1. Engaging with literature through drama PETAA one day conference – 17 June 2013 Bill Spence – bill.spence@sydney.edu.aubill.spence@sydney.edu.au

2. Literature The Literature strand aims to engage students in the study of literary texts of personal, cultural, social and aesthetic value. Texts are chosen because they are judged to have potential for enriching the lives of students, expanding the scope of their experience, and because they represent effective and interesting features of form and style. Learning to appreciate literary texts and to create their own literary texts enriches students’ understanding of human experiences and the capacity for language to deepen those experiences. ACARA, 2011, Australian Curriculum English

3. Literature Literature and context Responding to literature: Students learn to identify personal ideas, experiences and opinions about literary texts and discuss them with others. Examining literature: Students learn how to explain and analyse the ways in which stories, characters, settings and experiences are reflected in particular literary genres, and how to discuss the appeal of these genres. They learn how to compare and appraise the ways authors use language and literary techniques and devices to influence readers. They also learn to understand, interpret, discuss and evaluate how certain stylistic choices can create multiple layers of interpretation and effect. Creating literature ACARA, 2011, Australian Curriculum English

4. Educational drama [Educational] “Drama is not as concerned with the learning of theatre-skills, or production, as it is with the construction of imagined experience. Drama creates dramatic situations to be explored by the participants, inviting them to find out more about the process of how the situation comes into being, to shift perspectives in the here and now, identify and sometimes solve problems and deepen our understanding f them.” DICE Consortium, 2011

5. Text requirements In this syllabus, the study of a wide range of texts is central to the study of English. This includes the study of texts which are widely regarded as quality literature, providing students with the opportunity for aesthetic experience and to develop an appreciation of the artistic expression found in texts. BOS, 2012, English K-6, page 26

6. Piggybook – Anthony Browne A student: communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts EN2-1A Respond to and compose texts use information to support and elaborate on a point of view demonstrate understanding of ideas and issues in texts through dramatic representation, role-play and simulations retell or perform part of a story from a character’s point of view

7. Piggybook – Anthony Browne A student: thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2-10C Engage personally with texts share responses to a range of texts and identify features which increase reader enjoyment Develop and apply contextual knowledge discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest Respond to and compose texts respond to a range of texts for pleasure and enjoyment, and express thoughtful conclusions about those texts justify interpretations of a text, including responses to characters