What’s happening in Performing Arts Term 4 2017

What’s happening in Performing Arts Term 4 2017

Grade Prep: PERFORMING ARTS

In Drama during Term 4, Foundation students continued to explore drama and learn about how
they can create drama performances to communicate ideas and stories. Students were provided with short scripts which they rehearsed, practised and created performances for. They then shared their drama plays with their peers and watched their classmates performances
as audience members. Students were also introduced to processes that assisted  them to create drama about real and imagined situations. They learnt that acting in drama involves pretending that what is happening in the drama setting is real. Students also
learnt about safety in dramatic play and how to interact positively with others.
The activities and drama skills which were focused on included:

  • Drama Games.

  • Creating mini drama performances to communicate ideas and stories.

  • Opportunities to observe drama from television, film and online mediums.

  • Learnt the story of ‘We’re Going on a Bear Hunt’ and performed a drama presentation as a class.

  • Activities focusing on using voice, facial expression, movement and space to imagine and improvise characters
    and situations.

  • Read the story of “The Pied Piper of Hamelin” then discussed sounds and actions in story.

  • Present drama that communicates creative ideas and stories.

  • Learnt to read scripts.

  • Short Story Drama presentations with costumes and props.

Grade 1/2: PERFORMING ARTS

In Drama during Term 4, Grade 1/2 students continued their exploration and learning relating
to how ideas and stories can be imagined and communicated through drama. Students were required to improvise and create roles, characters and situations whilst learning about how to identify the main idea of dramatic pieces. Students learnt how to read scripts
and created short performances based on these scripts incorporating a range of dramatic elements. Students learnt about the importance of safety in dramatic play and learnt to successfully interact with other actors. They shared their drama performances with
peers and experienced drama as audience members. Students learnt how to make simple evaluations of drama and express what they enjoy and why.
The activities and drama skills which were focused on included:

  • Drama Games.

  • Opportunities to create drama performances to communicate ideas and stories, create roles, characters and situations.

  • Activities to allow chances for students to identify the main idea of dramatic pieces.

  • Explore roles, characters and dramatic action in dramatic play, improvisation and process drama.

  • Activities allowing students to use voice, facial expression, movement and space during performances.

  • Learnt the story of ‘We’re Going on a Bear Hunt’ and performed a drama presentation as a class.

  • Exploration of drama from other cultures, times and locations.

  • Script reading and dramatic presentations.

  • Students discussed and developed ‘stage presence’ while performing a range of acts,

Grade 3/4: PERFORMING ARTS

In Drama during Term 4, Grade 3/4 students learnt about
the elements of drama by making and responding to dramatic performances independently and collaboratively. Students were immersed in activities that focused on sharing and communicating creative ideas. Students extended their understanding of role and situation
as they engaged in improvisation and process drama. Through dramatic play, role-play, character development, movement and mime activities students learnt about focus, tension, space and time in their own and others’ drama. Students used the elements of drama,
story structures and language to shape ideas and applied these to creating scripts. As students worked on their group performances,  they were required to make personal evaluations of their own and others’ drama whilst maintaining safe practices and interacting
with other actors. The activities and drama skills  which were focused on included:

  • Drama Games.

  • Dramatic play, role-play, character development, movement and mime activities

  • Activities focussing on the elements of drama, story structures and language
    to shape ideas through dramatic action.

  • Elements: Role, Time, Place, Mood, Symbol, Tension, Focus, Contrast

  • Techniques: Voice, Body, Movement, Space.

  • Exploration of ideas and narrative structures.

  • Creating and reading scripts and presenting these as drama performances to the class.

  • Learning activities allowing students to identify intended purposes and meaning of drama.

Grade 5/6: PERFORMING ARTS

In Drama during Term 4, Grade 5/6 students continued to
create, perform and view devised and scripted drama, independently and collaboratively. Through script reading, development, and performing these pieces students had opportunities to develop character through voice and movement and extend their understanding
and use of situation, focus, tension, space and time in drama. Students were given the tools and knowledge to understand how to establish mood and atmosphere in their performances.  Students used conventions of story and other devices such as dramatic symbol
to communicate meaning within their drama to engage audiences. Students continued to maintain safety in dramatic play and when interacting with other actors. Students developed a thorough understanding of the roles of actors and audiences. The activities and
drama skills which were focused on included:

  • Drama Games.

  • Reading a variety of scripts and developing/creating own scripts.

  • Developing characters through voice and movement.

  • Improvisation activities.

  • Dramatic Elements: Role, Time, Place, Mood, Symbol, Tension, Focus, Contrast

  • Applying drama elements of situation, focus, tension, space and time to script performances.

  • Explored and
    learnt about drama from a range of cultures, times and locations.

  • Learning activities allowing students to identify intended purposes and meaning of drama.

  • Group discussions based around elements of performances, expressing their likes and dislikes and participated
    in a reflection and feedback survey

 

Skills

Posted on

November 21, 2017

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