A range of dramatic languages must be provided across the course of study and within each year of the course. Teaching and learning needs a strong focus that identifies the specific elements of drama, skills of drama and conventions of forms and styles to be explicitly taught in relation to context and purpose. Students understand, manage, manipulate, analyse and evaluate the dramatic languages within the dimensions of Forming, Presenting and Responding. Elements of drama Elements of are discrete but interrelated. Dramatic action and meaning are created when these elements are integrated and applied to a specific context. Elements of drama can include but are not restricted to the following: character contrast dramatic focus language mood movement relationship role situation space symbol tension time. Skills of drama Skills of drama are interrelated and underpin the knowledge and processes needed to create dramatic action and meaning. Skills of drama are provided below, organised according to the dimensions to which they are most typically applied. Forming Presenting Responding devising acting (movement, voice) critiquing directing applying stagecraft applying stagecraft working as an ensemble scriptwriting improvising Conventions of forms and styles Conventions of forms and styles are applied to produce dramatic action and meaning. Form and style are interrelated and often overlap. Conventions characterise particular forms and styles of drama. The selection and combination of conventions create form and style. Form refers to the way dramatic action is structured, organised and shaped. Style refers to the way in which dramatic action is expressed, or performed. Styles have particular characteristics which can be identified, used and manipulated to create, shape and evaluate drama. Most styles are placed within the structure of a form. Advice, guidelines and resources The following advice, guidelines and resources support the implementation of the syllabus. indicated further information may be obtained from the Drama subject page of the QSA website <>.
Conditions for assessment instruments assessing the Forming dimension Possible assessment instruments Year Individual or group response Stimulus material Preparation time — class/home Teacher consultation, drafting and rehearsal Response length Practical responses Demonstrating — a devised concept 11 Individual only Sourced and provided by student or teacher At least two weeks’ preparation time in and outside of class time for devisor If the devisor requires student actors to support their demonstration, the teacher: selects the student actors immediately before the devisor demonstrates their response allows 10–15 minutes immediately before the devisor demonstrates response for the devisor to explain concept to student actors and for actors to read through text. Teacher consultation during preparation time 3–4 minutes for demonstrating the devised concept
12 Individual only Sourced and provided by student or teacher At least two weeks’ preparation time in and outside of class time for devisor If the deviser requires student actors to support their demonstration, the teacher: selects the student actors immediately before the devisor demonstrates their response allows 10–15 minutes immediately before the devisor demonstrates response for devisor to explain concept to student actors and for actors to read through text. Teacher consultation during preparation time 4–6 minutes for demonstrating the devised concept Directing — a published playscript excerpt 11 Individual only A of published playscripts or excerpts, each taking no more than two minutes to present At least two weeks’ preparation time in and outside of class time for director Immediately before the director demonstrates their response, the teacher: selects student actors allows 10–15 minutes for student actors to read playscript. Teacher consultation during preparation time 4–6 minutes directorial input
Conditions for assessment instruments assessing the Responding dimension Possible assessment instruments Year Individual or response Stimulus material Preparation time — class/home Teacher consultation, drafting and rehearsal Response length and examination duration Extended response 11 Individual only Live or recorded live performance At least two weeks’ preparation time in and outside of class time Teacher consultation and feedback on two drafts during preparation time. For spoken/signed and multimodal responses students may rehearse the delivery of the response. Written: 800–1000 words Spoken/signed: 3–4 minutes Multimodal: 3–5 minutes For a viva voce, time for questions is added to the guideline above at the teacher’s discretion. 12 Individual only Live or recorded live performance At least two weeks’ preparation time in and outside of class time Teacher consultation and feedback on one draft during preparation time. For spoken/signed and multimodal responses students may rehearse the delivery of the response. Written: 1000–1200 words Spoken/signed: 4–5 minutes Multimodal: 5–7 minutes For a viva voce, time for questions is added to the guideline above at the teacher’s discretion. Examination — extended response test 11 Individual only Live or recorded live performance Performance viewed to examination For seen question, teacher consultation during preparation time Response length: 400–600 words Duration: 1–1.5 hours 12 Individual only Live or recorded live performance Performance viewed prior to examination For seen question, teacher consultation during preparation time Response length: 600–800 words Duration: 1.5–2 hours