O’Connell, T Minefields and Miniskirts Oswald, D Skate Purcell, L Box the Pony Rayson, H Hotel Sorrento Valentine, A Run Rabbit Run
Drama 2013
Teaching and learning resources
Drama 2013 Sample Unit of Work
Queensland Curriculum & Assessment Authority August 2014
Focus: The real and the unimagined
Reference materials Brown, P Verbatim: Staging Memory and Community Clausen, M Centre Stage Hagen, U Respect for Acting Harwood, R All the World’s a Stage Oyston, P How to Use the Stanislavsky System Stanislavski, K An Actor Prepares Strube, H, Beh, M, Davis, S, Jones, A, Ryan, S & Yaxley, R Dramatexts: Creative Practice for Senior Drama Students Tourelle, L and McNamara, M A Practical Approach to Drama Performance
Skills of drama
Forming: scriptwriting, including written conventions Presenting: acting, applying stagecraft, working as an ensemble Responding: critiquing
Dramatic languages
Elements of drama role, character, relationship, situation, tension, language, dramatic focus, time and place
Conventions of forms and styles
Realism: fourth wall, believable character, motivated movement, realistic language and voice, magic-if, through line, beats and units of action, objective, super objective, emotion memory, circles of concentration, personal object and costume, subtext, script analysis/annotation, character profile. Verbatim Theatre: interview, oral history, direct address, dramatisation of direct speech. Process Drama related to Realism: establishing pretext, the 5 Q’s (who, what, where, when, why), enrolling, building belief, negotiating, investigating and consolidating role, teacher-in-role, hot-seat, accepting the fiction, framing the action, frozen effigy, mantle of the expert, suspending disbelief, debriefing / deroling, context of enquiry, role-on-the-wall, teacher narration, though-tracking, tension, focus, tableau.
Dimensions and objectives
Forming (see syllabus p. 2) By the conclusion of the course of study, students should:
- manage elements of drama to create dramatic action
- use conventions of forms and styles, and skills of drama to shape dramatic action
- synthesise dramatic languages, purposes and contexts to realise dramatic action and meaning.
Presenting (see syllabus pp. 2–3) By the conclusion of the course of study, students should:
- interpret purposes, contexts and texts to communicate dramatic meaning through performance
- manipulate elements of drama through the conventions of forms and styles to realise style in performance
- demonstrate skills of drama to communicate dramatic action and meaning for audiences.
Responding (see syllabus p. 3) By the conclusion of the course of study, students should:
- analyse use of the dramatic languages to facilitate dramatic action and meaning
- evaluate, with supporting evidence, the effectiveness of the dramatic action in communicating meaning to audiences
- synthesise positions about dramatic action and meaning through language conventions and drama terminology.
Drama 2013 Sample Unit of Work
Queensland Curriculum & Assessment Authority August 2014
Phase 2 (6 weeks)
Learning experiences
- Use a topical community-based pretext to conduct a process drama that interweaves a variety of ideas to create dramatic action.
- Develop knowledge and understanding about ways to source information and stories about selected pretext/s as stimulus for Verbatim Theatre, e.g. news media, interviews with witnesses to events, observations about their community and students’ own stories and experiences.
- Develop knowledge and understanding of the ethics, protocols and sensitivities to be observed and applied in collecting personal stories for creating Verbatim Theatre.
- Interpret and analyse a variety of playscripts and performances to build understanding of form and structure, ways to frame action and devices (such as use of symbol and metaphor) to create an artistic concept.
- Manipulate elements of drama, specifically language, relationship, situation, mood and character to create and shape dramatic action and meaning from stimulus materials, such as interview transcripts and recorded interviews.
- Plan opportunities for students to engage with workshops and performances provided by visiting practitioners and/or artist/s in residence.
- Provide and explain assessment instrument and standards.
- Provide guidance in selection of pretexts for scriptwriting assessment.
- Develop understanding of the conventions of scriptwriting by analysing Verbatim Theatre playscripts, including layout/format, nature of the descriptions of locations, settings and character.
- Explain and model scriptwriting process — drafting, workshopping, editing and redrafting.
- Demonstrate and model skills in workshopping with peer actors to enact draft scripts, and use observation and feedback to improve and refine draft playscript.
- Develop playscripts using scriptwriting and workshopping processes to synthesise dramatic languages, selected purpose and context to create and shape dramatic action and meaning.
Assessment: Assessment instrument 2
Dimension assessed: Forming
Assessment technique: Non-practical
Assessment instrument: Scriptwriting (see syllabus Section 4.5.4)
Assessment conditions: See syllabus Section 4.5.
Description of instrument: Students write a playscript using the conventions of Verbatim Theatre.
Further information: (^) • Teachers and students negotiate an agreed theme.
- Students select a member of their family or the community and interview him/her to gain an oral history of an event/events connected to the agreed pretext.
Drama 2013 Sample Unit of Work
Queensland Curriculum & Assessment Authority August 2014
Phase 3 (4 weeks)
Learning experiences
- Engage in pre-performance workshops and activities to: − review skills of drama relevant to the Presenting dimension, and conventions of Realism and Verbatim Theatre − examine how these conventions and skills are manipulated to facilitate dramatic action and meaning.
- View short excerpts of recorded performances and work individually and in groups to: − identify possible meanings − analyse the use of stagecraft and acting skills − make judgments about particular aspects of the performance.
- Explain and model essay structure and appropriate language conventions and terminology.
- Develop short written responses to the excerpts, stating a position about the performance using language conventions appropriate to essays, e.g. essay structure, paragraphing, use of language and terminology.
- Draft, edit and refine short responses to the excerpts in consultation with peers and teacher.
- Provide and explain assessment instrument and standards.
- View a professional live or recorded live production of a playscript in the style of Realism and/or Verbatim Theatre.
- Engage in post-performance workshops and discussions (e.g. collective memory, using recalling templates, brainstorming) to reflect on moments of dramatic action and meaning relevant to the assessment response.
- Review specific aspects of the assessment task requirements.
- Revisit essay structure and appropriate language conventions and terminology.
- Individually develop response to the assessment task.
- Draft, edit and refine response in consultation with peers and teacher
Resources
Texts The playscript (if available) and its performance attended by the students.
Assessment: Assessment instrument 3
Dimension assessed: Responding
Assessment technique: Extended response (see syllabus Section 4.5.6)
Type of extended response:
Essay
Assessment conditions: See syllabus Section 4.5.6. Before responding to the assessment instrument, students view a production of a playscript in the style of Realism and/or Verbatim Theatre.
Description of instrument: Students analyse use of the dramatic languages, particularly the conventions of Realism and/or Verbatim Theatre, and evaluate the production’s effectiveness in communicating dramatic meaning to audiences.
