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PERFORMING ARTS STAFF
SUBJECTS COVERED
COURSE OVERVIEW
Do you enjoy acting? Do you like creating dramatic scenes and designing costumes, props and sets? Then you should consider choosing Drama. This subject is very practical and has been designed for students to specialise in the areas of dramatic action, developing script work and learning about different styles of Drama. Theory and practical aspects of the course are integrated together. AREAS OF STUDY:
ASSESSMENT SUMMARY Assessment covers performance work, the creation of dramatic works, research and written assignments. HOMEWORK Practising practical work at home is essential. Theory notes should be revised and developed towards assignment writing. Completion of in-class tasks at home. RESOURCES Students may need to provide specific Costumes and Props as required for performances. STATIONERY
ADDITIONAL INFORMATION Students are encouraged to attend various performances during the year. Additional Junior Drama Information (Max file size 17k)
SENIOR DRAMA AUTHORITY The Senior Drama programme is designed to provide students with a broad range of experiences and skills in drama and a theatrical context. The dimensions of the course consist of:
COURSE OVERVIEW: This course of study achieves a balance of learning experiences through applied knowledge of dramatic languages and dramatic perspectives. Dramatic languages can consist of: ASSESSMENT SUMMARY: (Over two-year period) Students are assessed equally over the three dimensions above. HOMEWORK REQUIREMENTS: Practising practical work at home is essential. Theory notes should be revised and developed towards assignment writing. Completion of in-class tasks at home. ADDITIONAL INFORMATION: Students are encouraged to attend various plays and films during the year, one of which will be for assessment purposes. The cost of this last excursion is additional to textbook contribution payments. Participation in these events broadens students’ experience, and this directly impacts on skill development. DRAMA COURSE OVERVIEWS
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FILM, TELEVISION AND NEW MEDIA  COURSE OVERVIEW Film, television and new media are now our primary sources of information and entertainment. New technologies and changing social and leisure patterns have caused a cultural revolution that requires students to have greater critical awareness of popular culture. In the FTVNM course, students are involved in communicating and evaluating ideas and information in the form of design proposals, productions and critiques. The design component of the course allows students to creatively develop storyboards, shooting scripts, short film proposals for documentaries and narratives and film scripts. Students generate and synthesise ideas, research and develop material, and solve problems. Production allows students to produce a series of digital films including promotional videos, film trailers, documentaries and short narrative films. Students use production practices such as gathering and selecting source material, identifying, recording, capturing, compositing, editing, mixing, and manipulating images and sounds. They also learn how to meet deadlines, organise and manage physical and human resources, solve problems, negotiate, collaborate and assess risks. In critique students analyse and evaluate products and contexts. This includes formal essays, feature articles and presentations about a range of media products and issues including film genres and styles, propaganda, representations of minority groups and the impact of new media. Students learn how to research, interpret, compare, judge, justify discern and challenge ideas to critically reflect on their own and others’ products. The skills developed by students in FTVNM are not only of vocational value in the ever expanding ‘information’ and ‘creative’ industries, but also ecourage them to be independent learners, critically aware viewers and creative and informed citizens.
COURSE OUTLINE
Year 10
Year 11
Unit 1: Semester 1: Introduction to Film, Television and New Media (20 weeks)
Unit 2: Semester 2: Reel Images (18 weeks)
Year 12
Unit 3: Semester 3: In Search of the Truth (20 weeks)
Unit 4: Semester 4: Alternatives to Hollywood (10 weeks)
Unit 5: Semester 4 Term 4: Trends in New Media (post verification) (6 weeks)
Introduction: The study of Dance is enriched by experiences in Performance, Choreography and Appreciation. Over the course of study, students are exposed to a variety of dance genres and develop an awareness of dance in various contexts. By the end of the two year course, students will be qualified as an Associate Teacher in Australian Teachers of Dancing (ATOD), which is a nationally recognised Dance Syllabus. This gives the students qualifications to teach in private dance studios or open their own. Students will also have a Certificate III in Community Recreation specialising in Dance. This is a TAFE equivalent qualification. The course costs $1250 upfront or $300 per module. This includes all work booklets, journals, master classes, exams, specialist guest teachers and certificate. Students may still participate in Senior Dance and not pay for the full course. This will mean no cost for the two years, but will also mean that no formal qualifications will be achieved. Students learn:
Course Outline:
Benefits of Dance / Possible Career Paths: Dance education provides another mode of learning and a means of identifying and developing special interests, needs and talents not emphasised in other educational areas. It also provides a basis for post-secondary involvement in dance and related arts for employment and leisure. Students’ self-confidence and the necessary social skills to work effectively, individually and in teams are developed within dance education. Dance heightens awareness of, and develops respect for the body and increases the quality of a person’s physical well-being. Creative and problem-solving abilities are fostered through research, synthesis and communication of ideas, images and feelings. The study of dance in its wider context promotes within students an understanding of their own culture, other cultures and the world at large. Quote: “Quality choreography and performance demand intellectual rigour from bodily-kinaesthetic, spatial, musical, interpersonal and intrapersonal intelligences.” (Gardner) Dance Flow Chart
Each document below is approx 200k
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Participants in the program are able to take advantage of performing in a variety of ensemble settings: string ensemble, trios, quartets, concert band and jazz ensemble.
In Music, a wide range of musical styles and genre (blues, rock, pop, classical, film music) are studied and assessed within the three main areas. Analysing repertoire develops skills in the analysis of written scores, recordings and performances, with students investigating the use musical elements (i.e. rhythm, melody, harmony, texture, instrumentation and form). Composing tasks allow students to use their acquired knowledge to create original compositions or arrangements using music software to produce their scores in printed or compact disc format. Performing tasks develop students’ skills in solo and ensemble performance either vocally or instrumentally, with repertoire being selected from a wide range of musical styles. All music students are encouraged to be involved in the school choir and instrumental groups. Woodwind, Brass, Strings and Percussion instruments are taught by instrumental music teachers during school hours. Throughout the year there are opportunities for performances (either in the musical or fashion parade, talent quest, extension music recitals, school year parades, Award nights, and in the wider community at Anzac Day services, music festivals and eisteddfods) For more details about the content of each unit, select from below (max size 35k).
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