MYP: Connecting to Learning in Drama
Year 7
Statement of Inquiry: Identity can be interpreted through an examination of human nature.
Students have been inquiring into how to devise and perform an original monologue. They have engaged in a series of explorations about the structure and language features of a monologue and created improvisations using fairy tale ‘prompts’ as stimulus. Students thoughtfully considered the skills necessary for a playwright, including observation, imagination and creativity. They were incredibly courageous as they performed their monologues for their peers. They were supported to focus on their expressive skills and to deliver their work with energy and attention to character development. What resulted was an array of diverse characters with internal conflict and clear objectives. Students should feel proud of the way they expressed themselves in a focused and purposeful manner.
Student reflections:
(Khai Xuan) - Writing the monologue was inspiring because it was a positive experience and creative.
(Ord) - You got to turn a fairy tale into your own story.
(Saffron) - I never knew, but the majority of the time I come up with a monologue in my own head, but this time I could put it on paper.
(Fern) - Monologue writing developed my creative skills.
(Hamish) - Learning monologues is a new way to express yourself and a fun way to tap into your creative writing availabilities.
Year 8
Statement of Inquiry: Acknowledging inequality and boundaries may bring about change.
Throughout Term 2, students have inquired into identity and culture. Questions that have guided and provoked their learning include, What is culture? How have cultures evolved over time? How are stories used to express ourselves and culture? How can we respectfully and appropriately explore First Nations’ histories, cultures and languages? Students engaged in drama experiences, including monologue, tableaux and ensemble performances. They also examined different performance styles which also communicate messages, such as Epic, Forum and Verbatim Theatre.
Student reflection:
(Iris) - We have been learning about culture and identity and how to respect our cultures and others. We, through our own stories, learned how First Nations people have been disrespected in the past and then created tableaux from their stories to express how they would have felt.
Year 9 (collaborative across The Arts)
Statement of inquiry: Genre communicates to audiences’ alternative ideas about identities and relationships.
Students have continued to create and edit their films as part of the Collaborative Arts Project. They have been focusing on filming the last moments of their scripts and have been collectively deciding upon the sequence of actions that will take place in their final draft. They have also been provided with the opportunity to reflect upon the process of their film-making in a critical manner. During class they were encouraged to measure the artistic purpose of their work and to articulate how they collaborated to develop and realise their ideas.
Student reflections:
(Sienna) - I enjoyed working with people I never thought I’d work with.
(Isabelle) - I enjoyed learning new skills and applying them.
Year 10
Statement of Inquiry: Through collaboration, bold, dynamic and abstract stories can emerge.
Students performed a drama ensemble piece for the MYP Celebration. Throughout the term, students inquired into Brechtian theatre, exploring the context and theories that govern this style of performance. Voice, movement and acting styles were the focus for discovery as students experimented, through improvisation, how to create dynamic drama work. The final performance was a reflection of the understandings reached by the students, as they decided upon their artistic purpose and transferred the skills gained throughout the unit to create a non-naturalistic and inspiring performance that alienated their audience. Students were focused and committed performers who also considered how they could use stagecraft to further define their ideas.
Student reflections:
(Felix) - Brechtian theatre allowed me to explore the interconnectedness between theatre and issue while maintaining the ability to provoke thought about the issue rather than the performance experience.
EARLY COMMENCEMENT FOR DP THEATRE
Students in Year 10 participated in a Commedia dell’arte workshop with Make a Scene Theatre Education. During the workshop they inquired into the characters, conventions and style of this form of theatre. This workshop was to prepare them for their research into World Theatre Traditions which is a component within the Diploma Theatre programme.
Student reflection:
(Felix) - Commedia dell’Arte was a great vessel for expression in a more spriteful and energised approach to improvisation.
Bec Bettiol
teacher of MYP Drama