ARTS CHALLENGE FOUR DRAMA LEARNING FOCUS Drama Level

ARTS CHALLENGE FOUR DRAMA

LEARNING FOCUS Drama Level 2: Exploring role and dramatic action through play, improvisation and process drama Level 2: Use voice, facial expression, movement and space to imagine and establish role and situation Level 2: Present drama that communicates ideas to an audience Level 2: Respond to a range of drama and consider where and why people make drama including drama of Aboriginal and Torres Strait Islander Peoples (Moodle 2018).

Cross Curriculum Priorities Learning Objectives Students’ exploration of traditional and contemporary artworks by Aboriginal and Torres Strait Islander Peoples provides insight into the way the relationships between People, Culture and Country/Place for Aboriginal and Torres Strait Islander Peoples can be conveyed through the arts, their expression in living communities, and the way these build Identity. (ACARA, 2017).

Australian Curriculum – Content Descriptors Year Foundation to Year 2 Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM 028) Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR 030) Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM 028) (ACARA 2017).

The story that I have chosen to introduce is Tiddalick the frog and the great flood. DESIGN THE DIGITAL PRETEXT FOR INTRODUCING A STORY AND STORYDRAMA This storey is an Aboriginal based on the dreamtime. I have chosen to incorporate this Aboriginal storey for crosscurriculum priorities. Tiddalick the frog and the great flood was produced by the Gunai people of South Gippsland in Victoria, Australia and was used by the elders to teach the children lessons. Some of the lessons that the elders were attempting to teach the children were: - Laughter in a bad situation can make a difference - Greed is disliked. - Sharing is caring - Importance of sharing.

The Role – One of the gang. Teacher-in-role. The role that I have taken in this narrative is one of the gang reading of the story and pausing and allowing 2 prominent characters to ask open ended questions. To assist students to answer questions this role enables me to suggest words that could prompt students prior learning and suggest things that are leading to the students. Playing a role as one of the gang allows me to demonstrate to the students that I can communicate on their level and assist with resolving issues.

Drama assists students to learn through the process of experiences in drama. Drama assists students to engage emotionally and physically with a story and develop a deep understanding of a story. Drama Art Through drama students experience a different world – An imaginative world and teaches students about developing empathy. (Moodle, 20018). ‘Children develop their drama literacy by engaging in drama forms like improvisations, role playing, readers theatre and script development’. (Dinham, J. 2013. P 187).

Puppet Pal – Tiddalick the Frog Dreamtime Story. https: //www. youtube. com/watch? v=a. At. Jfq. W 1 JX 4&t=8 s

References Websites: Australian Curriculum Assessment Reporting Authority (ACARA). 2017. Retrieved from https: //www. australiancurriculum. edu. au/f-10 -curriculum/cross-curriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/ Central Queensland University, Moodle. 2018. Retrieved from https: //moodle. cqu. edu. au/mod/page/view. php? id=633139 Books: Dinham, Judith. 2013. Delivering authentic Arts Education. Cengage Learning Australia South Melbourne Victoria Australia.