§-Drama syllabus

WA · SCSA← Drama

Drama syllabus, dot point by dot point

Every dot point in the WA Drama syllabus, in syllabus order, with a focused answer for each. Open any dot point for the answer, exam-style questions and links to related points.

Unit 3: Representational, Realist and Constructivist Drama

Unit overview →

What is constructivist and representational form in drama, and how does it shape the way meaning is built and presented to an audience?

Identify and apply constructivist and representational approaches to form and staging in scripted drama

What are the elements of drama, and how do performers combine them to create and communicate meaning to an audience?

Identify and manipulate the elements of drama to create dramatic meaning in representational, realist performance

What distinguishes realism and naturalism as dramatic styles, and how does a performer create the illusion of real life on stage?

Identify and apply the conventions of realism and naturalism when interpreting and performing representational, realist scripted drama

How do theatre styles and their conventions shape the way meaning is made for an audience?

Identify and apply the conventions of selected theatre styles and forms when interpreting and performing scripted drama

How does a performer use voice and movement as expressive instruments to communicate meaning to an audience?

Apply and refine voice and movement skills to communicate character and meaning in performance

How does a performer read and interpret a scripted text to uncover its given circumstances and bring it to life?

Interpret a scripted text by analysing its given circumstances, structure and language to inform performance choices

How does Stanislavski's system help an actor build a truthful, psychologically detailed character from a script?

Apply the conventions of Stanislavski's system to develop characterisation in representational, realist scripted drama

How does an actor turn the words on a page into a living, believable role on stage?

Apply voice, movement and characterisation skills to interpret a scripted role for performance to an audience

How do set, costume, lighting and sound build the world of a play and shape what an audience understands?

Analyse and apply the design and production elements that create the world of a scripted production and communicate meaning to an audience

What production roles and technologies are needed to stage a scripted play, and how do they support the performance?

Undertake production roles and apply technologies to realise a scripted drama for an audience

How does a director turn a written script into a unified production that communicates a clear vision to an audience?

Develop and justify a directorial interpretation of a scripted text, shaping the work of actors and designers toward a unified production concept

Unit 4: Contemporary and Devised Drama

Unit overview →

What distinguishes presentational, non-realist drama from realism, and how does it openly acknowledge its audience?

Identify and apply the conventions of presentational, non-realist drama when devising and performing original work

How does Artaud's theatre of cruelty use sensory assault to reach an audience beyond words and logic?

Apply Artaud's theories and conventions of the theatre of cruelty to devise and perform non-realist drama

How do Brecht's theories and conventions of epic theatre make an audience think critically rather than simply feel?

Apply Brecht's conventions of epic theatre to devise and perform presentational, non-realist drama

How do critical frameworks and cultural perspectives help an audience interpret and judge drama in its context?

Apply critical frameworks and cultural perspectives to interpret, respond to and evaluate drama

How does the relationship between performers and audience shape the meaning and experience of devised drama?

Shape the actor-audience relationship and use space and staging configurations to create meaning for an audience

How do you analyse a live performance or a script and write clearly about how it makes meaning for an audience?

Interpret and analyse drama in performance and on the page, using drama terminology to explain how meaning is constructed for an audience

How does an ensemble turn a stimulus and a set of ideas into an original devised performance?

Apply the processes of devising drama, from stimulus and research to structuring and refining an original ensemble work for performance

How do physical theatre and contemporary styles tell stories through the body, image and ensemble rather than dialogue?

Apply the conventions of physical theatre and contemporary styles to devise and perform original ensemble drama

How does an ensemble turn a stimulus into original dramatic material through research, response and improvisation?

Generate and develop original drama from a stimulus using research, improvisation and ensemble collaboration

How do the ideas of major practitioners and theatre styles shape the way contemporary and devised drama is made and performed?

Apply the theories and conventions of selected practitioners and contemporary theatre styles when devising and performing original drama

How does Australian drama reflect its social and cultural contexts, and why does context matter when interpreting a play?

Analyse how Australian and contemporary drama reflects its social, cultural and historical contexts and shapes meaning for an audience

How do signs, symbols and design choices on stage carry meaning that an audience reads and interprets?

Analyse and use the signs and symbols of performance to construct and communicate meaning to an audience

How does a drama student reflect on and evaluate the process of making and performing drama to improve their practice?

Reflect on and evaluate the process and product of devising and performing drama using evidence and informed judgement