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Area of Study 2 requires presenting the devised performance to an audience in an appropriate performance space.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},315749,1790192142,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":96,"preview_page_count":4},1374391974468,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Year 11 Drama  \n| Overview:\u003Cbr>In this unit students study aspects of Australian identity evident in contemporary drama practice. This may also involve exploring the work of selected drama practitioners and associated performance styles. This unit focuses on the use and documentation of the processes involved in constructing a devised solo or ensemble performance. Students create, present and analyse a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. In creating the performance, students use stimulus material that allows them to explore an aspect or aspects of Australian identity. They examine selected performance styles and explore the associated conventions. Students further develop their knowledge of the conventions of transformation of character, time and place, the application of symbol, and how these conventions may be manipulated to create meaning in performance and the use of dramatic elements and production areas. Students analyse their own performance work as well as undertaking an analysis of a performance of an Australian work, where possible, by professional actors. An Australian work might: be written, adapted or devised by Australian writers or theatremakers, reflect aspects of Australian identity, for example the voice of Australia’s first peoples, the Celtic perspective, the twentieth or twenty-first century migrant experience, the refugee experience, urban and rural perspectives.\u003Cbr>Across this unit, students study performance styles from a range of historical and/or social and/or cultural contexts. In this unit the terms character, performance, story and style may be understood as one or more characters, performances, stories or styles |  |\n| --- | --- |\n| Area of Study 1\u003Cbr>In this area of study students explore the use of a range of stimulus material to create a performance based on a person, an event, an issue, a place, an artwork, a text and/or an icon from a contemporary or historical Australian context. As they work with stimulus material and a performance structure, students explore and experiment with ways that play-making techniques, expressive skills, performance skills, dramatic elements, conventions, performance styles and production areas may be used to realise the dramatic potential of stimulus material and shape dramatic action. Students also consider how to use techniques intentionally to have an effect on and engage the audience in ways that are appropriate to contemporary drama practice. Students record and document their use of play-making techniques and the creative processes used to shape and to develop this performance work\u003Cbr>Outcome:\u003Cbr>On completion of this unit the student should be able to devise and document the processes used to create a solo or ensemble performance that reflects an aspect or aspects of Australian identity and contemporary drama practice.\u003Cbr>Learning Dispositions:\u003Cbr>Collaboration and Ethical Behaviour-Negotiates effectively\u003Cbr>Critical and Creative Enquiry-Finds and selects information sources based on their appropriateness\u003Cbr>Area of Study 2\u003Cbr>In this area of study students present a performance to an audience of a devised work based on a person, an event, an issue, a place, an artwork, a text and/or an icon from an Australian context. The performance should be based on the work developed for Outcome 1, and should take place in a performance space appropriate to the theme or the subject matter of the drama. | Home Learning\u003Cbr>• Completing learning activities from class\u003Cbr>• Reading background material\u003Cbr>• Revise information about current topic\u003Cbr>• Continuation of folio work\u003Cbr>• Online tutorials\u003Cbr>• Annotation/evaluation\u003Cbr>• Exam preparation\u003Cbr>Parent/Guardian can support their student by reminding them to complete the following\u003Cbr>Responding to feedback Practise and refine skills\u003Cbr>Collect material for portfolio/ workbook/ visual diary\u003Cbr>Research\u003Cbr>Rehear","cbCaikdgcDKws2Ya","https://ap.wps.com/l/cbCaikdgcDKws2Ya","pdf",165165,"English","# Overview\n## Area of Study 1\n## Area of Study 2\n## Area of Study 3\n## Area of Study 4\n## Home Learning","[{\"question\":\"What is the focus of Year 11 Drama Unit 2?\",\"answer\":\"The unit focuses on constructing and documenting the processes used to create a devised solo or ensemble performance that reflects aspects of Australian identity in contemporary drama practice.\"},{\"question\":\"What should students use to create their performance?\",\"answer\":\"Students use stimulus material based on a person, event, issue, place, artwork, text and/or an icon drawn from a contemporary or historical Australian context.\"},{\"question\":\"How do students demonstrate learning in Area of Study 1 and 2?\",\"answer\":\"Area of Study 1 emphasises devising and documenting processes and techniques used to shape performance work. Area of Study 2 requires presenting the devised performance to an audience in an appropriate performance space.\"}]","Drama Unit 2 - Year 11 | PDF",1789906315]