Students study three or more performance styles from a range of social, historical and cultural contexts.
They examine drama traditions of ritual and storytelling to devise performances that go beyond re-creation and/or representation of real life as it is lived. This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. This unit also involves analysis of a student’s own performance work and a work by professional drama performers.
Students apply play-making techniques to shape and give meaning to their performance. They manipulate expressive and performance skills in the creation and presentation of characters, and develop awareness and understanding of how characters are portrayed in a range of performance styles. They document the processes they use as they explore a range of stimulus material, and experiment with production areas, dramatic elements, conventions and performance styles.
In this unit students study aspects of Australian identity evident in contemporary drama practice. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance.
Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context.
They examine selected performance styles and explore the associated conventions. Students
further develop their knowledge of the conventions of transformation of character, time and place, the application of symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic elements and production areas.
Students analyse their own performance work as well as undertaking an analysis of a performance of an Australian work, where possible, by professional actors.
In this unit students explore the work of drama practitioners and draw on contemporary practice as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or traditional contexts. They work collaboratively to devise, develop and present an ensemble performance.
Throughout development of the work they experiment with transformation of character,
time and place, and application of symbol. Students devise and shape their work to communicate meaning or to have a specific impact on their audience. In addition, students document and evaluate stages involved in the creation, development and presentation of the ensemble performance.
Students analyse and evaluate a professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.
In this area of study students explore, and develop skills in, play-making techniques in the development of a short solo performance. They demonstrate application of symbol and transformation of character, time and place. Teachers provide stimulus material appropriate to the size of the task, such as a person, an event, an issue, a place, an image, one word, a definition, a quotation, lyrics, a sound or an icon.
Students prepare for the task of devising a short solo performance by exploring, experimenting with and trialing processes they will employ in developing their extended solo performance for Outcome 2. They focus themselves for applying symbol and transforming character, time and place. The focus of the performance should be on acting. Students may use production areas such as costume, make-up, objects, props or mask, to assist in application of symbol or transformations. Students develop a short statement that identifies the techniques of this performance. They then present this solo performance in an informal setting such as in a classroom. The stimulus material the student uses in this area of study must be different from the stimulus material used in completing Outcomes 2 and 3, and should not be selected from the prescribed structures published for the current year in the VCE Drama Solo Performance Examination.
Outcomes 2 and 3 involves the preparation, creation and presentation of a devised solo performances, for an externally assessed performance.
SAC 1 (Outcome 1) – Class Notes, workshops and observations made during the creation of a solo/ensemble performance
SAC 2 (Outcome 2) – Performance of a solo or ensemble performance
SAC 3 (Outcome 3) – Self performance evaluation, response to structured questions/oral presentation
SAC 4 (Outcome 4) – performance analysis, response to structured questions in response to professional theatre performance
SAC 1 (Outcome 1) – Development and presentation of characters within a devised ensemble performance. Each student to have 5 – 8 minutes of primary focus performance time in work.
SAC 2 (Outcome 2) – Analysis of the development and performance of characters in the ensemble developed in Outcome 1. (Oral presentation OR Response to Structured Questions)
SAC 3 (Outcome 3) – performance analysis, response to structured questions in response to professional theatre performance (Professional Performance from Unit 3 Playlist)
SAC 1 (Outcome 1) – Mini solo demonstration, based on stimulus material supplied by classroom teacher AND oral or written statement, describing techniques used in demonstration.
SAC 2 (Outcome 2) – Preparation and development of a solo performance, based on the VCAA prescribed structures. (Externally assessed)
SAC 3 (Outcome 3) – Self performance evaluation, response to structured questions, of solo performance devised for Outcome 2.
The following topics are relevant and appear throughout all Units of VCE Drama
Understanding Performance Styles –Epic, Poor, Cruelty, Absurd, Realism etc
Playmaking techniques – how to create a performance based on stimulus material
Conventions of performance – application of symbol, transformation of time, place and character.
Dramatic Elements and Performance Skills.