Drama 2007-2011

The Drama VCE Study Design (Units 1–4) has been reviewed and reaccredited for the period 2007–2011.

Summary of Changes

Unit 1: Dramatic storytelling
Unit 2: Creating Australian drama
Unit 3: Ensemble performance
Unit 4: Solo performance
Assessment

The reaccredited study continues to focus on creation and performance of solo and ensemble works. Students also attend and analyse performances by other drama practitioners.

Additional outcomes are included in Units 1, 2 and 4. In Units 1 and 2 content from the current Outcome 1 involving the creation and performance of drama works has been separated so that Outcome 1 now focuses on creating drama and Outcome 2 now focuses on performing drama.

In Unit 4, Outcome 1 has been included to provide an introduction to the processes involved in developing, performing and analysing solo drama performances. Outcome 1 is intended to be completed before students begin work on area of study 2 – Creating a solo performance, which focuses on developing a solo performance in response to a prescribed structure from the VCE Drama solo performance examination. This solo work completed for Outcome 2 is performed at the end-of-year Drama performance examination.

As in the current study students should see performances by other drama practitioners in Units 1, 2 and 3. In Units 1 and 2, schools may now see professional and/or non-professional performances for this purpose. The performance/s for Unit 3 must be selected from the VCE Drama Unit 3 Playlist. The VCE Playlists will continue to be published on an annual basis in the VCAA Bulletin.

Information about dramatic elements, stagecraft, theatrical conventions, expressive skills and performance styles is included in a glossary of terms used in the Study Design. The glossary is included in the 'Advice for Teachers' section.

Unit 1: Dramatic storytelling

Unit 1 has been organised to distinguish between processes involved in creating drama and those involved in performing devised drama. In this unit, students create, present and analyse a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories.

Area of study 1 – Creating a devised performance, focuses on using dramatic processes to develop a solo and/or ensemble performance/s and describing the processes used to shape and develop the work. The focus in the current study on the origins of drama, ritual and rites of passage and the place and function of social roles and status has been replaced with a selection of stimulus material relevant to student's personal cultural and/or community experiences and stories is selected. Further detail is provided about exploration of character through naturalism and non naturalism. Play-making techniques used to construct a devised performance and those used in character development are also a focus.

In area of study 2 – Presenting a devised performance, students further develop the work they completed in area of study 1. They focus on ways of sustaining and recreating character, giving form and meaning to narrative through performance and manipulating dramatic elements and expressive skills to enhance their performance.

Area of study 3 – Analysing a devised performance, is similar to Outcome 2 in the current study. Students analyse their work from Outcomes 1 and 2 and reflect on the processes they have used and the work they have created and performed. The key knowledge for this outcome combines the knowledge for Outcomes 1 and 2 with the addition of knowledge of the language of drama for describing and analysing performances.

Area of study 4 – Analysing drama performances presented by other practitioners is similar to Outcome 3 in the current study although in this study, students may analyse performance by professional or non-professional drama practitioners. The selected performance should be presented by performers who are not students. A student is defined as a person enrolled in a school.

Unit 2: Creating Australian drama

Like Unit 1, this unit includes areas of study focusing on creating, performing and analysing drama.

Area of study 1 – Using Australia as inspiration focuses on using a range of stimulus material to create a performance work with an Australian focus. Students also document processes used to shape and develop this performance work.

In area of study 2 students present the work they developed in Outcome 1. They are encouraged to explore the potential for drama to be performed in spaces that are appropriate to the theme or subject matter being explored.

In area of study 3 students analyse their performance work focusing on developing their ability to use the language of drama to described and analyse performances.

For area of study 4 – Analysing performances in an Australian context students view and analyse a professional or non-professional performance work. An Australian work might be theatre written, adapted or devised by Australian writers or theatre-makers or theatre that reflects some aspect/s of the Australian identity. The selected performance should be presented by performers who are not students.

Unit 3: Ensemble performance

Unit 3 in this study is similar to Unit 3 in the current study and retains a focus on non naturalistic drama that is, drama that uses performance styles that are not dependent on life-like representation of everyday life. Changes to this unit involve the degree of detail provided with regard to content areas such as techniques used by drama practitioners to develop non naturalistic performances and stagecraft and theatrical conventions used to define and enhance non naturalistic ensemble performance.

Area of study 1 – Creating and presenting ensemble performance explores non naturalistic dramatic form through the creation of an ensemble performance. The key knowledge is more detailed than Outcome 1 in the current study and includes additional points focusing on role and its application to ensemble performance, techniques used by drama practitioners to develop non naturalistic performances, play-making techniques and performance.

Area of study 2 is similar to area of study 2 in the current study and focus on analysing play-making techniques used to construct and present ensemble works including the work created for Outcome 1.

Area of study 3 is very similar to area of study 3 in the current study and focuses on analysis of a non naturalistic performance selected from the VCE Unit 3 Drama Playlist. The key knowledge is presented in a more detailed way than in the current study for example referring to 'ways in which characters are represented in performance through the actors' use of expressive skills including voice, movement, facial expression and gesture' rather than 'ways in which characters are represented in non naturalistic performance'.

Unit 4: Solo performance

The central focus of Unit 4 continues to be the development and presentation of a solo performance based on a prescribed structure selected from the VCE Drama solo performance examination. An additional outcome has been introduced.

Area of study 1 – Processes used to create solo performances, explores processes used to create, present and document a solo performance. Stimulus material used in this area of study must be different to material used in areas of study 2 and 3. The key knowledge for this outcome provides an introduction to the processes students will use in Outcomes 2 and 3. The solo performance for this outcome should be short and developed over a limited timeframe.

The performance created in area of study 2 – Creating a solo performance must be based on a structure selected from the VCE Drama performance examination which is published annually in the VCAA Bulletin. While the scope of this area of study is similar to the current study the key knowledge and skills are described in a more detailed way.

Area of study 3 – Solo performance response is similar to area of study 2 – Analysing a solo performance in the current study.

Assessment

In Units 3 and 4, School-assessed Coursework contributes a total of 40 per cent to the study score, the performance examination contributes 35 per cent and the written examination 25 per cent.

School-assessed Coursework for Unit 3 contributes 30 per cent to the study score and Unit 4 contributes 10 per cent.

Enquiries about the content of the Study Design can be directed to:

Helen Champion, Curriculum Manager, Performing Arts
Telephone: (03) 9651 4668
Email: champion.helen.h@edumail.vic.gov.au

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		> Home > VCE > Studies > Drama - Summary of Changes Print version
		Drama 2007-2011 The Drama VCE Study Design (Units 1–4) has been reviewed and reaccredited for the period 2007–2011. Summary of Changes Unit 1: Dramatic storytelling Unit 2: Creating Australian drama Unit 3: Ensemble performance Unit 4: Solo performance Assessment The reaccredited study continues to focus on creation and performance of solo and ensemble works. Students also attend and analyse performances by other drama practitioners. Additional outcomes are included in Units 1, 2 and 4. In Units 1 and 2 content from the current Outcome 1 involving the creation and performance of drama works has been separated so that Outcome 1 now focuses on creating drama and Outcome 2 now focuses on performing drama. In Unit 4, Outcome 1 has been included to provide an introduction to the processes involved in developing, performing and analysing solo drama performances. Outcome 1 is intended to be completed before students begin work on area of study 2 – Creating a solo performance, which focuses on developing a solo performance in response to a prescribed structure from the VCE Drama solo performance examination. This solo work completed for Outcome 2 is performed at the end-of-year Drama performance examination. As in the current study students should see performances by other drama practitioners in Units 1, 2 and 3. In Units 1 and 2, schools may now see professional and/or non-professional performances for this purpose. The performance/s for Unit 3 must be selected from the VCE Drama Unit 3 Playlist. The VCE Playlists will continue to be published on an annual basis in the VCAA Bulletin. Information about dramatic elements, stagecraft, theatrical conventions, expressive skills and performance styles is included in a glossary of terms used in the Study Design. The glossary is included in the 'Advice for Teachers' section. Back to Top Unit 1: Dramatic storytelling Unit 1 has been organised to distinguish between processes involved in creating drama and those involved in performing devised drama. In this unit, students create, present and analyse a devised performance that includes real or imagined characters, based on personal, cultural and/or community experiences and stories. Area of study 1 – Creating a devised performance, focuses on using dramatic processes to develop a solo and/or ensemble performance/s and describing the processes used to shape and develop the work. The focus in the current study on the origins of drama, ritual and rites of passage and the place and function of social roles and status has been replaced with a selection of stimulus material relevant to student's personal cultural and/or community experiences and stories is selected. Further detail is provided about exploration of character through naturalism and non naturalism. Play-making techniques used to construct a devised performance and those used in character development are also a focus. In area of study 2 – Presenting a devised performance, students further develop the work they completed in area of study 1. They focus on ways of sustaining and recreating character, giving form and meaning to narrative through performance and manipulating dramatic elements and expressive skills to enhance their performance. Area of study 3 – Analysing a devised performance, is similar to Outcome 2 in the current study. Students analyse their work from Outcomes 1 and 2 and reflect on the processes they have used and the work they have created and performed. The key knowledge for this outcome combines the knowledge for Outcomes 1 and 2 with the addition of knowledge of the language of drama for describing and analysing performances. Area of study 4 – Analysing drama performances presented by other practitioners is similar to Outcome 3 in the current study although in this study, students may analyse performance by professional or non-professional drama practitioners. The selected performance should be presented by performers who are not students. A student is defined as a person enrolled in a school. Back to Top Unit 2: Creating Australian drama Like Unit 1, this unit includes areas of study focusing on creating, performing and analysing drama. Area of study 1 – Using Australia as inspiration focuses on using a range of stimulus material to create a performance work with an Australian focus. Students also document processes used to shape and develop this performance work. In area of study 2 students present the work they developed in Outcome 1. They are encouraged to explore the potential for drama to be performed in spaces that are appropriate to the theme or subject matter being explored. In area of study 3 students analyse their performance work focusing on developing their ability to use the language of drama to described and analyse performances. For area of study 4 – Analysing performances in an Australian context students view and analyse a professional or non-professional performance work. An Australian work might be theatre written, adapted or devised by Australian writers or theatre-makers or theatre that reflects some aspect/s of the Australian identity. The selected performance should be presented by performers who are not students. Back to Top Unit 3: Ensemble performance Unit 3 in this study is similar to Unit 3 in the current study and retains a focus on non naturalistic drama that is, drama that uses performance styles that are not dependent on life-like representation of everyday life. Changes to this unit involve the degree of detail provided with regard to content areas such as techniques used by drama practitioners to develop non naturalistic performances and stagecraft and theatrical conventions used to define and enhance non naturalistic ensemble performance. Area of study 1 – Creating and presenting ensemble performance explores non naturalistic dramatic form through the creation of an ensemble performance. The key knowledge is more detailed than Outcome 1 in the current study and includes additional points focusing on role and its application to ensemble performance, techniques used by drama practitioners to develop non naturalistic performances, play-making techniques and performance. Area of study 2 is similar to area of study 2 in the current study and focus on analysing play-making techniques used to construct and present ensemble works including the work created for Outcome 1. Area of study 3 is very similar to area of study 3 in the current study and focuses on analysis of a non naturalistic performance selected from the VCE Unit 3 Drama Playlist. The key knowledge is presented in a more detailed way than in the current study for example referring to 'ways in which characters are represented in performance through the actors' use of expressive skills including voice, movement, facial expression and gesture' rather than 'ways in which characters are represented in non naturalistic performance'. Back to Top Unit 4: Solo performance The central focus of Unit 4 continues to be the development and presentation of a solo performance based on a prescribed structure selected from the VCE Drama solo performance examination. An additional outcome has been introduced. Area of study 1 – Processes used to create solo performances, explores processes used to create, present and document a solo performance. Stimulus material used in this area of study must be different to material used in areas of study 2 and 3. The key knowledge for this outcome provides an introduction to the processes students will use in Outcomes 2 and 3. The solo performance for this outcome should be short and developed over a limited timeframe. The performance created in area of study 2 – Creating a solo performance must be based on a structure selected from the VCE Drama performance examination which is published annually in the VCAA Bulletin. While the scope of this area of study is similar to the current study the key knowledge and skills are described in a more detailed way. Area of study 3 – Solo performance response is similar to area of study 2 – Analysing a solo performance in the current study. Back to Top Assessment In Units 3 and 4, School-assessed Coursework contributes a total of 40 per cent to the study score, the performance examination contributes 35 per cent and the written examination 25 per cent. School-assessed Coursework for Unit 3 contributes 30 per cent to the study score and Unit 4 contributes 10 per cent. Enquiries about the content of the Study Design can be directed to: Helen Champion, Curriculum Manager, Performing Arts Telephone: (03) 9651 4668 Email: champion.helen.h@edumail.vic.gov.au >>return to Drama index page
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