Sample work Creative Arts K–6 Stage 2: Drama: Movement-based characterisation

Description of activity

Students create characters based on different ways of walking.

1. Students explore various ways of walking through contrasting heavy/light, quick/slow, tall/short, forwards/backwards/sideways movements.
2. They walk around the space as if they are being pulled by a string attached to a body part named by the teacher, eg nose, chin, elbow, stomach.
3. Students choose one of the walks they have explored and develop a character based on this walk.
4. They draw and/or describe their character.
5. Students practise moving about the space as their character.
6. They then meet another character and interact with them using mime.
7. Students join with another pair to form a group of four.
8. They interview or 'hot seat' the other members of their group to establish each character.

Outcomes

Making (DRAS2.1)
Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.
Making (DRAS2.2)
Builds the action of the drama by using the elements of drama, movement and voice skills.
Performing (DRAS2.3)
Sequences the action of the drama to create meaning for an audience.

Criteria for assessing learning

Students will be assessed on their:

• devising of drama in collaboration with others
• use of the dramatic elements of contrast, space, focus and mood, to create meaning
• adopting and sustaining of a role using movement, mime and improvisation.

Prior learning

Students have explored movement in drama and have adopted a variety of roles. They have collaborated with others to improvise and devise group performances. Students have participated in warm-up activities to interact with their space.

Work Sample Assessment

Indra 

Indra (artist) has demonstrated a very high level of competence in using movement and voice skills to develop a character. Strong stance and flamboyant gestures have been used to establish and sustain the role. Extensive understanding of the dramatic elements of space, focus and mood has been demonstrated, and the action has been well sequenced. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard at the end of Stage 2.

Ariel 

Ariel (old lady with white shoes) has demonstrated a high level of competence in using movement and voice skills to develop a character. The role has been convincingly adopted and sustained throughout the mime and 'hot seating' despite a minor lapse in posture. A thorough understanding of the dramatic elements of focus and space is evident, and there is a high level of competence in sequencing the action to create meaning for the audience. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of Stage 2.

Robyn 

Robyn (old man with shopping trolley) has demonstrated a high level of competence in using movement and voice skills to develop a character. The role has been adopted and sustained for most of the mime and 'hot seating'. A thorough understanding of the dramatic elements of space, focus and mood has been demonstrated, and the action has been well sequenced. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of Stage 2.

Taylor

This grade commentary refers to the performances by the students who play the roles of Superman and the robber without the hat. Taylor (Superman) and partner (robber without hat) have demonstrated an adequate level of competence in using movement and voice skills to develop a character. Both students sustain their roles for most of the mime using clear, controlled movements but Taylor is less convincing in the role of Superman during 'hot seating'. A sound understanding of the dramatic elements of time, focus and space is evident, and there is adequate sequencing of the action to create meaning for the audience. This work sample demonstrates characteristics of work typically produced by students performing at grade C standard at the end of Stage 2.

Riley

Riley and partners have demonstrated an adequate level of competence in using movement and voice skills to develop characters. Identifiable roles have been adopted and sustained throughout most of the mime and 'hot seating'. The action in the mime has been adequately sequenced, and a sound understanding of the elements of drama is evident. This work sample demonstrates characteristics of work typically produced by students performing at grade C standard at the end of Stage 2.