NCS Unit Programing Cover Sheet 2021
Teacher:
Mrs Rosie Ellery
Year:
2021
KLA:
Elective Stage 5 Drama
Grade/class:
Unit title:
Shakespearean Theatre
Unit length in weeks:
Unit focus /
description /overview:
In this unit students will investigate the history and explore the theatrical techniques from Shakespearean theatre. They
will take part in planning and producing a production of a scene or section from a Shakespearean play.
Stage 5
10
Making
5.1.1 Manipulates the elements of drama to create belief, clarity and tension in character, role, situation and action.
5.1.2 Contributes, selects, develops and structures ideas in improvisation and playbuilding.
5.1.3 A student devises, interprets and enacts drama using scripted and unscripted material or text.
5.1.4 A student explores, structures and refines ideas using dramatic forms, performance styles, dramatic techniques, theatrical conventions and
technologies
Syllabus outcomes
taught in this unit:
Performing
1.2.1 Applies acting and performance techniques expressively and collaboratively to communicate dramatic meaning.
1.2.2 A student selects and uses performance spaces, theatre conventions and production elements appropriate to purpose and audience.
1.2.3 A student employs a variety of dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies to
create dramatic meaning.
Appreciating
5.3.1 A student responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical
conventions.
5.3.2 A student analyses the contemporary and historical contexts of drama.
5.3.3 A student analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama
concepts and terminology.
Formal assessment (for Stage 5 RoSA and Year 11 & 12 only) :
Group devised performance task – Students will build their own plays based on a choice of two themes set by teacher eg bullying or loss .
Assessment summary
for this unit:
Informal assessment (all classes):
Assessment for learning
Progress performances for peers and teacher, self-reflection paragraphs,
Assessment of learning
Self-reflection paragraphs, book work
Assessment as learning
progress performances for peers and teachers
Biblical perspectives
Main Idea
Students can work together to create meaningful communication.
The ideas that we can communicate can have a powerful impact on an audience.
Threads:
Building Community
Shaping Culture
Playfulness and creativity
Drama is an artform that explores and reflects human experience. It does this in content and in form or process. In exploring the history of theatre
and the part it plays in the era in which it sets and the impact it has on our modern society, students can gain perspective about their own ways of
thinking and living. It is hoped that as they see human history and experience more clearly they will be challenged by the bigger questions in life and
strive to find answers for them. Shakespeare has had significant impact on our language and culture, just as the Bible had enormous impact on
Shakespearean time and works. The way in which God’s story weaves through human history is an exciting thread to follow.
Hazard identification & risk assessment of practical activities in this unit
Likelihood of a risk becoming reality must be rated as: Very Likely, Likely, Unlikely or Very Unlikely
The impact of a risk must be rated as: Extreme, Major, Moderate or Minor
Practical Activities:
Group work
Creating props and
sets
Using makeup
Risk
tripping, bumping,
falling
Likelihood
Impact
Management strategies
Low
Low to medium
Provide open spaces for each group to comfortably work in.
Guidelines about use of levels and props
tripping, dropping
medium
low to medium
Supervision and teacher involvement in planning of items.
Allergies
Low
low
Enquire about students’ sensitivities and allergies
Differentiation
Drama is a subject that is differential by nature. Students enter a task at their own level and are given opportunity to try and practice new
skills and exit at a more advanced level. This is because most tasks are open-ended and creative in nature.
Support: A lot of the information delivery for this unit is in a video form. Students that take longer to process the information have the
opportunity to review the videos on SETQA. Any note taking will be supported by scaffolding questions or subheadings. Where possible a
visual plan for the lesson will be provided. As the unit advances from information gathering and applying to the higher level analysis and
evaluation or application the students will be grouped so that there is peer support and learning happening.
Extension/ enrichment: More capable students may be given the task of articulating why the group made the dramatic choices that they
did. More capable students will be encouraged to take leading roles in driving performances and supporting other students in their group.
AVID Strategies
W guided note taking, mentor texts
I
C socratic seminar, world cafe
O
R super 6 strategy reading groups
Student Learn To:
5.1.1
LS1.1
●
explore role and character through script, dramatic forms,
performance styles and playbuilding
●
develop roles/characters with commitment
●
develop and use language appropriate to a role/character
Additional
● manipulate elements of drama in a variety of dramatic forms and
styles
● evaluate and refine the effectiveness of their role/characterisation
through experimentation in rehearsal.
Students Learn About:
●
the processes of developing and sustaining a role/character
through voice, stance, gesture and status
●
the function of characters/roles in different forms of drama
●
the role of the individual in the collaborative process of drama
●
the use of drama terminology to express ideas
Additional
● the use of stagecraft and rehearsal skills appropriate to process
work.
●
●
●
●
5.1.3
Additional
● recognise and apply the conventions of script or text when making
drama
● devise and enact scripts or texts of different dramatic forms or
performance styles
● analyse, interpret and explore simple or multi-layered scripts and
texts
● explore the social relationships between text, performance and
audience.
● research and apply the conventions and
techniques of chosen forms or styles
the conventions applicable to various dramatic
forms and performance styles
● use different dramatic theatrical techniques and conventions to
vary dramatic presentations
●
5.1.4
●
5.2.1
LS2.1
explore and/or devise and enact scripts and texts in different
dramatic forms or performance styles, written by themselves or
others
explore character and character relationships in drama works and
develop a sustained character and/or role
select and use appropriate information and communication
technologies in the process of devising collaborative dramatic
works
identify and respond to the use of stage space and stage
geography within their script and text work
move through and act with confidence in a designated
performance space
●
develop timing in performance
●
create a basic actor/audience relationship in a variety of
performance situations.
●
●
●
●
●
●
●
the conventions and techniques associated with writing or
enacting scripts or texts
the inter-relationship of features such as form, style, theme,
purpose and intended audience in drama scripts or texts
computer-based technologies including the use of wordprocessing software programs to devise scripts or texts
a variety of approaches to explore scripts or texts
the use of improvisation and stagecraft in shaping and
interpreting initial script/text work
the transformation of the words of a text into a dynamic and
active experience
the use of appropriate language and literacy in script and text
making.
Additional
● the effect of believable interaction on stage and the difference
between a fully developed character and a role
● identifying the use of symbols and metaphors in theatrical texts
and creating them in their own works
● identifying the use of visual elements such as staging,
properties, costumes and lighting in drama
● identifying the appropriateness of chosen texts, styles and
performance spaces for an audience
●
●
the conventions applicable to various dramatic forms and
performance styles
the presentation of ideas in stimulating ways to provoke
audience thought
●
performing with confidence in a variety of spaces and
developing trust and collaboration with others
●
the contribution of timing to the creation of impact and dramatic
tension in dramatic works
●
●
●
●
●
●
5.2.2
5.3.1
LS3.1
improvise and explore some of the collaborative roles of the
production team in a drama, theatre production or workplace
explore the variety of performance spaces through managing and
manipulating imagined or created spaces
design/alter the performance space to suit particular playbuilding,
dramatic form or performance-style needs
appreciate that performance spaces and production elements must
take into account their potential audience
understand and use some production elements creatively in a
performance situation
explore and use theatre conventions and production elements
which affect the actor audience relationship
Additional
● understand and manipulate elements of stagecraft and production,
using them perceptively and creatively in a performance situation
● explore and perform in a variety of performance spaces
● explore the nature of different theatre companies and their
dramatic function in relationship to an audience
● use theatre conventions and production elements suitable for
different purposes and audiences.
●
recognise and discuss elements of drama in a variety of drama
activities for dramatic meaning
●
describe and respond to the conventions, dramatic techniques and
technologies used in different performances.
●
respond appropriately to their work and the dramatic work of others
●
exhibit appropriate audience behaviour when watching various
dramatic forms or performance styles
●
describe and respond to the conventions, dramatic techniques and
technologies used in different performances
Additional
●
various roles in the theatre (eg actor, stagehand, technician,
director, designer, dramaturge, audience member) and their
input into the theatrical experience
● the visual impact of design in a space, using elements such as
shape, colour or composition to enhance a performance
● identifying performance spaces, eg arena, amphitheatre, thrust,
closed and open stages/spaces, for various dramatic forms and
styles
● the relationship between performers and audience according to
the type of production and the chosen theatre space, eg
hospital, nursing home, primary school, arena spectacular or
street theatre
● the impact of production elements on the theatrical experience,
eg costume, set, sound, front of house, stage management,
publicity and technologies
● a range of theatre conventions and production elements from
differing dramatic forms and contexts, eg the use of a chorus,
mask or music
Additional
● the impact of stagecraft and production elements on the
theatrical experience, eg costumes, makeup, sets, sound, front
of house, back stage, or publicity
● the conventions associated with spaces such as classrooms,
blackbox theatres, thrust stages, theatres-in-the-round, outdoor
venues, empty spaces or a proscenium arch
●
●
the identification and importance of the elements of drama that
together create dramatic meaning and audience engagement
●
conventions, techniques and technologies applicable to various
forms and styles
●
recording their ideas in a drama workbook or in other forms
such as oral/aural, visual representation, discursive, written or wordprocessed forms
●
conventions associated with experiencing a live performance in
comparison to cinematic and small screen viewings
Additional
●
identify specific social, cultural, gender, aesthetic and political
issues in dramatic forms and performance styles
●
the ways dramatic forms have reflected or facilitated change in
various societies
●
●
experience and appreciate dramatic and theatrical performances
investigate the issues and themes present in a range of scripts,
texts and performances
inquire into the nature of various contemporary and historical
dramatic forms and performance styles
respond to and express ideas about drama in a variety of oral,
written, active or computer based formats
●
the ways in which writers and practitioners present social and
cultural issues through drama texts and performances
the ways in which people have used drama since the beginning
of time to represent their ideas
●
●
5.3.2
Additional
● experience and appreciate a range of dramatic and theatrical
performances
● deconstruct and analyse contemporary and historical texts and
forms
● understand the contemporary and historical contexts of drama and
theatre
●
5.3.3
LS3.3
reflect on their own work and the work of others
●
recognise the contribution and commitment of individuals and
groups to drama and acknowledge a diversity of views
Additional
● research the contribution of various historical and contemporary
drama practitioners and groups
● enjoy and experience drama and theatre as a community activity.
●
Additional
● various ways to read, appreciate and evaluate drama and
theatre performances
● the way the study of different contexts can inform
contemporary practice
● the impact of social, political, economic and cultural influences
on the creation and performance of drama and theatre in
different forms and styles
● the significance of contemporary and historical contexts in
shaping views through texts and performances
●
the selection and use of various ways to present ideas and
information about drama
●
the ways drama and theatre can provide enriching experiences
for young people.
All units should follow this guideline or similar as a setting out:
Syllabus outcomes /
content
5.3.3
Investigates the
historical context and
significance of
Shakespearean theatre.
Teaching, learning, assessment strategies
Include any personalised adjustments based on IEP’s (highlight)
Evaluation/ Resources
23/7/21
Shakespearean Theatre
30 second expert - physical warm-up. Students are to think of three things
they know about Shakespearean plays or times. They write this on a post-it
note. They then walk around the room and when the teacher calls stop they
tell the closest person to them one fact. But they are to do so in the character
If learning is online the
students can watch this video
Choose an aspect of Shakespeare’s world and do some research and add it to
https://online.clickview.com.a
u/libraries/videos/3715967/the
-history-of-theatre
Renaissance and Restoration
chapter
the google document for everyone to access.
And answer questions
of a Shakespearean expert.
In context - What was Shakespeare’s world?
Redo the mantle of expert and this time explain to another person why
Shakespeare was significant in the history of theatre.
Registration
EQ What did Shakespearean theatre contribute to the development of
theatre?
Students write an answer to this question based on the research that has
been done.
In logbooks students write how they feel about performing Shakespeare.
What would be a positive growth aspect and what is going to be a down side.
Adjustments: Ashley was guided to a particular aspect and provided with
support to find an appropriate website. Consistent support in reading and
discussing the info she was reading before writing on the google doc.
5.3.1
Watching Much Ado about Nothing
Students note the style of acting - the meaning that is communicated and the
way in which character becomes obvious.
5.3.3
Does Shakespeare still matter?
REading Article
Article
We were
going to
come back
to this, but
lockdown
happened.
Super 6 reading groups - class is divided into groups of 6 or 7. Each
person chooses one of the super 6 reading strategies to approach the
text.
https://docs.google.com/docu
ment/d/1_x_9GkLRBALG0YarS
AaO1W8YiZXMONqNuUgaqTl
3xf4/edit
The group then discusses the following:
Modified
What is the author saying? Key points
https://docs.google.com/docu
ment/d/1EYez4of2vAYN3TP1g
P4IoNxrX8FvHYUhP0EaWfI0LY
0/edit
What does the author mean? What is the message or what does the
author want you to know and think?
Why does it matter to them? What is the motive behind what the
author is saying?
Watch video - Students then watch a TED talk – How not to hate
Shakespeare.
https://www.youtube.com/watch?v=Kh3gMcOUFao
Students take notes in their notebook about the points that he makes
in the TED talk. Teacher demonstrates on board the note taking as the
video plays. (Mentor text)
Socratic Seminar - Should we still learn about Shakespeare and his
plays? Students to use the article and their notes from the TED talk as
their texts for the seminar.
5.3.3
5.1.4
Production and stagecraft
https://www.youtube.com/w
atch?v=lM8Mfv-QFzY
Collaborative groups in role
Class is divided into groups of 5 and 6. They are to create a scenario in
which the roles of production in the theatre are mentioned and
explored. The members of the group can act as characters in each role
or as characters reflecting on what the roles do. They must set it inside
of a story of some kind either a production that went horribly wrong ro
one that was a huge success. A point will be assigned each time a role is
mentioned by name and some aspect of the role is mentioned or
described. Extra points for subtle mentions!
Producer
Director
Stage Manager
Set Designer
Lighting Designer
Performers
Costume designer
This activity worked very well
because the students had to
immediately apply their
knowledge to a scenario and
create a character as well as
reflect the roles.
The video was also helpful perhaps a bit simplistic.
28/07/21
Musical or sound director
5.1.3
Working with scripts
Stage directions
Class plays a game of Stage Directions. Teacher counts to four for
students to get into one of the positions on stage upstage left or right,
downstage left or right. Teacher then calls one of the positions.
Students in that position are out.
Exploring scripts:
In groups of three students create a poster that answers the question
EQ What are the conventions used in script writing?
They will answer this by having access to a range of scripts and they are
to analyse a number of them to generate a list of the conventions they
find in common across scripts.
Contentless Scripts - From NSW Syllabus Units
1. Explain to students that you are a director with a
specific idea for the scene on the handout and that
https://policies.education.nsw 29/7/21
.gov.au/teaching-andlearning/curriculum/keylearning-areas/creativearts/stages-4-and5/drama/page-to-stageanatomy-of-a-script
you will be auditioning the actors for a role in your
up and coming Hollywood movie. Their job is to
stage the scene for the director using the script
provided.
2. Provide students with some time to stage and
rehearse the scene. It is important not to answer
any questions regarding, time, place and character
and encourage students to interpret the scene as
they see appropriate.
3. After an appropriate amount of rehearsal time ask
students to present their performances to the class.
4. After the performances, explain that none of the
students met the director's vision.
5. Facilitate a discussion and logbook reflection of the
importance of clarity in scriptwriting. A question to
guide their reflection could be:
● What information would have helped you achieve
the director's vision?
Go through powerpoint showing the information that is needed to be
added.
Students then read out a range of examples from the scripts available
in the room of the initial information.
5.1.2
5.1.3
Production and performance
Students are placed into groups and together they develop a
5.2.1
Shakespearean scene for a performance. Students nominate the roles
5.2.2
(production and acting) they wish to fill.
5.2.3
A performance for an audience is planned as the end goal of the
process.
Resources
https://online.clickview.com.au/libraries/videos/3715967/the-history-of-theatre
https://dramatics.org/blocking-101/
This could
not be
completed
during the
Term
because of
COVID
online
learning.
May aim to
do the
performanc
e when
onsite
learning
returns
Unit Evaluation:
Question
Did the unit adequately address syllabus outcomes?
How successfully were Christian Perspectives
taught/received in this unit and what changes would you
make if any?
How successful were the strategies used for assessment
and what changes would you make if any?
Which resources worked well in this unit and what
additions / changes would you make if any?
Did you take the students on a field trip? If so, evaluate
this experience.
Teacher to sign off at the completion of the unit:
Supervisor check:
Evaluation Response
Yes.
The text themselves raise questions of worldview which allows for discussion.
Experiences and activities specifically designed to allow for discussions are
needed as well as the more incidental classroom discussions about human
experience that come in drama.
The more informal verbal and written feedback allowed students to direct their
efforts in the performance development. However the real assessment of and
for learning was not able to take place because of online learning.
This year the class did not really love Much Ado About Nothing. Much better to
find versions of the plays they express an interest in.
No - theatrical experiences not available due to COVID but seeing a live
performance of Shakespeare is invaluable.
Dated: 13/10/21