Drama in the New Zealand Curriculum enables students to link their own imaginations, thoughts, and feelings with drama practice and history in ways that give voice to the cultural diversity of New Zealand. Students become increasingly literate in drama as they work with the elements of role, time and space, action, tension, and focus and develop skills in using the techniques of voice, movement, gesture, and facial expression. They use these elements and techniques with the conventions of drama to add richer meaning and colour to their drama work.
As they participate in and interpret their own and others' drama, students develop cognitive skills and gain understandings about themselves and their wider communities. They investigate the forms, styles, and contexts of drama and recognise that it can affirm or challenge attitudes and values. They work collaboratively to develop ideas, to express feelings, to experiment with sound and action within a dramatic space, and to reflect on live and recorded drama.
Students learn about drama of all cultures as they investigate its forms and purposes in past and present contexts. In Aotearoa New Zealand, all students should have opportunities to learn about contemporary Māori drama, which draws on traditional knowledge, beliefs, and ritual forms.
Students gain knowledge about theatre and its contribution to social and cultural commentary, employment, and recreation. They appreciate that drama, whether intended for audiences or not, provides significant opportunities for expressing cultural and personal identity.
The Arts in the New Zealand Curriculum, page 37
http://www.tki.org.nz/r/arts/curriculum/statement/pg37_e.php
Drama in the New Zealand curriculum
The exemplars for drama have been selected to illustrate certain key aspects of learning in drama. Each exemplar focuses on one key aspect of learning and illustrates other key aspects.
The set of drama exemplars shows a variety of approaches to teaching and learning in drama. Collectively, they are intended to:
- support teaching
- indicate progression
- provide a framework for ongoing formative practices.
They are not offered as a programme of learning in their own right.
Teachers are encouraged to relate these exemplars directly to The Arts in the New Zealand Curriculum and to the Ministry of Education's resource materials in print and electronic formats and online.
See
References
Resources
The drama exemplars can also be viewed on the double CD-ROM The New Zealand Curriculum Exemplars: The Arts on CD-ROM (item 30154) that was distributed to New Zealand schools with the print versions of the exemplars.
Introducing the drama exemplars
Level 1
Sanja Is a Vet
This exemplar uses a simple process drama to engage the students with a narrative of taking a sick animal to the vet. The spontaneous and active absorption of these students in their playmaking is typical of early level 1 work. They readily engage with their teacher in the creation of a dramatic narrative and are beginning to recognise and enjoy the distinction between the dramatic and the real. This exemplar uses a simple process drama to engage the students with a narrative of taking a sick animal to the vet. (Print, CD-ROM, online)
The King of the Mountain
The teacher takes a shadow role, working on occasions as part of the drama, to model the techniques that he wants the students to explore. The students are beginning to recognise how to use techniques to shape the action of the story. This exemplar shows the teacher modelling exploration of techniques as a starting point for a simple drama. (CD-ROM, online)
Level 3
Beyond Enjoyment
The exemplar shows a teacher preparing a class for a theatre-in-education visit. The teacher structures his questions so that the students begin to compare this experience with their other drama experiences. (Print, CD-ROM, online)
The Lost Bag
The teacher structures a sophisticated process drama that engages the students through their sense of mystery. The exemplar, which shows only a part of the process drama, shows how the convention of role on the wall helps the students develop their ideas about a role. This helps them participate in the process drama and prepares them for a performance. (Print, CD-ROM, online)
Gargoyles
The teacher uses a range of reflective questions to structure the students' learning experience. The students use process drama to shape a short performance. The teacher displays many elements that the students might use, through her sophisticated in-role performance, and draws attention to these techniques through additional modelling and reflective questioning. (CD-ROM, online)
Level 4
Busted
The students demonstrate an awareness of the artistic choices available to them in creating a devised piece for performance. The students trial a range of conventions and are asked to justify and explain their choices. (Print, CD-ROM, online)
The Orphan Train
The students are totally engaged in a complex process drama. The exemplar shows the depth of performance elements inherent in process drama. Elise in role challenges the teacher in role. Elise also discovers the fun of engaging in the "no penalty arena" of process drama. (Print, CD-ROM, online)
Note: A level 5 exemplar on Parihaka is being developed for print and will be delivered to schools to add to their exemplar materials. It will also be online.
Reference
Ministry of Education (2001). The Arts in the New Zealand Curriculum. Wellington: Learning Media.
Print version of drama teachers' notes (PDF, 54kb)
|
