The ArtsDrama

Arts Sequence Drama
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The ArtsLearning Experiences

Arts Sequence Drama
  • Introduction to Drama Performance and warm up.
  • Teacher models practical drama activities and elements and students engage and follow (Students have prior experience role playing).
  • Students are Making in Drama by ‘playing, acting, directing, comparing and contrasting, refining, interpreting, scripting, practising, rehearsing, presenting and performing’ (ACARA 2016; Arts Edge 2015). Students utilise movement, body language and verbal communication to explore roles, ideas, language, situations, characters and relationships and structure drama to contrast, juxtapose, symbolise, and explore forms (ACARA 2016).
  • Students respond in Drama as audience members allowing them to listen, enjoy, analyse and reflect others and own drama performances (ACARA 2016).
  • In groups students develop storyboard and add dialogue from the picture book and their own creative inputs (prior knowledge of storyboards already established).
  • Students in groups act out the main parts of the drama performance against their storyboard giving each group a chance to be in audience and respond.
  • Class discussion of storyboards with each group presenting changes to story or added elements. Class votes on changes and changes integrated into a final storyboard developed by the students and vetted by teachers for appropriate changes.
  • Groups get split up with roles assigned to all students for acting, dancing, instrument playing and leadership roles.
  • Groups rehearse their roles and continue developing the artwork for the stage.
  • Full practice performance with all elements with teacher feedback and critique.
  • Full performance for assembly of completed elements for a dramatic performance of visual art, music, dance and drama bringing all the elements together from the previous lessons.
  • Students learn drama concepts by making and responding as audiences, through characters and action, including warmups, movement, dialogue, storyboard, scenes.

How will children work?

Children will work in groups with individual roles assigned for drama parts and positions.

How many lessons?

7 x 60 minutes

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  • Co-operative learning – enhances social learning by building student relationships and beneficial interaction to increase academic outcomes (Blumenfeld et al. 1996).
  • Modelling: Teacher demonstrates the task to students using ‘ ‘think aloud’ to facilitate the process.
  • Personalised comments, feedback and suggestions and teacher interventions to guide learning and drama project development

ILO’s

Dance

  • Students will understand different types of dance and the role of dance in different places, times and cultures.
  • Students will respond to dance by describing, explaining, critically analysing and making informed judgments.

Drama

  • Students will make drama using creative process to explore and shape ideas by devising, improvising and interpreting.
  • Students will use voice and movement and develop knowledge of skills and techniques and processes of drama.

The ArtsPedagogical approaches and teaching strategies

Arts Sequence Drama
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The ArtsQuestions and Provocations

Arts Sequence Drama
  • How do you convey emotion through performance?
  • Is there another perspective?
  • What message is the story trying to convey to the audience?
  • How does the dialogue enhance the performance?
  • Does a person’s cultural background effect or influence their understanding of the performance?
  • What effect does music have on the audience?
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  • Students choose what they want to do, instruments, dancing, or acting according to their interests.
  • Student learning goals through Personalised Learning Plans identify applicable differentiation.

The ArtsDifferentiation Strategies

Arts Sequence Drama
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The ArtsAssessment and Evaluation strategies

Arts Sequence Drama
  • Summative assessment is to provide a dramatic performance based on the picture book for an assembly item.
  • Each individual student will be evaluated against assessment rubric for the whole unit sequence against performance outcomes across the arts sequences.
  • Evaluation of learning provided through lesson journals, observation and product outcomes.
  • Feedback: Is provided ongoing by the teacher to guide and inform learning and is clear and on specific criteria. Teacher provides timely and actionable feedback to allow students to profess their learning by identifying the next steps in the learning process which helps promote self-regulation. Peer feedback can also allow students to deeply reflect on criteria for success against their peers to improve their own outcomes (Formative).
  • Recording using technology what the students did to evaluate them.
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  • Arts Elements from previous lessons.
  • Storyboards
  • Pens, Pencils, Paper
  • Stereo
  • Large Performance Space

These resources allow the student to structure their learning and provides the resources for ‘making’ drama and ‘responding’ and to be part of an ‘audience’ to reflect and enjoy.

The ArtsResources

Arts Sequence Drama
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