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K–6Creative Arts K–6 Syllabus

Record of changes
Implementation from 2027
Expand for detailed implementation advice
OverviewRationaleAimOutcomesContentAssessmentGlossaryTeaching and learning support

Content

Stage 3

Drama
Making: Drama is made using the dramatic elements to shape meaning

  • Improvise to generate ideas and consider possibilities for characters and dramatic action in response to stimuli

  • Embody and enact a character using language, voice, movement and facial expressions to express individual qualities and attitudes

  • Explore ways to develop the status of a character and establish relationships between characters while in a role

  • Represent the journey of a narrative, through reader's theatre, devised or scripted drama

  • Explore ways to represent transitions in time, the duration of an event or time elapsing

  • Manage movement and interactions with others within a performance space, with awareness of the representation of a place

  • Use space, time, movement or sound to establish dramatic tension and atmosphere

  • Explore how Cultural Knowledges, practices and protocols are used in Aboriginal and/or Torres Strait Islander performances

  • Explore ways to use metaphor and dramatic symbol to convey meaning to an audience

  • Adapt a story or devise a dramatic situation to create meaning, by collaborating with others

  • Demonstrate safe drama practices with respect for physical, social, digital and cultural safety

Performing: Drama is performed using the dramatic elements to shape meaning for audiences

  • Develop performance skills by making choices about ways to use voice, gestures or movements to communicate ideas to an audience

  • Rehearse and refine drama to enhance a performance for an audience

  • Use elements of production in performances to engage audiences

  • Perform group-devised drama scenarios or stories in collaboration with others to communicate meaning to an audience

  • Reflect on personal experiences and contributions as a drama maker or performer

Appreciating: Drama is influenced by the context it is made and performed in and is understood by audiences in various ways

  • Make associations between drama and own personal, social or cultural contexts

  • Explain how the dramatic elements are used to shape meaning for audiences, using Tier 2 and Tier 3 vocabulary

  • Investigate drama from cultural contexts around the world to explore ways dramatic practitioners shape meaning for audiences

  • Describe ways current Aboriginal and/or Torres Strait Islander dramatic practices maintain Cultural identity and belonging

  • Compare historical and contemporary dramatic practices to explore changes over time, to understand how contexts influence drama

  • Explain how other drama works influence own dramatic practice

Creating written texts supports understanding in Drama

  • Create or adapt a written script or monologue while in a role, making choices about language and text structures, to communicate feelings, thoughts or attitudes of a character

  • Use Tier 2 and Tier 3 vocabulary and compound and complex sentences, sequenced into paragraphs to describe how dramatic elements are used to shape meaning for an audience

  • Acknowledge artists, titles, origins of dramatic works and sources of information to add authority to written texts

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