- we can communicate our ideas, feelings, and experiences through our artwork
- we solve problems during the creative process by thinking critically and imaginatively
- applying a range of strategies helps us to express ourselves
- we are receptive to the value of working individually and collaboratively to create art
- we are receptive to art practices and artworks from different cultures, places and times (including our own)
- people communicate ideas, feelings, and experiences through the arts
- we can reflect on and learn from the different stages of creating
- there is a relationship between the artist and the audience
- ELEMENTS OF DRAMA (Role and Character, Situation, Voice and Movement, Purpose, Audience)
- share drama with different audiences by participating, listening and watching
- communicates verbally by using the voice to explore and show role and situation
- communicates nonverbally by using facial expression and movement to explore and show role and situation
- takes turns in offering and accepting ideas, and stays in role in short improvisations
- offers reasons for, understands and accepts different people's opinions in drama
- talks about how they use their voices and movements and space in drama
- shows a clear understanding of the difference between their performance spaces and audience spaces
- identifies where they might see and hear drama in their lives and communities
- explores how people express cultural knowledge through drama
- includes story structures in their drama and includes other art forms in their drama
- plans and develops ideas and stories with peers
- talks about what makes drama a distinctive art form and why people use drama
- understands through drama that people have different feelings about the world
- arts have the power to influence thinking and behaviour
- we make connections between our artwork and that of others to extend our thinking
- we can explore our personal interests, beliefs, and values through arts
- When experiencing arts, we make connections between different cultures, places and times.
- People explore issues, beliefs and values through arts.
- There are different kinds of audiences responding to different arts.
- We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.
- ELEMENTS OF DRAMA (Role and Character, Situation, Voice and Movement, Purpose, Tension, Space and Time, Language, ideas and dramatic action, Audience)
- applies story structures in their drama, uses roles and events to create dramatic tension
- plans and rehearses their scripted drama for a live or virtual performance
- experiments with loudness/softness, pace and pitch of their voices to create role
- varies their facial expressions and movements to create roles and situations
- attends to body language and stage position
- explores and understands personal and cultural differences in body language
- makes improvisations that explore issues and ideas using empathy
- responds as an audience member
- identifies features and use of the elements of drama from other places and times
- understands that social and cultural backgrounds explain how and why different groups create drama to represent their culture
- considers various viewpoints, gives and receives feedback
- talks and writes about meaning of a performance and gives interpretations
- watches and responds to dramas performed by real and student performers
- We act on the responses to our artwork to inform and challenge our artistic development.
- We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.
- Arts provide opportunities to explore our creative potential and engage in a personal artistic journey
-Through exploring arts across cultures, places and times we can appreciate that people innovate.
- People communicate across cultures, places and times through arts.
- The arts provide us with multiple perspectives.
- We reflect and act on the responses to our creative work.
- ELEMENTS OF DRAMA (Role and Character, Relationships, Situation, Voice and Movement, Purpose, Tension, Space and Time, Language, ideas and dramatic action, Mood and Atmosphere, Audience)
- moves from creating roles to developing characters and relationships in drama
- varies use of voice, projection, use of dynamics, pace, pause and pitch to create and communicate characters intentions
- varies the way they move on stage for dramatic effect, is cognizant of stage positioning and its effect in the audience
- chooses props, costumes, instruments and available technologies such as light, sound and multimedia to enhance dramatic action
- shows understanding of the purpose of rehearsing drama and the need for collaboration
- understands importance of tension to dramatic meaning
- remembers lines, moves, and cues
- explores and applies different performance styles
- compares different ways improvisation and scripted drama create characters and action
- explores intercultural communication by considering perspectives, exploring responses and challenging stereotypes
- talks and writes about how cultural understandings shape meanings in drama
- identifies and discusses different performance styles and the portrayal of different roles and relationships in the drama
- identifies and explores different ways that tension action is created