1. Drama Cultivating Creativity and Individuality

2. Personal Curriculum Goals Drama curriculum that is forward looking so that student’s earlier learning experiences provide a foundation for later learning. Drama curriculum that is forward looking so that student’s earlier learning experiences provide a foundation for later learning. Planning and implementing drama curriculum, which is a progression from simple to the complex task to provide challenging environment as well as to promote creativity and individuality of every student. Planning and implementing drama curriculum, which is a progression from simple to the complex task to provide challenging environment as well as to promote creativity and individuality of every student.

3. Cont… Emphasizes the links made between drama experiences and significant cross other curriculum links. Emphasizes the links made between drama experiences and significant cross other curriculum links.

4. CURRICULUM TARGETS Students achieve the outcomes through the key activities of playmaking, performance and critical reflection. Students achieve the outcomes through the key activities of playmaking, performance and critical reflection. In playmaking, students create and shape new dramatic texts based on their own ideas and on existing drama. They improvise, act, interpret texts, write scripts, direct, rehearse and design. In playmaking, students create and shape new dramatic texts based on their own ideas and on existing drama. They improvise, act, interpret texts, write scripts, direct, rehearse and design.

5. CONT…. In performance, students use physical movement, vocal and interpretive skills. They integrate technical elements and the conventions of drama to engage audiences, communicate and perform dramatic texts. In performance, students use physical movement, vocal and interpretive skills. They integrate technical elements and the conventions of drama to engage audiences, communicate and perform dramatic texts. In critical reflection, students describe, analyse, interpret and evaluate their own drama and the drama of others. In critical reflection, students describe, analyse, interpret and evaluate their own drama and the drama of others.

6. Elements of Drama Students use the elements of drama: role and character, situation and human interaction, voice, movement, space and time, language and texts, symbol and metaphor, audience, dramatic tension, and dramatic forms, genres, styles and conventions. Students use the elements of drama: role and character, situation and human interaction, voice, movement, space and time, language and texts, symbol and metaphor, audience, dramatic tension, and dramatic forms, genres, styles and conventions.

7. Learning Outcomes Skills and Knowledge In working with these elements, students use skills of movement and voice. In working with these elements, students use skills of movement and voice. They learn to communicate meaning through the processes of improvising and interpreting scripted drama. They learn to communicate meaning through the processes of improvising and interpreting scripted drama. They use the conventions and technical elements of drama and work with emerging and traditional technologies. They use the conventions and technical elements of drama and work with emerging and traditional technologies. They learn how drama is rehearsed, managed, directed, designed and produced. They learn how drama is rehearsed, managed, directed, designed and produced.

8. Cont… They take into account the relationship between drama and audiences. They take into account the relationship between drama and audiences. They respond to and evaluate drama. They respond to and evaluate drama. Students make and critically reflect on drama through exposure to a wide range of dramatic forms, styles and genres from a variety of cultures and historical periods. Students make and critically reflect on drama through exposure to a wide range of dramatic forms, styles and genres from a variety of cultures and historical periods. They experience drama produced in Australia as well as the drama of other students. These contexts will be reflected in their own playmaking and performance. They experience drama produced in Australia as well as the drama of other students. These contexts will be reflected in their own playmaking and performance.

9. Teaching Strategies I would employ mixture of teaching strategies to captivate the attention of my students to instill the interest of drama in them. My strategies would comprise of: I would employ mixture of teaching strategies to captivate the attention of my students to instill the interest of drama in them. My strategies would comprise of: Active Learning-where I would create a learning environments that allow students to talk, listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups discussions, simulations, case studies, theatre sports, role playing, and other activities all of which require students to apply what they are learning. Active Learning-where I would create a learning environments that allow students to talk, listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups discussions, simulations, case studies, theatre sports, role playing, and other activities all of which require students to apply what they are learning.

10. Cont… Cooperative Learning-where students will be encouraged to work in small groups for the achievement of a common goal. Cooperative Learning-where students will be encouraged to work in small groups for the achievement of a common goal. Student-centered Learning-where students take responsibilities for their own learning and growth through the course. Student-centered Learning-where students take responsibilities for their own learning and growth through the course. Instructionalist Approach-where students will be provided with relevant reading materials or lecture with regards to the content to gain the basic knowledge of the subject matter. Instructionalist Approach-where students will be provided with relevant reading materials or lecture with regards to the content to gain the basic knowledge of the subject matter.

11. My Role as a Teacher To play a crucial role in the process of student learning, by creating a context in which the students' desire and ability to learn can work most effectively. To play a crucial role in the process of student learning, by creating a context in which the students' desire and ability to learn can work most effectively. To create a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties and taking responsibilities for their decisions. To create a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties and taking responsibilities for their decisions.

12. Cont…. To monitor and reflect on the processes of teaching and student understanding and seeking to improve them. To monitor and reflect on the processes of teaching and student understanding and seeking to improve them. To get to know each student as an individual in order to comprehend their unique needs, learning style, social and cultural background, interests, and abilities.