This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 5 Ways of working Students are able to: select and develop ideas for arts works, considering different audiences and different purposes, using arts elements and languages create and shape arts works by organising arts elements to express personal and community values, beliefs and observations rehearse and rework arts works, using interpretive and technical skills present arts works to informal and formal audiences, using arts techniques, skills and processes identify and apply safe practices respond to arts works by identifying and interpreting the influences of social, cultural and historical contexts, using arts elements and languages reflect on learning to identify new understandings and future applications. Knowledge and understanding Drama Drama involves selecting dramatic elements and conventions to express ideas, considering different audiences and different purposes, through dramatic action based on real or imagined events. They know and understand that: role and status of relationships can be maintained using movement, including posture, gesture and body position, and expression of voice purpose and context guide the selection of time frames, language, place and space to express ideas dramatic action is structured through storytelling, improvisation and extended roleplays. Assessable elements Knowledge and understanding Creating Presenting Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 5, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Sculpturing exercises in where students mould their partner into a frozen shape (e.g. mother or father, hero, sports star, teacher, musician). Using pictures as initial stimulus point for creating a group freeze frame (e.g. experimenting with telling given stories through a series of prepared freeze frames in a larger group such as a family holiday, Christmas day, the first day at school).
Approximately 1 hour, including reflection on feedback Students work in groups of 4–5 people to create a freeze frame story. They need to: choose a headline develop ideas for a story draw pictures and add words to describe their ideas explore to create 3 freeze frames to show: the moment when the story happened the moment before the story happened the moment after the story happened link the 3 freeze frames to show before, during and after the event. Ensure students are familiar with language. Use Appendix D — Drama glossary. Organise groups equitably. Guide and assist students through the creative process using The Arts — A creative process guidelines (Appendix A) and the Creating a freeze frame story (Appendix B). Highlight key points from Guidelines for freeze frames (Appendix C). Monitor the creative process closely to observe and record the contribution of individual students within the group. Provide feedback to individuals and groups so they can reflect on creating process. Teachers may wish to create a Word bank to use for delivering sensitive and supportive feedback for the discussion of freeze frames. Digital or video documentation if appropriate. Class- generated word bank. Section 2: Presentation and thought tracking of freeze frame story 1 hour Students rehearse freeze frame stories. Students present their freeze frame story to the class. Provide feedback the checklist from the Student booklet to enable students to reflect on performing skills. Designate separate audience and performance area. Directions for presenting Freeze frames Count in each group by saying “3, 2, 1 & freeze”. Ask them to remain frozen for up to a minute in their freeze frame. Ask audience to close their eyes until “freeze” is called, then they may open their eyes and look at the freeze frame. They should close their eyes when teacher is counting. This will give them just the clear 3 pictures and not the movement in between.