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Implementing 710 drama syllabus

CREATIVE MOVEMENT IN DRAMA

Implementing the Drama 7-10 syllabus

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

ACKNOWLEDGEMENTS
These support materials have been designed and written and implemented by experienced drama teachers in schools in NSW for the new 7-10 drama syllabus. Each unit of work has been trialled in classroom situations in Term 4 2004 and/or Term 1 2005. Work samples, assessment materials and records of student learning activities were collected and are being evaluated in Phase 2 7-10 drama syllabus workshops. The focus of these workshops and materials is on assessment, recording and reporting. The units of work, work samples and support materials will be published during 2005 on the Curriculum K-12 website at http://www.curriculumsupport.nsw.edu.au/creativearts Student work samples for each unit demonstrate significant learning in drama related to new syllabus outcomes. Activities recorded in the process of assessing for learning include relevant warm-ups, practices in making, performing and appreciating and examples of possible recording and reporting for students, teachers and parents. Many thanks to the students involved in the collection of work samples and to their teachers.

Project team, writers and contributors: Sonya Mason Mitch Ulacco Judith Woodroffe Peter Kirby Colleen Roche Orange High School Tumbi Umbi campus of Tuggerah Lakes Secondary College Newtown High School of the Performing Arts Curriculum K-12, Primary Visual Arts advisor Curriculum K-12, Creative Arts (Drama) consultant

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

Table of Contents
1. Preamble 2. Elements of drama/Focus/Unit outcomes 3. Unit outline 4. A Teaching Program 5. Supplementary Materials for Teaching Program Laban method/ Movement/ Workshops 6. Tasks assessable and non assessable 7. Bibliography

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

PREAMBLE
Movement is an essential element in drama and creative movement can be used to create interesting and challenging work for students. The intention of this unit is to challenge students by familiarising them with their preferred ways of movement and introducing them to different ways of moving. Using Laban effort actions, students will discover and explore the full range of movement allowing this unit to be a springboard into playbuilding or units of work, which may include the study of other practitioners such as Artaud, Grotowsky or Meyerhold or forms such as Commedia dellarte. The three areas of the syllabus, Making, Performing and Appreciating, are addressed in this unit and the activities have been sequenced for a group, which does not have confidence in movement. The unit can of course be re-arranged to suit a more capable group simply by reversing the order of the group and individual tasks which will allow the unit to extend into playbuilding. The unit may be completed in 5 weeks or may be implemented over a longer period of time if necessary. As part of the Stage 5 Essential Content the unit has opportunities for students to use technology, self assessment and peer assessment. The unit of work is focused on the development of deep understanding and substantive communication. When implementing this unit ensure the safety of your students at all times: 1. No chewing gum or lollies 2. All bags and shoes at the side of the room 3. If working on a wooden floor, either bare feet or shoes and socks to avoid slipping 4. Warm up

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

ELEMENTS OF DRAMA in Stage 5 Creative Movement in drama


This unit of work essentially covers all the elements of drama, however the emphasis, as an introductory unit, is on rhythm, moment, movement, symbol, dramatic meaning and structure.

FOCUS
This unit of work will introduce the students to Laban movement techniques, build confidence in the use of physical abilities and create awareness of their own physicality. Students will be able to identify their movement comfort zones and explore others in groups and individually.

UNIT OUTCOMES
Making 5.1.1 manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action. 5.1.2 contributes, selects, develops and structures ideas in improvisation and playbuilding 5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text 5.1.4 explores, structures and refines ideas using dramatic forms, performance styles, and dramatic techniques, theatrical conventions and technologies. Performing 5.2.1 applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning 5.2.2 selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience Appreciating 5.3.1 responds to, reflects on, and evaluates elements of drama, dramatic forms, performance styles, dramatic conventions and theatrical conventions 5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

UNIT OUTLINE
Week Focus 1 Movement language Types of movement Laban analysis Development of group skills Outcomes Making 5.1.1 Performing 5.2.1 Appreciating 5.3.1 Making 5.1.1, 5.1.2 Performing 5.2.1, 5.2.2 Appreciating 5.3.1 Suggested Strategies Practical workshops Worksheets Assessment Start logbook

Practical workshops Group work Planning of performance

Log book

Playbuilding Making Group rehearsal 5.1.1, 5.1.2, and performance 5.1.3 Performing 5.2.1, 5.2.2 Appreciating 5.3.1, 5.3.2 Individual skills Making development 5.1.1, 5.1.2, 5.1.3 Playbuilding and Performing rehearsal 5.2.1, 5.2.2 Appreciating 5.3.1, 5.3.2 Individual Performing presentation 5.2.1, 5.2.2 Appreciating 5.3.1, 5.3.3

Rehearsing performance Performance

Performance task 1 Teacher and peer evaluation Log book Log book

Practical workshops Planning of individual performance and rehearsal process begins Rehearsal process Presentation of performance

Performance task 2 including technology component Log book

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

A TEACHING PROGRAM
Focus WEEK 1 Introduction Making 5.1.1 Performing 5.2.2 Appreciating 5.3.1 Students learn to *develop physical skills appropriate to creative movement *recognise and use the language of Laban *recognise and use Laban effort actions *recognise their own particular movement preferences *explore different uses of the space , rhythm and movement
Students learning experiences * discuss the reasons for warming up and safe practises eg no shoes or socks, appropriate clothes, no gum, all items to the side of the room *neutral position and neutral walking around the space without contact or discussion *Warm ups stretches and running games eg donkey tag, stuck in the mud (use slow motion as an option to add to this game), running and stamping exercises (The Running and Stamping Book or Centre Stage) *Laban movement effort actions give sheet (see supplementary material) or use tables from Creating Drama (2nd edition) or A Practical Approach to Drama Performance *Workshop 1-experiments with movement and location in space introducing appropriate language (see supplementary material) *record observations in logbook at the end of each lesson *Workshop 2-experiments with movement and location in space introducing appropriate language (see supplementary material) *Workshop 3 (see supplementary material) *Continue with warm ups for each lesson adding games such as Bigger to exaggerate size *hand out Assessment Task 1 and explain *arrange groups (if the class is not confident you may organise them to work in friendship groups ) *as a class brainstorm emotions, topics and themes, ask the groups to choose one and create a 10 second movement exploration of that subject
7

Registration

WEEKS 2 & 3 Development of the group performance Making 5.1.1, 5.1.2, 5.2.3

*negotiate collaborative methods of work *explore the application of movement techniques and concept to a given subject

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

Performing 5.2.1, 5.2.2, 5.2.3 Appreciating 5.3.1, 5.3.3

*engage in the making of and rehearsal of a performance piece *develop sound methods of appreciation and direction through observing work and making appropriate changes

*communicate ideas through movement in a group context to an audience WEEKS 4 & 5 Development of the individual performance Making 5.1.1, 5.1.2, 5.1.3 Performing 5.2.1, 5.2.2 Appreciating 5.3.1, 5.3.3

*rehearse *teach self direction of movement piece-each student steps out, watches the rest of the group perform then gives feedback reenters group and another steps out *present to class *discuss each groups work in relation to the outcomes of assessment task *repeat above process with another subject-encourage students to choose a topic that is completely different to the previous one *Groups select subject for assessment task and begin process of making and rehearsing with teacher support *allow rehearsal time of 3-5 hours in class time *Performance of Assessment Task 1 *Extension opportunity for unit (see supplementary material) *continue with warm ups at the beginning of each lesson *instruct students to spread themselves around the room, in their own space, group discussion/physical exploration of gestures and mannerism use & meaning (What is..? Show me.. Why do we use ?) *Workshop 4 (see supplementary material) *give Homework Task 1 *perform and discuss homework task *give Assessment Task 2 ME (includes written task) (note Alternate Task 2, which is suitable for whole group or pairs lacking confidence) *perform and discuss Assessment Task 2 *Extension Task have several students perform their works at one time with the rest of the group observing discuss applications of this type of movement work in the playbuilding process
8

*identify personal gestures, movement preferences and mannerisms *engage in the making of a performance based on their personal mannerisms and hobbies *communicate to an audience aspects of their personality and lives using movement during performance *analyse and reflect on their own work and the work of their peers

Curriculum K12 Directorate NSW Department of Education and Training

Implementing 710 drama syllabus

SUPPLEMENTARY MATERIALS About Rudolf Laban and Movement


Rudolf Laban (1879-1958) analysed movement in a manner, which is applicable to drama, dance and other movement forms as an invaluable aid in the development of performance skills. He developed kinetography, which is a written method of recording movement. Movement is considered to have four essential components each with a continuum from one extreme to the other: SPACE (flexible or direct) TIME (rhythm regular/sustained or irregular/sudden and pace fast or slow) WEIGHT (light/fine or heavy/firm) FLOW (continuous/free disjointed/bound) Further to the four qualities of movement are the eight effort actions: 1. 2. 3. 4. 5. 6. 7. 8. THRUST DAB PRESS SLASH WRING FLICK GLIDE FLOAT (firm, sudden, direct) (fine, sudden, direct) (firm, sustained, direct) (firm, sudden, flexible) (firm, sustained, flexible) (fine, sudden, flexible) (fine, sustained, direct) (fine, sustained, flexible)

See the sheet on the next page for further details

Curriculum K12 Directorate NSW Department of Education and Training