After each performance ask the audience and performers to reflect and analyse the final performance. Talk about things that they like or found effective and how they could make the performance different. Rationale: This activity helps students with their improvisation, performance, character building, space, vocal and movement skills. Students are able to practise working with others in order to perform an improvisation piece. This activity is very similar to the final assessment task however, students are to incorporate an object into the piece which helps them to think creatively. The activity is scaffolded to help students by setting the scene for the performance and including certain characters. Students are able to work beyond the scenario provided. Talking about the performance afterwards give students the opportunity to reflect and appreciate drama. Drama Form: Improvisation and Movement Drama Elements: Time, symbol, mood, focus and space Indicators of Learning: Students: Make use of the space in the performance area (face the audience, centre stage) The performance is relevant Use the object as 3 different objects Speak clearly and maintain character characteristics Capture the tone and mood of the scenario Stay in character throughout the performance DRAS2.1 Interprets a wide range of imagined situations through the use of various drama forms, eg improvisation Makes decisions about role interactions, symbolic representations and the dramatic context at various stages of preparing for the drama and during breaks in the action of the drama DRAS2.3 Demonstrates how characters interact with each other Organises the space to devise and present their drama Demonstrates confidence in gesture, movement and voice skills Appendix 1: Scenario for ‘Object’
After each performance ask the audience and performers to reflect and analyse the final performance. Talk about things that they like or found effective and how they could make the performance different. Rationale: This activity helps students with their improvisation, performance, character building, space, vocal and movement skills. Students are able to practise working with others in order to perform an improvisation piece. This activity is very similar to the final assessment task however, students are to incorporate an object into the piece which helps them to think creatively. The activity is scaffolded to help students by setting the scene for the performance and including certain characters. Students are able to work beyond the scenario provided. Talking about the performance afterwards give students the opportunity to reflect and appreciate drama. Drama Form: Improvisation and Movement Drama Elements: Time, symbol, mood, focus and space Indicators of Learning: Students: Make use of the space in the performance area (face the audience, centre stage) The performance is relevant Use the object as 3 different objects Speak clearly and maintain character characteristics Capture the tone and mood of the scenario Stay in character throughout the performance DRAS2.1 Interprets a wide range of imagined situations through the use of various drama forms, eg improvisation Makes decisions about role interactions, symbolic representations and the dramatic context at various stages of preparing for the drama and during breaks in the action of the drama DRAS2.3 Demonstrates how characters interact with each other Organises the space to devise and present their drama Demonstrates confidence in gesture, movement and voice skills Appendix 1: Scenario for ‘Object’