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Advice for teachers -
Drama

Unit 1 - Area of Study 2: Presenting a devised performance

Outcome 2

Perform devised drama works to an audience.

Examples of lear​ning activities

  • Example icon for advice for teachers
    ​​Perform a solo and/or ensemble performance/s that goes beyond the reality of real life as it is lived, to an audience. Base the performance on stimulus material relevant to personal, cultural and community experiences and stories.
  • Use play-making techniques to develop the following skills which need to be demonstrated in the performance(s):
    • a performance that gives form and meaning to a story or stories
    • application of symbol and transformation techniques for character, time and place
    • performance styles associated with ritual, storytelling and at least one other style
    • an actor-audience relationship appropriate to the selected performance styles
    • expressive skills and performance skills to create and sustain role(s) in performance
    • manipulation of production areas (relevant to the selected performance styles)
    • dramatic elements such as tension, conflict, contrast and climax to communicate meaning.
Example icon for advice for teachers 

​​Detailed example

Performance task

This builds on the play-making activities carried out for Unit 1, Area of Study 1 and is based on the poem 'The Identification' by Roger McGough.

Students use a range of play-making techniques to create, rehearse, edit and refine an ensemble performance based on the following structure. They document the process and create a working script. They make decisions about production areas and the use of the performance space. They seek feedback from peers and their teacher throughout the process, particularly in relation to directorial decisions and communication of ideas. Students need to ensure that they use the structure outlined in the task below.

Instructions for students

Task/Audience: Create a 10–15 minute devised ensemble performance based on the poem 'The Identification' by Roger McGough. Your intended audience is Year 9 students. Your work should explore the theme of peer pressure and have a clear message for your audience. Your performance must go beyond the reality of real life as it is lived.

Performance Style: (eclectic) storytelling, ritual and at least one other performance style

Prescribed conventions (from the VCE Drama study design): application of symbol, transformation of character, time and place

Dramatic Elements: contrast, tension, climax

Themes: peer pressure, teenage rites of passage

Scenes/plot: create an ensemble performance that includes (in any order you wish):

  • aspects from Stephen's family/school life
  • events of the explosion (linked to a rite of passage)
  • effects on family, school, friends
  • a message for your teenage audience.

Excerpts of text from the poem maybe used in your piece.

Production areas: minimal or tokenistic costume/set/props. If lighting is available then it should be used to reflect your selected performance styles.

Group collaboration

Groups need to work collaboratively across all stages of the task. To ensure that each group member is contributing to the devising process, one person could be assigned to one of the four scenes above and be responsible for planning, shaping, directing, recording/scripting and overseeing that section of work.

Documenting and describing work through the devising process

Keep a written or on-line journal of your work as it progresses. This may lead to a working script. The documentation will be also be used for Outcome 3.

(Note: The following example is also applicable to Units 2, 3 and 4)

  • Record the play-making techniques you use to devise your performance. Link this to the dramatic potential of the stimulus material.
  • Describe how you are exploring the performance styles (at least three) in your work.
  • Document your use of dramatic elements.
  • Record the stages of development for one or two of the character(s) that you have created in the performance. Describe your use of expressive skills and performance skills.
  • Discuss your use of the conventions of application of symbol, transformation of character, time and place (drawing on transformation techniques).
  • Record your decisions about production areas and how these are linked to your use of performance styles.
  • Consider and document your intended actor-audience relationship and your use of space.
  • Use the above documentation to maintain a working script.