WACE Drama Year 11 & Year 12 Syllabus (General & ATAR)
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GENERAL Western Australian Certificate of Education (WACE)
Yr 11 - Unit 1 – Dramatic storytelling
The focus of this unit is dramatic storytelling. Students engage with the skills, techniques, processes and
conventions of dramatic storytelling. Students view, read and explore relevant drama works and texts using
scripts and/or script excerpts from Australian and/or world sources.
Yr 11 - Unit 2 – Drama performance events
The focus for this unit is drama performance events for an audience other than their class members. In
participating in a drama performance event, students work independently and in teams. They apply the
creative process of devising and of interpreting Australian and/or world sources to produce drama that is
collaborative and makes meaning.
Yr 12 - Unit 3 – Representational, realist drama
The focus for this unit is representational, realist drama. Students explore techniques of characterisation
through different approaches to group based text interpretation, particularly those based on the work of
Stanislavski and others. In this unit, students have the opportunity to research and collaboratively workshop,
interpret, perform and produce texts in forms and styles related to representational, realistic drama that
educate and present perspectives.
Yr 12 - Unit 4 – Presentational, non‐realist drama
The focus of this unit is presentational, non‐realist drama. Students explore techniques of role and/or
character through different approaches to group based text interpretation, particularly those based on the
work of Brecht and others. In this unit, students have the opportunity to research and collaboratively
workshop, interpret and perform drama texts related to presentational, non‐realistic drama that challenge
and question perspectives.
Australian Tertiary Admissions Rank (ATAR) WACE
Structure of the syllabus
The Year 11 and Year 12 syllabus is divided into two units (per year), each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.
Unit 1 – Representational, realist drama
This unit focuses on representational, realistic drama forms and styles. Students explore techniques of
characterisation through different approaches to text interpretation, particularly those based on the work of
Stanislavski and other representational drama.
Unit 2 – Presentational, non‐realist drama
This unit focuses on presentational, non‐realist drama. Students explore techniques of role and/or character through different approaches to text interpretation, particularly those based on the work of Brecht and other presentational drama.
Unit 3 – Reinterpretation of drama for contemporary audiences
This unit focuses on reinterpretation of dramatic text, context, forms and styles for contemporary audiences
through applying theoretical and practitioner approaches.
Unit 4 – Contemporary and devised drama
This unit focuses on interpreting, manipulating and synthesising a range of practical and theoretical
approaches to contemporary and devised drama.
Course outcomes
The Drama ATAR course is designed to facilitate achievement of the following outcomes.
Outcome 1 – Drama ideas
Students create, interpret, explore, develop and present drama ideas.
In achieving this outcome, students:
articulate their own ideas and interpret the ideas of others to make drama
explore and experiment to develop ideas in drama
present drama ideas for specific purposes, audience and spaces.
Outcome 2 – Drama skills and processes
Students apply drama skills, techniques, processes, conventions and technologies.
In achieving this outcome, students:
apply specific skills, techniques and processes
apply knowledge and conventions of drama
use technologies and undertake production roles and responsibilities.
Outcome 3 – Drama responses
Students respond to, reflect on and evaluate drama.
In achieving this outcome, students:
respond to drama using processes of engagement and inquiry
reflect on the process of producing and performing drama
evaluate drama using critical frameworks and cultural perspectives.
Outcome 4 – Drama in society
Students understand the role of drama in society.
In achieving this outcome, students:
understand the interrelationships between drama and its historical and cultural contexts
understand the social and cultural value and purpose of drama
understand economic considerations related to drama
Rationale
"Drama is a vibrant and varied art form found in play, storytelling, street theatre, festivals, film, television, interactive games, performance art and theatres. It is one of the oldest art forms and part of our everyday life. Through taking on roles and enacting real and imagined events, performers engage audiences who suspend their disbelief to enter the world of the drama. Through drama, human experience is shared. Drama entertains, informs, communicates and challenges.
Students achieve outcomes through the key activities of creation, performance and reflection. They explore and communicate ideas and learn particular processes and skills to enable them to work with drama forms, styles, conventions and technologies. They reflect, respond and evaluate drama and become critical, informed audiences, understanding drama in the context of their own society and culture, drawing on a diverse range of drama from other cultures, places and times to enrich their intercultural understanding.
The Drama General course focuses on aesthetic understanding and drama in practice as students integrate their knowledge and skills. They use the elements and conventions of drama to develop and present ideas and explore personal and cultural issues. They engage in drama processes, such as improvisation, play building, text interpretation, playwriting and dramaturgy which allow them to create original drama and interpret a range of texts written or devised by others. Their work in this course includes production and design aspects involving sets, costumes, makeup, props, promotional materials, stage management, front-of-house activities, and sound and lighting. Increasingly, students use technologies, such as digital sound and multimedia. They present drama to a range of audiences and work in different performance settings.
Students work independently and collaboratively, learning time management skills, showing initiative and demonstrating leadership and interpersonal skills. The Drama General course requires them to develop and practise problem-solving skills through creative and analytical thinking processes. They develop their capacity to respond to, reflect on, and make informed judgements, using appropriate terminology and language to describe, analyse, interpret and evaluate drama, drawing on their understanding of relevant aspects of other art forms.
In this course, students engage in both Australian and world drama practice. They understand how drama has changed over time and will continue to change according to its cultural context. Through the Drama General course, they can understand the experience of other times, places and cultures in an accessible, meaningful and enjoyable way. They understand the economic factors that affect drama practice and explore the vocational opportunities that drama offers.
While some students intend to make a career in drama and related fields, they also participate in drama for enjoyment and satisfaction. They experience the pleasure that comes from developing personal skills, knowledge and understandings that can be transferred to a range of careers and situations. The Drama General course builds confidence, empathy, understanding about human experience, and a sense of identity and belonging. These are invaluable qualities for contemporary living. "