Year 10 Drama
Year Level Description
In Year 10, Drama students will be given opportunities to develop their knowledge and skills
to present drama for purposes and wider external audiences, safely using processes,
techniques and conventions of drama. Students develop drama based on devised drama
processes and taken from appropriate, published script excerpts (e.g. Australian drama
post-1960 or world drama), using selected drama forms and styles. Students will have
opportunities to research devised drama and read in selected script excerpts in context.
Student work in devised and scripted drama is the focus of reflective and responsive
processes. Students are encouraged to develop their use of extended answer forms and
interviews, using drama terminology, language and different forms of communication,
based on their own drama and the drama of others.
Teachers are required to address knowledge and skills in Drama through two or more of the
forms and styles below. Other forms and styles may be used in addition to teach knowledge
and skills in Drama.
Drama forms and styles for Year 10: Grotowski's Poor Theatre, Youth Theatre,
Contemporary Aboriginal Theatre, Theatre of the Absurd or Butoh.
Assessment tasks
Making
1. Drama performance – ‘Ruby Moon’
2. Designer Task - Set Box Design and Costume
Responding
3. Oral Presentation
4. Drama Review (PowerPoint)
Week Lesson One
1
Introduction to
drama (safety and
rules)
Lesson Two
Resources
Assess
Cap
Commence/Due
Mapping
Drama theatre sport
games
Props for
drama games
(CCT)
(PS)
1.1
Character
profile sheet
(LIT)
(NUM)
(CCT)
(PS)
1.1
Space jumps
Ice breakers
Name games
2
3
Introduction to
Poor theatre
improvisation
techniques
Recap and develop
skills on Non-verbal
and verbal
techniques
Introduction to
‘Ruby Moon’ Script
Introduction to
Performance Task
Script Read through
Whose line is in
anyway
Create your own
drama game
Grotowski Poor
Theatre and Laban
methods
Character profile
using Laban’s
Weight, Space, Time
and Flow
Script read through
Script
interpretation,
based on a reading
of the complete
text, of an extended
scene or section to
Props for
poor theatre
improvisation
Ruby Moon
Script
Character
profile sheet
Commence Drama
Performance Task
(LIT)
(NUM)
(CCT)
(PS)
(EU)
(IU)
manipulate mood
and interpret
themes for
audience
4
Drama Processes
and the Elements of
Drama - role,
character and
relationships
Students divide into
pairs and choose
and excerpt and
character from
‘Ruby Moon’
5
Character analysis students create a
character profile for
their character
using ‘Laban’s
Efforts’
Spaces of
performance Stage geography,
blocking notation
and the impact of
in-the-round and
adapted stages
Choose a character
and begin character
profile
Spaces of
performance Levels, status,
proxemics, focus
and balance in
making drama
(LIT)
(NUM)
(CCT)
(PS)
(EU)
(IU)
Design principles
(balance, contrast,
repetition, pattern)
selected to make
meaning and add
to the experience
of theatre
Mime techniques
(choosing the
level of precision
of movement
needed when
telling a story) in
drama
(LIT)
(NUM)
(CCT)
(PS)
(EU)
(IU)
Drama processes
and the elements of
drama - mood,
atmosphere and
dramatic tension
Approaches to
Characters
(theatre of the
absurd)
6
Voice and
movement Preparation
techniques for
voice and
movement for
selected drama
forms and styles
Drama conventions
Improvisation
conventions
(dénouement,
creating an effective
conclusion)
(LIT)
(NUM)
(CCT)
(PS)
(EU)
(IU)
1.1
7
Introduction to
review task
Design and
technology to
manipulate focus
and mood
(LIT)
(NUM)
(CCT)
(PS)
(EU)
(IU)
1.1
Drama Performance
Workshops and
feedback
(NUM)
(ICT)
(CCT)
(PS)
Drama conventions
manipulated for
selected
drama forms and
styles
8
Drama Performance
workshops and
feedback
9
Tech Run
Tech Run
(NUM)
(ICT)
(CCT)
(PS)
(CCT)
(PS)
1.1
10
Drama Performance
Due
Drama Performance
Due
Drama
Performance Due
11
Drama Performance
Due
Review and wrap up
Drama
Performance Due
(LIT)
(NUM)
(ICT)
(CCT)
(PS)
1.1
Drama Review Due
(LIT)
(ICT)
(PS)
(EU)
(IU)
Oral Presentation
Due
(LIT)
(NUM)
(ICT)
(CCT)
(PS)
(IU)
Oral Presentation
reminder
Term 2
Recap and reminder
of assignments
- Review
- Oral
Presentation
- Designer Task
Drama Review Due
2
Oral Presentations
Oral Presentations
3
Start designer Task
Designer Task
Design principles
(balance, contrast,
repetition, pattern)
selected to make
meaning and add
theatre experience
Design principles
(balance, contrast,
repetition, pattern)
selected to make
meaning and add
theatre experience
Designer Task
Designer Task
1
4
Oral Presentation
work
Set design
worksheet
Costume
Design sheet
Material lists
Set design
worksheet
(CCT)
(PS)
(IU)
Costume
Design sheet
Material lists
5
Designer Task
Designer Task
Materials
TBA
Set design
worksheet
(CCT)
(PS)
(IU)
Costume
Design sheet
6
Designer Task
Designer Task
Materials
TBA
Set design
worksheet
(CCT)
(PS)
(IU)
Costume
Design sheet
7
Designer Task
Designer Task
Materials
TBA
Set design
worksheet
Costume
Design sheet
(CCT)
(PS)
(IU)
1.1
8
Designer Task
Designer Task
Materials
TBA
Set design
worksheet
(CCT)
(PS)
(IU)
Costume
Design sheet
Materials
TBA
9
Designer Task Due
Groups present
their Set model and
costume to the
class
Wrap up and review
Designer Task Due
(CCT)
(PS)
(EU)
(IU)
Voice and
movement
1.1
1.2
1.3
Drama
processes and
the elements
of drama
2.1
2.2
2.3
Performance
3.1
3.2
Dance
Reflecting and
analysing
4.1
4.2
Dance in
Context
5.1
Year 10 Drama Scope and Sequence
Making
Voice and movement techniques for selected drama forms and
style
Preparation techniques for voice and movement for selected
drama forms and styles
Mime techniques (choosing the level of precision of movement
needed when telling a story) in drama
Drama processes through combining the elements of drama (role,
character and relationships, voice and moment
Safe dance practice of style-specific techniques, including working
in the contemporary genre
Importance of warm-up and cool down procedures relevant to
the genre/style for dance and rehearsal preparation
Systematic and corrective rehearsal strategies (practising
transitions between dance sequences, exits and entrances
appropriate to genre/style)
Dance performance opportunities, demonstrating appropriate
expression, projection, focus, commitment to movement and
musicality
Responding
Reflective writing, using dance terminology, on their own and
others’ work, analysing and evaluating choices made in dance
making
Analytical writing, using dance terminology, about how the
elements of dance, choreographic processes and design concepts
(lighting, music/sound, multimedia, costume, props, sets, staging)
contribute to the choreographic intention of dance work
Dance genres/styles influenced by the social, cultural and
historical contexts, in which they exist
General Capabilities
1.
2.
3.
4.
5.
6.
7.
Literacy
Numeracy
Information and communication technology
Critical and creative thinking
Personal and social
Ethical understanding
Intercultural understanding
1
2
3
4
5
6
7
8
Handouts
Fitness and Flexibility
Warm-up planning
Body lessons 1 & 2
Small group dances
Group Dance planning
Journal Entry
Mobile phone Movement activity
Choreographic devices
(LIT)
(NUM)
(ICT)
(CCT)
(PS)
(EU)
(IU)
Week
Code
HO1
HO2
HO3
HO4
HO5
HO6
HO7
HO8
9
10
BEST
Lighting design
HO9
HO10