Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama

Elaborations

  • reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)
  • identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)
  • talking and writing about drama from other places and times and how it might or does contribute to their own drama, and how cultural understandings shape meanings in drama (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability)
  • Considering viewpoints – societies and cultures: For example – What are the traditions, customs and conventions of this drama? How does this drama draw from other cultures, times and places? How have you used drama of other times, places and cultures in your own drama?)
  • identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia (Skills: Literacy, Critical and Creative Thinking, Intercultural Understanding)
  • understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices (Skills: Literacy, Critical and Creative Thinking, Personal and Social Capability, Intercultural Understanding)

(View this topic on www.australiancurriculum.edu.au )