VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages using contemporary drama-making practices. Students engage with creative processes, explore and respond to stimulus material, and apply play-making techniques to develop and present devised work. Students learn about, and draw on, a range of performance styles and conventions through the investigation of work by a diverse range of drama practices and practitioners, including Australian drama practitioners.
Students explore characteristics of selected performance styles and apply and manipulate conventions, dramatic elements, and production areas, including sustainable ways to source and apply production areas. They use performance skills and expressive skills to explore and develop character(s). Within the scope of this study, students will create performances that include transformation of character, time and place, and application of symbol. The created works can occur in any space and be performed for any selected audience. The work created may pass comment on or respond to aspects of real-world issues including political, social and cultural. Students reflect on, analyse and evaluate the development and performance of their own work, and the work and performances of other drama practitioners.
In this unit, students explore the work of a range of drama practitioners and draw on contemporary drama practices as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or historical contexts. They work collaboratively to devise, develop and present an ensemble performance.
Students create work that reflects a specific performance style or one that draws on conventions of, or makes reference to, multiple performance styles. They use play-making techniques to extract and develop dramatic potential from stimulus material, then apply and manipulate conventions, dramatic elements, expressive skills, performance skills and production areas. Throughout the devising process, they experiment with transformation of character, time and place, and application of symbol. Students devise and shape their work to communicate meaning and to have a specific impact on their audience. They learn about ways to source and use sustainable materials when applying production areas to their ensemble performance.
In addition, students document and evaluate the play-making techniques applied in the creation, development and presentation of the ensemble performance. Students attend, analyse and evaluate a live professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.
Area of Study 1 - Devising and presenting ensemble performance
On completion of this unit, the student should be able to develop and present characters within a devised ensemble performance that goes beyond a representation of real life as it is lived.
Area of Study 2 - Analysing and evaluating a devised performance
On completion of this unit, the student should be able to describe, analyse and evaluate the use of processes, play-making techniques and skills to create, develop, and present a devised ensemble performance.
Area of Study 3 - Analysing and evaluating a professional drama performance
On completion of this unit, the student should be able to analyse and evaluate a professional drama performance from the prescribed VCE Drama Playlist.
This unit focuses on the development and presentation of devised solo work and performances. It builds on knowledge and skills attained in relation to drama practices that draw on a range of performance styles and associated conventions from a diverse range of contemporary and historical contexts. These contexts focus on non-realistic styles and structures, including non-linear narratives. Students develop skills in exploring and extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo demonstration.
Students further experiment with application of symbol and transformation of character, time and place; they also apply conventions, dramatic elements, expressive skills, performance skills and aspects of performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create, develop and refine a performance in response to a prescribed structure selected from the VCE Drama solo performance examination. They consider the use of production areas to enhance their performance and consider how the production areas selected can be sustainably sourced and applied. Students document and evaluate the stages involved in the creation, development and presentation of their solo performance.
Students are encouraged to attend performances that incorporate a range of performance styles and contemporary drama practices to support their work in this unit.
Area of Study 1 - Demonstrating techniques of solo performance-making
On completion of this unit, the student should be able to demonstrate, in response to selected stimulus material from the VCE Solo performance examination, application of symbol and transformation of character, time and place; and identify, describe and explain the techniques used.
Area of Study 2 - Devising a solo performance
On completion of this unit, the student should be able to create, develop and perform a solo performance in response to a prescribed structure.
Area of Study 3 - Analysing and evaluating a devised solo performance
On completion of this unit, the student should be able to describe, analyse and evaluate the creation, development and presentation of a solo performance devised in response to a prescribed structure.
Internal Assessment
Unit 3 School-assessed coursework: 30 percent
Unit 4 School-assessed coursework: 10 percent
External assessment
Solo Performance examination: 35 percent
Written examination: 25 percent
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