The National Literacy Learning Progression and Drama Investigating

The National Literacy Learning Progression and Drama: Investigating the Continuum Helen Champion, Arts Curriculum Specialist, ACARA Jo O’Mara, Associate Professor, Deakin University

Introduction: Why we are here • HELEN: hear every teacher has a responsibility for literacy • What does that mean for drama teachers? How do you do that without mucking up the drama?

General Capabilities: Literacy • Purpose of general capabilities • Challenges and affordances

WHAT IS LITERACY (through drama) • IMAGES OF LITERACY? • WHEN YOU THINK OF LITERACY WHAT IMAGES- MOVE ON • PARTNER- THINK PAIR SHARE • Build up images • Photo- imafes • THEN SHOW THE VIDEO

What is literacy • • Video Speaking listening Viewing- understanding images reading interacting writing- handwriting/composition Progression points • Your responsibility as a drama teacher • Cicada drama

What is literacy discussion • Multiliteracy • Four resources – repertoire of literacy practices 1999 Luke and Freebody • Move into drama • Storydrama- investigate what it might look like

Activity one • Sohnds of cicadas • Sound scape of image • Turmoil between – the cicada and the suit • Animate him? ? • Imagining the backstory • Cicada facts and sounds • Engaging with the book • Reflective practice: Some different ways – name the literacy - - look at develop a hypothesis. • Unpacking images- drama • Final activity: Repertoire of literacy practices from the activities – a discussion

Naming what you already doing as literacy

Soundscape activity Looking at first image of the 'flight' sequence (on screen) • close eyes • visualise the image • audiate one sound that might be present in the world of the image • open eyes, with a partner • combine your two sounds • repeat the sounds as you move around the room, listening to other sounds • stop on the signal and connect with more people to make a group As a group look through the sequence of images • Collect, connect and curate sounds to accompany the sequence of images • Consider • • • texture (layers), dynamics, pitch, rhythm acoustic, digital, environmental sound sources movement (choreography, relationships) Present / experience / reflect

Soundscape activity Looking at first image of the 'flight' sequence (on screen) • close eyes • visualise the image • audiate one sound that might be present in the world of the image • open eyes, with a partner • combine your two sounds • repeat the sounds as you move around the room, listening to other sounds • stop on the signal and connect with more people to make a group As a group look through the sequence of images • Collect, connect and curate sounds to accompany the sequence of images • Consider • • • texture (layers), dynamics, pitch, rhythm acoustic, digital, environmental sound sources movement (choreography, relationships) Present / experience / reflect