Drama is an important area of learning in the Primary Years Programme; it
is closely connected to other areas in the arts and has strong links to
other disciplines. Drama is built into the curriculum as an essential area
of learning and is seen as both an active and reflective process.
There are elements of role play in all children’s play and this entering
of a make-believe world allows students to try out ideas and solve problems
in a safe and secure way. The drama curriculum allows the student to explore
and develop feelings and ideas in a way that may not be possible in other
subject areas and because of this it contributes to personal, social and
physical development.
As a discipline drama includes the development of creative skills, verbal
and non-verbal expression, an awareness of the perspectives of others and
aesthetic appreciation.
Drama enables students, including EAL students, to communicate in powerful
ways that go beyond their spoken language ability. Through drama, students
can begin to construct an understanding of their community, their environment
and their own feelings and emotions. They will also have opportunities
to work cooperatively to put together a performance.
These are the expectations for each year group in Drama
| Creative exploration and expression |
Reflection, evaluation and appreciation |
Personal and social development |
Performance |
Technical incorporation |
Drama in society |
|
The students in Early childhood will: |
Engage
in imaginative play using a range of sources as stimuli (e.g. personal
experiences, stories, objects and pictures)
Value imaginary creations Participate in a dramatic play of a familiar story or rhyme under direction of an adult |
Talk
about how they feel when creating and sharing their work Tell the teacher or group about their favourite and least favourite part of a story, play or short film |
Begin to understand appropriate behaviours in drama, e.g. as a member
of the audience Share ideas with a partner or small group |
Mimic
a variety of sounds (e.g. a high-pitched bird call or a low, growling
bear)
Explore movement and use of space
Share ideas in one format e.g. mime Act without preparation time |
Participate
in a performance Retell information about a person, event, story, or rhyme |
Experience
live performances Be exposed to stories, scripts and plays from other times and places |
| Creative exploration and expression |
Reflection, evaluation and appreciation |
Personal and social development |
Performance |
Technical incorporation |
Drama in society |
|
The students in Years 1 and 2 will: |
Incorporate
dramatic experiences to enhance units of inquiry Participate in a dramatic play of an unfamiliar story or rhyme under direction of an adult |
Discuss their work in groups | Understand
and maintain appropriate behaviours in drama, e.g. as a member of
the audience
Develop negotiation skills to work in groups Work cooperatively toward a common goal, taking an active part in a creative experience |
Portray a character in a given situation
Develop an awareness of the relationship between voice and body
Convey a message using dramatic Be able to improvise through dramatic action with a partner |
Follow simple stage directions
Write poetry, songs, raps, plays, scripts, stories, explanations
and journals as part of their dramatic work Memorize a brief dialogue |
Experience
live performances Discuss and explain the way cultural values can be communicated through stories and performance |
| Creative exploration and expression |
Reflection, evaluation and appreciation |
Personal and social development |
Performance |
Technical incorporation |
Drama in society |
|
The students in Years 3 and 4 will: |
Use drama to explore and engage in concepts taken from units of
inquiry
Begin to use role-play to explore feelings and emotions
Value and develop imaginary creations Transform a story or poem into a performance |
Accept
constructive criticism and build upon it Appreciate and use ideas of others in drama |
Understand
and maintain appropriate behaviours in drama, e.g. as a member of
the audience Encourage their peers through applause, positive criticism, praise and encouragement |
Portray
and sustain a character role in a given situation
Predict possible outcomes of a performance
Create a performance for a particular audience or purpose
Experiment and develop vocal control in the use of character voices,
impersonations and accents Share ideas in multiple formats, e.g. mime, puppetry or storytelling, distinguishing between formal and informal performance types |
Act
out or mime a situation using a range of props, costumes and simple
sets
Safely manage props, sets and costumes
In groups dramatize poems and stories with a start, middle and end Actively play a role in a short play using memorized lines from a script |
Experience
live performances Display an awareness of stories from other cultures and periods |
| Creative exploration and expression |
Reflection, evaluation and appreciation |
Personal and social development |
Performance |
Technical incorporation |
Drama in society |
|
The students in Years 5 and 6 will: |
Use
drama to explore and engage in concepts taken from units of inquiry Express
and explore feelings and emotions, including those of others, through
role-play
Script an original story and follow through to production Find appropriate ways to take action through the performing arts |
Discuss performance and presentation experiences, to identify what has been effective and what needs to be developed |
Understand
and maintain appropriate behaviours in drama, e.g. as a member of
the audience
Work to enhance the creative ideas and performance of others Exhibit increasing self-confidence in both formal and informal performances |
Maintain
an appropriate stage presence
Use performance as a problem solving tool
Use persuasive techniques in body language and facial expression
Improvise sequentially, freely and immediately with confidence and
imagination Use performance within the PYP exhibition |
Portray
a character using special effects such as make-up, wigs and costumes
Write a script using plot, tension, climax and resolution and follow
through to production Play a character within a production with confidence, memorizing lines and complex stage directi |
Experience live performances Recognize varying cultural perspectives and how they are expressed through drama |
| Demonstrations of deeper learning in responsible behaviour through positive action and service; a manifestation in practice of the other essential elements | Powerful ideas which have relevance within and across the disciplines and which students must explore and re-explore in order to develop understanding | Significant, relevant, subject matter which students are expected to explore and know about Click here to find out more about the 6 themes Click here to find out more about the 6 subject areas
| Those things which the students need to be able to do to succeed in a changing, challenging world | Dispositions which are expressions of fundamental values, beliefs and feelings about learning, the environment and people |
updated 11 juillet, 2006