Performing Arts in the Real World: Drama Helen Champion Webinar, 18 May 2017

Session overview typical learning activities learning opportunities that are relevant and appropriately challenging research and practice assessment reporting

Where is Drama in the Whole school, Level and Domain plans at your school? On the timetable? Core? Elective? Co-curricula? Embedded in multidisciplinary inquiry/project-based learning? DISCUSSION & SHARING What’s happening at your school? Why is it important to know, document and promote this information?

Arts curriculum design VICTORIAN CURRICULUM: THE ARTS Same framework for all Arts disciplines Designed for use in multiple contexts No set pedagogies, texts or styles

Victorian Curriculum: The Arts 4 Strands: explore & express/represent ideas practices present & perform respond & interpret + 2 Organising ideas: students learn as artist and as audience Students learn by making & responding

What’s on the Victorian Curriculum website? Victorian Curriculum index page Curriculum planning resource Navigating the website videos Curriculum area advice

Is there a glossary? And what about the capabilities and cross-curriculum priorities? The Arts landing page In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design. The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines. The Arts present ideas that are dynamic and rich in tradition. Through engaging in The Arts students are entertained, challenged and provoked to respond to questions and assumptions about individual and community identity, taking into account different histories and cultures. The Arts contributes to the development of confident and creative individuals and enriches Australian society. Students express, represent and communicate ideas in contemporary, traditional and emerging arts forms. In Dance, Drama and Music students explore the performing arts whilst in Media Arts, Visual Arts and Visual Communication Design students explore the world of visual representation and expression. The significant contributions of Aboriginal and Torres Strait Islander peoples to Australia’s arts heritage and contemporary arts practices are explored across the Arts, and students are encouraged to respect and value these unique and evolving traditions. Learning areas & capabilities Koorie Cross-curricula protocols Aboriginal languages: sample units

What’s ‘typical’ in Drama? Drama knowledge, skills and understandings Learning process: opportunities to learn mediated by prior learning and personal experiences, the school instructional model, the curriculum framework, assessment practice … Learning outcomes: understanding self, world, communicating and challenging …

What’s ‘typical’ in Drama? Starting points: themes, issues, stimulus, styles, games, practitioners, texts Learning intentions, pedagogies, formative and summative assessment, Explore and express ideas, practise drama, present and perform, interpret and respond Confident and capable students with a sense of identify and capacity to communicate challenge and communicate ideas …

Typical starting points? Dramatise a song Mask drama Sit-coms Radio plays Save the wetlands Interpret a scene from a script ????? EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Curriculum designed as a continuum v non-continuous student access to learning Issues Level v year 2 year bands Catering for the range of experience in the classroom Electives Reporting Research Essential teaching practices Curriculum design / Scope & sequence EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

F-6 in a semester? Explore and express ideas Learning activities Explore ideas for characters and situations through dramatic play Explore roles, characters and dramatic action in dramatic play, improvisation and process drama Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama Explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop characters and situations

with 7-10 happening too? Explore and express ideas Learning activities 7-8 Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions 9-10 Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles

Planning questions why is this activity in the learning plan for this student/group of students? What are the key concepts the students will learn? How will you know what students already know and what learning has occurred? how does the activity mesh with the school instructional model ? EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

More planning questions how is the activity introduced? taught? aligned to prior learning? varied to cater for different levels of knowledge and skill? how does the activity connect to the rest of the unit/sequence? What opportunities are there for formative assessment? self-assessment peer-assessment teacher observation EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Reporting Check the Guidelines Develop an approach that Recognises how many opportunities there are to report on learning in Drama Which level? How will progress be shown? Acknowledges students’ prior learning (or lack thereof) EXPLORE & EXPRESS PRACTICES PRESENT & PERFORM RESPOND & INTERPRET

Feedback Please complete the survey the F-10 unit will email to you so that I get your feedback about the relevance of this presentation for your work and whether it met your expectations. You can also email me directly: Helen Champion Curriculum Manager: Performing Arts phone: 61 3 9032 1723 email: champion.helen.h@edumail.vic.gov.au