Make your own free website on Tripod.com

 

Drama Overview


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

Jump to the expectations for Early Childhood    Year 1    Year 2    Year 3    Year 4     Year 5     Year 6
             

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

 

emotions in my face

5concepts

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

home

updated 11 juillet, 2006