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Advice for teachers -
Drama

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

Outcome 2

Present a devised performance that reflects aspects of Australian identity, and contemporary drama practice.

Examples of lear​ning activities

  • Example icon for advice for teachers
    ​​​​Develop a solo performance that explores Australian identity.
  • Plan a performance of a devised drama work in a performance space appropriate to the theme or subject matter of the drama that goes beyond real life as it is lived.
  • Example icon for advice for teachers
    Use play-making techniques to develop the following skills which need to be demonstrated in the performance/s:
    • A solo or ensemble performance that shapes how stories and ideas are conveyed to communicate meaning
    • Application of symbol and transformation of character, time and place
    • A range of performance styles
    • Ways in which the actor-audience relationship is created and manipulated
    • Expressive skills and performance skills
    • Manipulation of production areas appropriate to selected performance styles
    • Manipulation of dramatic elements to convey meaning.
  • Example icon for advice for teachers
    Present the devised solo or ensemble performance using contemporary drama practice.
Example icon for advice for teachers 

​​Detailed example

Australian identity: Solo performance task 

The following example is based on images of Australia's big icons. Students use play-making techniques to create and devise a five-minute solo performance. The devising process takes place over approximately five weeks of classes. Students document the process in preparation for the analysis of their performance in Outcome 3.

Character: The Tourist

Stimulus: Australia's Big Icons, such as the Big Banana, the Big Koala, the Big Prawn

Performance focus: Create a solo performance based on the character of The Tourist

Plot: While dealing with the frustrating challenges posed by creating a YouTube video entitled 'Big Things I've Seen While Camping', the tourist:

  • re-creates examples of different Australian identities she/he has met when visiting a Big Icon
  • creates an example of another Big Icon that could be created to honour indigenous Australians.

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

Dramatic Elements: contrast, sound

Style: eclectic – use of three or more performance styles

Note: students should keep a written or online journal of their work as it progresses. This may lead to a working script and can be used to draw on for Outcome 3.

(For learning activities and sample questions refer to the example in Unit 1, Outcomes 1 and 2.)