Drama is a subject designed to develop dramatic skills. Drama develops group effort, vocal quality, physical ease, creativity, theatre appreciation, and self-confidence. Children collaborate with other students and develop skills in a supported environment. Students learn through collaborating in groups to manage tasks, working as artists in the making of creative work.
As an avenue of creativity and self-expression, drama offers students the opportunity to acquire new skills including academic competencies and interpersonal skills. Through actively participating in an experimental mode of learning, students who study drama develop a unique means of enquiry, expanding their knowledge and understanding of the world.
Throughout the primary years of study, students will develop a knowledge and understanding of dramatic forms and styles.
Drama curriculum (an example)
Games are for the enjoyment of all, and used in this way throughout the program. The‘involvement’ of all is vital for the success of a game. Games are best when there is no winner or loser, only competitors having fun. Team unity and enthusiasm are important, and students are inspired to encourage individuals in opposing teams, including those who are not as athletic or creative. Theatre sports are an excellent way to engender creativity and allow all participants to creative in a fun, comfortable environment. Drama and theatre games are run with flamboyance, enthusiasm and excitement and based on the keys to success - participation and building relationships.
‘A home for Teeny tiny’ - Students explore issues relating to health, safety and the needs of living things through participation in dramatic play. The dramatic context is that of an imaginary group of little people residing in their classroom. Students hear rumours about a group of little people living in their classroom. They enrol as members of Healthier Environments for Little People (HELP) and consider the implications of being a little person living in a human world. Students consider the requirements for an ideal healthy environment for a group of little people. They meet and interact with Teeny-tiny (a puppet operated by the teacher) and offer to help the Small family. The students hear that the Small family have been successfully relocated. They reflect on ideas and feelings experienced during the drama.
Year 2/Year 3
‘Story book drama’ - Students create and perform roles as they participate in a story book drama based on a text. The Amy and Louis story book explores the effects of transience on young lives. Many children experience transience as their families move and change in response to a range of personal, social and environmental influences. This drama aims to build children’s resilience, resourcefulness and empathy as they explore relationships, self care and coping with change. The Amy and Louis storydrama requires students to grapple with a range of problems in and out of role, through language, image, sound and movement.
Year 4/Year 5
‘Story drama’ - Students engage with the form of story drama while exploring roles, ideas and issues relating to the tale of The Pied Piper of Hamelin. In role as parents of the missing children, they consider implications for themselves and the town of Hamelin and construct arguments that will persuade the Pied Piper and the Mayor to reach a compromise. Students explore the legend of The Pied Piper of Hamelin and consider how the parents of the missing children would have felt. They make choices about the roles of the Pied Piper, the Mayor and the parents of the missing children as they participate in a story drama. The students explore ideas and solutions by participating in the developing drama and, while in role, share these with others.