© claire austin early australia the arts (drama) year … · students will be viewing a dvd on...

© CLAIRE AUSTIN

EARLY AUSTRALIA – Hard Times

THE ARTS (DRAMA) YEAR 5

LINKS TO OTHER KLAs:

Previous lessons in English (reading and viewing) involved responding to DVDs and videos. Skimming and

scanning research information sheets.

PURPOSE: Understanding of the harshness of conditions in Australia during early settlement and awareness of

cultural clashes during specific historical events which have shaped Australian history.

KEY QUESTION: What contributions did significant groups such as settlers, convicts and gold diggers make

during the forming of early Australian settlement?

ORGANISING PHASES:

Orientate: Lessons 1-3

The students will:

Create roles from given

information

Develop action from given

circumstances

Learn conventions :

Improvisation

view and critically evaluate peers

role plays

sound tracking

Tap and talk

Teacher-in-role

Freeze-frame

Enhance: Lessons 4-7

Create roles using role cards

Devise and perform extended

role-plays

Review status

use conventions :

Mime

Time Jump

Improvisation

Brainstorm

Work cooperatively in small

groups

view and critically evaluate peers

role plays

Synthesize: Lesson 8

Rehearse and perform extended role-

plays

use conventions :

Work cooperatively in small groups

give oral self and peer assessments

Perform in role to a formal audience

using simple costumes, props

OTHER KEY LEARNING AREAS

SOSE: Time, continuity and change

Changes and continuities are represented by events and people’s contributions, and are viewed differently

by different people.

Students will be researching the landing of the First Fleet and the establishment of penal and free

settlements during this unit.

SOSE: Culture and identity

Communities contain cultures and groups that contribute to diversity and influence cohesion.

Students will examine differences between Irish, English and Chinese cultural groups on the goldfields.

ENGLISH: Reading and Viewing

Reading and Viewing involve using a range of strategies to interpret and appreciate written, visual and

mutimodal texts in personal and community contexts.

Students will be viewing a DVD on early Australian settlement and identifying different cultural groups

and their contributions.

Students will be skimming and scanning a piece of written text to identify main ideas, infer, summarise and

reflect on the life of an early convict/ settler.

THE ARTS: Visual Art

Visual Art involves selecting visual arts elements, concepts, processes and forms (both 2D and 3D) to express

ideas, considering different audiences and different purposes, through images and objects.

Students will create an object (2D or 3D) which shows an understanding of life in Australia during early

settlement (prop or mask).

ASSESSMENT

Assessable Elements Gathering Evidence Making Judgements

Knowing and Understanding:

Students are able to:

• select and develop ideas for drama

considering intended audiences and

intended purposes,

and make decisions about dramatic

elements and languages

The students will be:

Devising extended Role

plays

Make individual and group

decisions about the dramatic

situation

Select roles that are directly

involved in the situation or

narrative.

The teacher will use:

Observation

Recorded in:

Observation notes

Can students make individual and

group decisions about the dramatic

situation?

Can students select roles that are

directly involved in the narrative?

Creating:

create and shape drama by

modifying dramatic elements to

express purpose and to include

influences from their own and other

cultures and times

• modify and polish drama using

interpretive and technical skills


Improvising short scenes

Creating freeze-frames

linking scenes using time-

jumps

Use role-reversal to play

roles from opposing

perspectives

Use objects, props, costumes

or colours to focus the

action, for tension or

enhance mood.


Consultation with students

Recorded in:

Anecdotal records

Are students demonstrating an

understanding of the conventions of

improvisation, freeze-frames, time-

jumps, role-reversal?

What are students using to focus the

action, enhance the mood add

tension?

Presenting:

• present drama to informal and

formal audiences for intended

purposes, using dramatic techniques,

skills and processes

• identify, apply and justify safe

practices


Performing student devised

scenarios


Observation (watching

performance during and on

video)

Focused Analysis

Recorded in:

Checklist

Video taped recording

Photographs

Can students show awareness of

audience position and response?

Can students sustain role by

concentrating on the action, staying

in role when not speaking and

drawing focus to the action not self?

Can students sustain voice, gesture

and movement of the role

throughout the performance?

Responding:

respond by analysing and evaluating

drama in social, cultural, historical

and spiritual

contexts, using dramatic elements

and languages


Analysing and evaluating

own and others role plays


Consultation with students

Recorded in:

Notes on criteria sheet

Can students describe and evaluate

own learnings in, through and about

drama?

Can students identify and describe

the use of performance skills in own

and others work and provide

examples to justify with sensitivity?

Reflecting:

reflect on learning, apply new

understandings and identify future

applications.


Reflecting on their learning

and applying learnings to

their writing

Writing in role (letters home)


Focused Analysis –

examining writings

Peer/ self assessment

Recorded in:

Peer/ self reflection sheet

Collection of work samples

Can students write suitable letters

home which reflect an understanding

of the character of their role?

CONTEXT: Students will use their knowledge of drama skills and their understanding and awareness of cultural

clashes between early Australians to create an extended roleplay to entertain peers and teachers.

CRITERIA FOR ASSESSMENT:

Students in groups select and use a range of elements and conventions to participate in an extended roleplay

in a formal setting to an audience. They are able to take on a role as a member of a particular cultural group,

become involved in whole group role play, improvisations, in-role writing and freeze frames.

Their performance skills include conveying character through vocal expression, movement and gesture.

They concentrate on sustaining roles and memorizing lines where appropriate.

Students demonstrate their knowledge of culturally significant events in Australian history through their

dramatic performance to an audience of their peers.

CONTENT:

FORM: Extended role-play

PURPOSE: to entertain and provide information

AUDIENCE: Formal (peers and teachers)

ELEMENTS: Relationships, time , status, tension

Lesson One: A New Life

Unit Title: EARLY AUSTRALIA – HARD TIMES

Level: Year 5

Time Allocation: 1 hour

Time Phases of sequenced activities Group Organization/

Safety Considerations

Gathering

Evidence

15

mins

Orientate: Ask students to form a perfect circle

sitting on the carpet in as short a time as possible –

this is called the “Drama Circle”. Whenever teacher

calls out “Drama Circle” students must form circle.

Discuss group co-operation, team work, safety

issues, freeze term. Explain warm-up activity 1;

Statues (High/Medium/Low levels). Students play.

Warm-up activity 2; Frozen Image. Split students

into 4 groups (2 with each teacher). Each group

practices and presents a frozen image from the list

below.

All students in cleared space.

Discuss safety with games played

– being careful of others and

aware of space issues. Introduce

term “Freeze” as safety word.

Students move around in space.

take photos

for

portfolio

and

analysis

40 mins Enhance: In drama circle, discuss improvisation

and Role play conventions. In 6 groups they have to

practice then present a role-play from the given

scenario. They have to decide on characters and try

to use authentic language and terms for those

characters.

Students standing in space,

teacher moving around to

observe.

make

anecdotal

records on

checklist

5 mins Synthesise: The audience are asked to reflect on

the scenes; who seemed authentic? Why? How?

What did they learn? Respond to the scenes –

would it have been like that?

Students sitting in circle.

RESOURCES: Lesson 1

FROZEN IMAGES: YEAR 1788

Skills: levels, expressions, gestures, various roles(person, animal or object).

1. PICK POCKETS ON THE STREETS OF LONDON

2. THE LAST LOOK AT LONDON FROM THE DECK OF THE SHIP

3. PLANTING THE UNION JACK AT PORT JACKSON

4. ABORIGINES SEEING THE WHITE „GHOSTS‟ ARRIVE IN THEIR ROW

BOATS

http://eurekaexcursions.com/goldrush.html

http://eurekaexcursions.com/goldrush.html

Scenarios:

A RECRUITING

OFFICER FROM THE

NSW CORPS IS IN

LONDON TO RECRUIT

SOLDIERS FOR THE

PROTECTION OF THE

SETTLEMENT IN

SYDNEY COVE

GOVERNMENT

OFFICIALS HAVE BEEN

EMPLOYED TO SELECT

LONDONERS TO BE

GIVEN FREE PASSAGE

TO SYDNEY COVE

AN EARLY SETTLER‟S

WIFE HAS TO BUY ALL

THE EQUIPMENT AND

SUPPLIES SHE WILL

NEED FOR HER

KITCHEN IN THE NEW

COUNTRY

FREE SETTLERS HAVE

TO CHOOSE THE MOST

SUITABLE CONVICTS

TO WORK AS LABOR

ON THEIR FARM

A JUDGE HAS TO

DECIDE WHICH

CONVICTS SHOULD BE

OFFERED FREE

PARDONS PROVIDED

THEY BEHAVE

THEMSELVES

GOVERNMENT

OFFICIALS IN LONDON

HAVE BEEN ASKED TO

ENCOURAGE WOMEN

TO EMIGRATE TO

SYDNEY COVE

Lesson Two: A Hard Life


Level: Year 5




Gathering

Evidence

15

mins

Orientate: Warm-up activity – Mime. Split class

into 2 groups (one group with each teacher). First

group are paired off into convict and soldier.

Explain roles to each group separately. Escaped

convicts are to attempt a surprise attack on their

soldier without being seen. They must try to kill the

soldier without any contact. The soldier is to guard

their supply tent on all sides from attack by escaped

convicts. Second group are paired into desparate

escaped convict and farmer guarding a whole field

of vegetable crops. The convict must steal some

carrots without the farmer catching him. Then swap

roles. Other half of class to be audience.

All students on the cleared space.






Observation

notes

40 mins Enhance: In drama circle, discuss freeze frame

convention. Divide students into 6 groups. Three

will work with each teacher. Each group has a

picture from the wall charts to present in a freeze

frame. Remind them to use different levels. They

may represent a person, animal or object. Then

present each freeze frame to rest of class as

audience. The audience is asked to reflect on the

freeze frame; what did they like? Respond to the

freeze frames. What did they learn?

Explain Role play convention. In same groups they

have to practice then present a one minute role-play

from the same scenario. They have to decide on

characters and try to use authentic language and

terms for those characters.

Students standing in space,

teacher moving around to

observe.

make

anecdotal

records on

checklist

take photos

for

portfolio

and

analysis

5 mins Synthesise: The audience are asked to reflect on

the scenes; who seemed authentic? Why? How?

What did they learn? Respond to the scenes –

would it have been like that?

Students sitting in circle.

Make

anecdotal

records

Resources: Wall charts – Pictures of Early Australia Life

Lesson Three: The Arrival


Level: Year 5




Gathering

Evidence

15

mins

Orientate: Explain warm-up activity 1; Captain’s

Orders. Students play. Ask students to form

“Drama Circle”. Discuss life on board a First Fleet

ship from convict perspective and then from sailors

perspective. Questions to include; what fears,

expectations, sounds, sights, smells, space, jobs,

exercise, movements. All students to contribute in

turn.







Studnets sitting in circle on floor.

40 mins Enhance: Discuss Sound Tracking convention.

Split class into 2 groups (one group with each

teacher). One group will be sailors (above deck).

One group will be convicts (below deck). Students

in 2 drama circles to discuss, choose then practice

making their sound. Each group to present their

sound-tracking to the other group. Students still in

their 2 groups to mingle and talk in role about what

they can smell, hear, see, feel, what movements they

can make as their character and how much space

they would have to move in. Students in each group

to present their Movements to the rest of the class.

Discuss Tap and Talk convention and Teacher-in-

role convention. Each group in turn forms 2 equal

lines facing inwards. When teacher arrives in role

as Captain (when wearing captain‟s cap) inspecting

the convicts then the crew the students freeze.

Teacher taps each student on the shoulder and asks

them a question - questions to include; what fears,

expectations, sounds, sights, smells, space,

movements. Students to respond in role.

½ class in audience, ½ class in

performance space. Drama

teacher with performance group.

or

Students in drama circle on floor.

Observation

notes on

checklist

Video tape

of tap and

talk

5 mins Respond to activities – what did the students learn?

How did it make you feel? Reflect on activities –

were they useful in knowing what life on the First

Fleet would be like?

Captain’s Orders Game Instructions: (Leader calls out instructions. Students listen and respond quickly.)

Last student to complete order stands with leader to help spot the slowest person in subsequent turns.

Skills: Mime, following instructions, quick thinking, movement, memory, listening

THE ORDERS:

BOW: Run to the front of the room

STERN: Run to the back of the room

PORT: Run to the left side of the room

STARBOARD: Run to the right side of the room

SCRUB THE DECKS: Fall to the floor and make a scrubbing action

PERSON OVERBOARD: mime looking into the distance through binoculars

CLIMB THE RIGGING: Mime climbing a rope ladder

HIT THE DECK: Lie flat on the floor

CAPTAIN‟S COMING: Stand in a straight line and salute

Lesson Four: Mary Reiby


Level: Year 5




Gathering

Evidence

15

mins

Orientate: Explain warm-up activity; Status Walk:

All students walk around the space without

touching. Teacher calls out instructions. First you

are the King (high status). Superior, may

acknowledge others or not. Next a free settler.

(medium status) friendly, comfortable with your

position, relaxed and happy. Next a convict (low

status). Everyone else is better than you.

½ class in audience, ½ class in

performance space. Drama

teacher with performance group.

40 mins Enhance: In drama circle volunteers take it in turns

to read Mary Reiby information sheet. Explain

Improvised Roleplay. Each group will act out a

scene using the information sheet. They will each

take on a role of person, animal or object. Split

students into 4 groups of 7 (2 groups with each

teacher). Groups will practice for 10 mins then

present to the other groups as audience.

All students on the cleared hall

space. Teacher moving around to

observe.

Observation

notes on

checklist

5 mins Synthesise: Respond to presentations. Was it clear

who they were and their relationship to each other?

Reflect on activity – Did it reflect what life was

like?

Students in drama circle.

Oral peer

assessment

Resources: Mary Reiby information sheet

Lesson Five: Eureka!


Level: Year 5




Gathering

Evidence

25

mins

Orientate: Teacher led discussion using DVD as

stimulus. From this discussion list various cultural

groups during early settlement. List major events

which changed Australian history at this time

(Eureka Stockade, extra taxes on Chinese workers,

Aboriginal people being killed/ killing whites/

driven from land.

Students sitting in front of TV /

whiteboard.

30 mins Enhance: Students are formed into 6 groups of 4-5

according to which group they wish to join

(English/ Irish x 2/ Chinese/Troopers x 2). (3

groups with each teacher). They discuss their role

with others in their group and work out their

relationships to each other. Then they practice a 3

minute role play of what they would be doing at

9am in the morning. Teachers to offer advice/

suggestions to each group. Each group then presents

their role play to the rest of class as audience.


Teacher moving around to

observe.

Observation

notes on

checklist

5 mins Synthesise: Respond to presentations. Was it clear

who they were and what they were doing? Reflect

on activity – Did it reflect what life was like?


Oral peer

assessment

Resources: DVD - The waves that made Australia

STUDENTS TO BRING PENCILS AND NOTEBOOKS.

Lesson Six: Conflict


Level: Year 5




Gathering

Evidence

15

mins

Orientate: Discuss warm-up activity, Mime:

Divide class into 4 groups. 2 groups with each

teacher. Students practice and present their mime to

rest of class.

Students in drama circle. Teacher

to list on whiteboard.

30 mins Enhance: Explain adding Tension and Time Jumps.

Students to practice second scene (6PM)

incorporating the new scenario card. Teachers to

offer advice/ suggestions to each group. Each group

then presents their role play to the rest of class as

audience.



observe.

Observation

notes on

checklist

15 mins Synthesise: Respond to presentations. Was there

tension / conflict? Reflect on activity – Did it reflect

what life was like? Students write a letter in role

back home to England / Ireland/ China explaining

what has happened.


Students at desks

Oral peer

assessment Collect letters


Mime Scenario cards

1. PANNING FOR

GOLD

2. LIGHTING A CAMP

FIRE

3. BUILDING A LOG

CABIN

4. CUTTING DOWN

TREES

Lesson Seven: Is Life Fair?


Level: Year 5




Gathering

Evidence

15

mins

Orientate: Discuss warm-up activity: Arrival Of

The King . (Status , movement in role, staying in

role) In role as their character, how will they react?

Voices - Cheering, booing, calling out. Movement –

courtesy, bow. Split class into 2 groups. Choose a

King for each. Show arrival with King walking

between 2 lines of characters facing inwards

towards the king. Then students freeze and Teacher

will tap each and they talk in role about their

reaction.

Students in 2 lines in each group.

Teacher observing.

30 mins Enhance: Students in their groups practice third

scene – what happens next. Students to present role

plays to the rest of class as audience.



observe.

Checklist

15 mins Synthesise: Respond to presentations. How did it

make them feel? Reflect on activity – Do they feel

they are becoming more confident in their

performing?

Discuss costumes, props. How will these help the

plays?


Oral self

assessment


Resources: Costumes and props from Qld Museum. Various books, pictures.

Lesson Eight: A Day in the Life of the Goldfields


Level: Year 5




Gathering

Evidence

20

mins

Orientate: Students in their groups practice the 3

scenes.

Students in groups. Teacher

observing.

30 mins Enhance: Students to present all 3 scenes to the

rest of class as audience.

All students in performance

space. Teacher moving around to

observe.

Checklist

10 mins Synthesise: Respond to presentations. Do they

have more understanding of each of the cultural

groups and the cultural clashes and

misunderstandings through doing the drama

activities? Reflect on activity – What drama skills

did they learn? Who do they think performed well

and why?


Oral peer

assessment

RESOURCES:

Tom Appleby Convict Boy, various books on early settlers.

Year 5 Early Australia – Hard Times Assessment Sheet

1. KNOW AND

UNDERSTAND

Can student make individual and group decisions about the dramatic situation?

2. CREATE Can students create suitable roles that are directly involved in the narrative?

3. PRESENT Can students show awareness of audience position and response?

4. PRESENT Can students sustain role by concentrating on the action, staying in role when not speaking?

5. PRESENT Can students sustain voice, gesture and movement of the role throughout the performance?

6. RESPOND Can students describe and evaluate own learnings in, through and about drama?

7. RESPOND Can students identify and describe the use of performance skills in own and others work and provide

examples?

8. REFLECT Can students write suitable letters home which reflect an understanding of the character of their role?

Assessment:

Comprehensive (A) Thorough (B) Satisfactory (C) Variable (D)

Students and given role 1 2 3 4 5 6 7 8 Comment

Scenario cards

EUREKA STOCKADE

Scobie and friends want a drink

but Bentley (the hotelier) tells them

the hotel has closed for the night.

Scobie is kicked to death by Bentley

but Bentley is not arrested by

troupers. The diggers are angry

and burn down Bentley’s hotel.

They are arrested because Bentley

has paid off the troopers. They then

plan the Eureka Stockade. They

are defeated by the Troopers.

ENGLISH SETTLERS

You are ex-convicts or free settlers.

You have worked hard to earn

your position in the new colony and

you live a tough life but you are

much better off than the diggers on

the goldfields. You have a house

which you built yourself, land

which you cleared yourself and

planted crops which are doing well.

You are planning a trip to

Melbourne to take money / gold to

the bank.

EX-CONVICT BUSHRANGERS

You can’t find gold or get jobs and

you are hungry so you plan to rob a

stage coach that you know is

carrying gold nuggets to the bank.

Frank Gardiner is your leader.

IRISH DIGGERS

You are ex-convicts from Ireland

– rough and tough. You live in

tents by a stream. You register

your claim by paying a fee for a

monthly license to dig for gold.

The earth is washed away in the

stream using a pan or cradle. If

you are lucky you find a nugget of

gold. If you have no luck you have

no money to pay for the license.

CHINESE MINERS

You have been gold miners back

home in China and are expert

miners. You know how to find

gold where others have given up

digging. You build long water

canals to bring water down from

the hills to the gullies to wash the

gold. You brought with you good

cooks and know how to grow

fresh vegetables. You have to pay

a fee for a monthly license to dig

for gold.

HIGHWAY ROBBERY

Frank Gardiner and his gang of

bushrangers are planning to rob

the stagecoach on it’s way to

Melbourne from the Ballarat

Goldfields. The troopers must

stop them and protect the people

inside.

THE RIOTS AT LAMBING

FLAT

Local diggers accuse the Chinese

miners of finding gold by digging

on their old claims and using too

much water. Local diggers force

the Chinese miners off their

diggings, burn their tents, cut

their pigtails off, injuring or

killing everyone. Troopers arrest

the diggers but none are

punished. The Chinese are told

they now have to pay double the

taxes that the other diggers pay

and their immigration will be

restricted.

TROOPERS

You are English policemen and

dislike the Irish diggers. Your

main duties are checking that the

diggers have their license to dig

and arresting them if they don’t.

You have to stop any trouble on

the goldfields.

Role Cards

PATRICK

MURPHY

AGE: 30 years

OCCUPATION:

Miner

COLIN DUFFY

AGE: 17 years

OCCUPATION:

Miner

FRANCIS

DUFFY

AGE: 14 years

OCCUPATION:

None

MARY DUFFY

AGE: 30 years

OCCUPATION:

shopkeeper

JOSEPH

DUFFY

AGE: 32 years

OCCUPATION:

Miner

QUONG TART

AGE: 9 years

OCCUPATION:

Miner

KENG LEE

AGE: 30 years

OCCUPATION:

Herbalist

GUAN KONG

AGE: 12 years

OCCUPATION:

Miner

JOHN ALLOO

AGE: 18 years

OCCUPATION:

Cook

KIM LUPSONG

AGE: 20 years

OCCUPATION:

Barber

JOHN BROWN

AGE: 45 years

OCCUPATION:

Trooper

(Constable)

HENRY

BLACKWOOD

AGE: 26

OCCUPATION:

Trooper

WILLIAM KENT

AGE: 30

OCCUPATION:

Trooper

TOM SMITH

AGE: 30

OCCUPATION:

Trooper

EDWARD

BROWN

AGE: 50

OCCUPATION:

Trooper

(sergeant)

JOHN JOSEPH

AGE: 45 years

OCCUPATION:

Trooper

(Constable)

HENRY WHITE

AGE: 26

OCCUPATION:

Trooper

WILLIAM

SAXTON

AGE: 30

OCCUPATION:

Trooper

TOM FRASER

AGE: 30

OCCUPATION:

Trooper

EDWARD

SMYTH

AGE: 50

OCCUPATION:

Trooper

(Sergeant)

JAMES

O‟ROURKE

AGE: 30 years

OCCUPATION:

Baker

PETER LALOR

AGE: 30 years

OCCUPATION:

Engineer

PATRICK

SCOBIE

AGE: 18 years

OCCUPATION:

Miner

SEAN

O”ROURKE

AGE: 20 years

OCCUPATION:

Miner

PADDIE

O‟BRIEN

AGE: 12 years

OCCUPATION:

Labourer

SAM GILL

AGE: 20 years

OCCUPATION:

Bushranger

JAMES PIKE

AGE: 22 years

OCCUPATION:

Bushranger

WILLIAM DAY

AGE: 18 years

OCCUPATION:

Bushranger

TOM CLANCY

AGE: 30 years

OCCUPATION:

Bushranger

FRANK

GARDINER

AGE: 40 years

OCCUPATION:

Bushranger

AU GONG

AGE: 30 years

OCCUPATION:

Miner

KIM SING

AGE: 12 years

OCCUPATION:

Miner

LOP SING

AGE: 50 years

OCCUPATION:

Market Gardener

DOCTOR LAM

SING

AGE: 40 years

OCCUPATION:

Chinese doctor

KIM LUPSONG

AGE: 20 years

OCCUPATION:

Barber

PHILLIP

BRADLEY

AGE: 30 years

OCCUPATION:

Stage Coach

Driver

MRS

SHEFFIELD

AGE: 30 years

OCCUPATION:

Housekeeper

MARGARET

NOBLE

AGE: 30 years

OCCUPATION:

married to wealthy

businessman

JEFFREY

NOBLE

AGE: 45 years

OCCUPATION:

Owner of wealthy

transport business

MARTHA COX

AGE: 20 years

OCCUPATION:

Governess

EMMA SMITH

AGE: 29 years

OCCUPATION:

Shopkeeper

TOM SMITH

AGE: 30 years

OCCUPATION:

Baker

JOHN BROWN

AGE: 23 years

OCCUPATION:

ex-convict/

servant

MARTHA

BROWN

AGE: 20 years

OCCUPATION:

ex-convict/

servant

JOHN

BENTLEY

AGE: 45 years

OCCUPATION:

Hotel Owner

LILIAN

CONOLLY

AGE: 50 years

OCCUPATION:

Shopkeeper

CAROLINE

CHISHOLM

AGE: 30 years

OCCUPATION:

Housewife

ELIZA

CHOMLEY

AGE: 23 years

OCCUPATION:

Milliner

MAGGIE

BLACK

AGE: 23 years

OCCUPATION:

Factory worker

MOLLIE

MALONE

AGE: 13 years

OCCUPATION:

Housemaid

PATRICK

MCMANUS

AGE: 25

OCCUPATION:

Miner

THOMAS

MCGEE

AGE: 20

OCCUPATION:

Miner

MICHAEL

O‟DONNELL

AGE: 25

OCCUPATION:

Miner

MAGGIE

McGUIRE

AGE: 23 years

OCCUPATION:

Factory worker

MOLLIE

MAGEE

AGE: 23 years

OCCUPATION:

Ex-convict/

Dressmaker

DANIEL

O‟BRIEN

AGE: 30

OCCUPATION:

Miner

JOSEPH

Ó‟SHANE

AGE: 20

OCCUPATION:

Miner

SEAMUS

O‟DONNELL

AGE: 16

OCCUPATION:

Miner

THOMAS

MCGEE

AGE: 25

OCCUPATION:

Miner

TERRENCE

MCMANUS

AGE: 23

OCCUPATION:

Miner

DRAMA SCOPE AND SEQUENCE CHART

By the end of Year 5

Ways of Working Students are able to:

• select and develop ideas for drama considering different audiences and different purposes,

using dramatic elements and languages

• create and shape drama by organising dramatic elements to express personal and community

values, beliefs and observations

• rehearse and rework drama using interpretive and technical skills

• present drama to informal and formal audiences, using dramatic techniques, skills and processes

• identify and apply safe practices

• respond to drama by identifying and interpreting the influences of social, cultural and

historical contexts, using dramatic elements and languages

• reflect on learning to identify new understandings and future applications.

Knowledge and Understanding Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences

and different purposes, through dramatic action based on real or imagined events.

Elaborations • Role and status of relationships can be maintained using movement, including posture, gesture

and body position, and expression of voice

e.g. moving, speaking and reacting differently as a soldier, compared with as a convict.

• Purpose and context guide the selection of time frames, language, place and space to express

ideas

e.g. continuing role plays using time jumps from scene to scene.

• Dramatic action is structured through storytelling, improvisation and extended roleplays

e.g. presenting the issue of conflict between 2 cultural groups.

© claire austin early australia the arts (drama) year … · students will be viewing a dvd on...

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