Drama

 MAIN from left Mr Gary Tang. Ms Sum Kar Mun . Mrs Tivona Chelliah. Mr Marcus Liang . Ms Angela Lim . Ms Raquel Lim

The lower secondary Drama programme aims to deepen students’ understanding of cultural and social constructs via activity-based collaborative learning. Every lesson is therefore an opportunity for students to hone their communication skills and think critically about the issue or task at hand. At the end of each weekly lesson, they showcase their learning through a short performance, drawing on their personal experiences, observations, and interpretation of the stimulus provided.

The foundations of performance-making and theatre are laid here in lower secondary.

AIMS OF DRAMA

During the course of study students in CHIJ Secondary will:

• Create, present, and reflect on drama works with confidence, skill, enjoyment and aesthetic awareness

• Express ideas and feelings through the artform of drama

• Respect and value individuals and groups and their contribution to the collaborative processes essential to drama practice

• Work in a disciplined and collaborative way towards a shared goal

• Understand the personal, social and cultural impact of drama through the exploration of local theatre forms and other artistic genres

LEARNING IN DRAMA

Learning in drama requires an experiential mode of learning that involves active participation in the three domains of making, presenting and reflecting which provide the framework for learning in drama. These are considered interrelated, interdependent and equally important.

• Making involves the active exploration of ideas through the application of the elements and conventions of drama. Students select and structure dramatic elements and conventions to create and shape dramatic action. They work in the forms of improvisation, roleplay, story-telling, and playbuilding to create original works. In this domain students learn to work with ideas, holding some and discarding others as they refine meaning, reframing and delaying final judgement, thus leading to development of the skills of flexible and creative thinking.

• Presenting involves the development of expressive communication processes which may lead to performance. Students apply the elements and conventions of drama to a practical knowledge of dramatic forms and styles as they develop a range of performance skills. In this domain students learn to value the processes of rehearsal and refinement as they work towards a shared goal.

• Reflecting involves interpretation, critical analysis and evaluation of their own and others’ dramatic works. Students demonstrate their understanding of the application of elements and conventions to a range of dramatic forms and styles. In this domain students learn to use the vocabulary of drama to communicate in written and oral forms.

ASSESSMENT IN DRAMA

Students should be able to demonstrate understanding of the performance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in their realisation.