DR 4.1 Students select dramatic elements and conventions to collaboratively shape improvisations and roleplays.
Select dramatic elements and conventions: · consider roles that are directly involved in a situation or narrative (athletes involved in a controversy while preparing for the Olympics) and how their perspective may differ from roles outside or on the edge of the narrative, such as the sponsors of the event · employ role-reversal to play roles from opposing perspectives · explore the use of objects, props, costuming and colours to enhance the dramatic meaning · explore ways of changing the mood by using language, movement, space and time and how this affects the dramatic meaning · select elements from the core content at this level and from previous levels and manage these in the shaping of improvisations and roleplays · speak thoughts aloud, tapping in to individuals’ thoughts at key moments · write character profiles and plot outlines, including elements, to assist in improvisations and roleplays. Collaboratively shape improvisations and roleplays: · apply elements and conventions from this and previous levels to improvisations and roleplays · participate in games and workshops to develop spontaneity and the skills of improvisation · participate in small group and whole class roleplays · work in groups to improvise short scenes based on some given information, such as characters, circumstance and time · work in groups when contributing to the direction of improvisations and roleplays.	Students may: · accept changes of role when necessary within a drama · change the mood of an improvisation or roleplay by introducing new information e.g. tired and depressed shipwrecked sailors when land is unexpectedly sighted · enhance the mood by applying language and/or symbol e.g. individuals clutching and caressing an object of personal significance and then placing it in a box as a list of emigrants/refugees is read aloud signifying their departure for a new life in Australia · play a range of roles which present differing perspectives on the issue or narrative e.g. an environmental issue where voices heard may be from land-owners, traditional owners, environmentalists, developers, government representatives · select and use specific objects, props or costumes to focus the action or enhance the mood · use an object in a repeated way so that it comes to have its own meaning e.g. a rocking chair represents generations past and present; a sun can represent a new beginning; a photograph can represent a memory · contribute to improvisations when in role · respond appropriately to others when in role · select and sequence moments of drama and drama narratives with the conscious purpose of informing an audience about an idea, issue or event.
DR 4.2 Students present devised and scripted drama using performance skills appropriate for a variety of purposes and audiences.
Devised drama: · unscripted or improvised dramas that arise from the interests and activities of the students. Scripted drama: · short published scripts appropriate to the interests and reading abilities of the students. Performance skills: · collaborate and cooperate while rehearsing · base vocal projection on breath control · demonstrate awareness of the voice as a carrier of meaning by using pitch, pace, pause, emphasis, articulation, tone · experiment with different performance spaces and audience positions · maintain role for the duration of the performance · participate in physical and vocal warm-ups prior to performance · revise and refine scenes and scripts · vary body shape, posture, gesture, gait, stance, levels, energy and use of space to convey role and meaning. Appropriate: · workshop the Level 4 performance skills as required by the performance location, purpose and audience. Purpose and audience (refer to core content): · develop and present student-devised scenarios and scenes using activities and experiences from DR 4.1 · rehearse and present a published script to entertain and inform.	Students may: During rehearsal: · collaborate and rehearse cooperatively to refine a section of the drama. During the performance: · interpret text for performance by basing the role on explicit information found within the script or in the role descriptions devised by the students · apply a vocal variety when presenting differing roles by changing pitch, pace, pause and volume for emphasis and effect · add movement qualities to stance, walk and gesture to enhance and convey characterisation · show awareness of others within the performance space by maintaining distance as needed, turning towards those who are speaking or who are the focus of the action, moving in unison when needed · show awareness of audience position · show awareness of audience response e.g. waiting for the laughter to die down before continuing with lines · maintain roles and consistently convey the distinct physical and vocal characteristics of the character · speak lines smoothly and from memory.

DR 4.3 Students make supported critical judgments about the application of dramatic elements and conventions in the context of their own work and that of others.

Make supported critical judgments: · identify dramatic conventions used in their own work and that of others · identify dramatic elements used in their own work and that of others · use appropriate drama terminology as modelled by the teacher · use classroom discussion to evaluate handling and application of identified dramatic elements and conventions. In own work and that of others: · experience a variety of opportunities for viewing and discussing live dramatic performances by peers and others · use oral, written and visual modes to justify judgments of their own and others’ work.

Students may: Use learned drama terminology to: · describe and evaluate own learnings in, through and about drama e.g. ‘I learned to change the mood of a scene by changing the pace that we talked and moved at.’ ‘I learned that when we used the red scarf over and over again it became a symbol of time passing.’ · identify and describe the use of performance skills in own and others’ work and to support judgments with evidence e.g. ‘Jason’s voice was clear and strong at first, then it was hard to hear him. He needed to project more to the end.’ · describe key sections where identified skills were applied · provide advice to self and others about ways to improve use of drama skills and elements · display sensitivity in critiquing others’ work · independently write suitable character profiles based on ideas discussed in class or included in published scripts · independently write plot outlines that establish, continue or conclude a drama.