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Drama
Ipswich Little Theatre
The Ipswich Little Theatre collection contains many images of dramatic stage productions.
- Show students a selection of images and ask them to interpret what is going on.
- For older students, can they identify the name of the play based on the image and a brief synopses?
- Allocate or let students choose a still from one of the plays. Taking cues from the action depicted in the image, students can write a short act.
- Encourage students to review the images for costume and set design that may assist them with the creation of their own dramatic performances
The Ipswich Civic Centre
Like the Ipswich Little Theatre collection the Ipswich Civic Centre hub provides images and resources associated with the performances that have occurred there over the years. These can be used for similar activities to those at the Ipswich Little Theatre.
The Ipswich School of Arts
Although the Ipswich School of Arts no longer hosts performances it has a long history of providing entertainment for our residents
- The Performances at the Ipswich School of Arts page provides a list of some of the known performances at the building, as well as examples of documents and advertisements associated with these performances
Oral Histories
Picture Ipswich has a rich collection of Oral Histories (transcriptions, audio and video recordings) that feature many Ipswich identities and cover topics as diverse as employment, cultural life, significant events, and life experiences.
- Have students perform monologues based on dialogue from an oral history.
- Have students identify related stories and combine to stage a verbatim theater performance.
- Have students compose a short play based on one of the oral histories.
- Have students consider the use of voice in the oral histories, what they may be able to incorporate into their own performances, or what may have been able to be improved upon in the recordings.
There are also a range of items associated with performances within Picture Ipswich's databases that could be used for similar purposes to those above.
These are just a few examples of how you could use Picture Ipswich in Drama classes. If you have further suggestions, please add them as a Recollection on this page.
DRAMA (2026)
FOUNDATION
EXPLORING AND RESPONDING
- Explore how and why the arts are important for people and communities
DEVELOPING PRACTICES AND SKILLS
- Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas
YEARS 1 AND 2
EXPLORING AND RESPONDING
- Explore where, why and how people across cultures, communities and/or other contexts experience drama
- Explore examples of drama created and/or performed by First Nations Australians
DEVELOPING PRACTICES AND SKILLS
- Use the elements of drama and imagination in dramatic play and/or process drama
YEAR 3 AND 4
EXPLORING AND RESPONDING
- Explore where, why and how drama is created and/or performed across cultures, times, places and/or other contexts
- Explore how First Nations Australians use drama to communicate their connection to, and responsibility for, Country/Place
DEVELOPING PRACTICES AND SKILLS
- Use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
YEARS 5 AND 6
EXPLORING AND RESPONDING
- Explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across, cultures, times, places and/or other contexts
- Explore the ways that First Nations Australians use drama to continue and revitalise cultures
DEVELOPING PRACTICES AND SKILLS
- Explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama
YEARS 7 AND 8
EXPLORING AND RESPONDING
- Investigate ways the elements of drama and/or conventions are used to communicate ideas, perspectives and/or meaning in drama created and/or performed across cultures, times, places and/or other contexts
- Investigate the diversity of drama created and/or performed by First Nations Australians, considering culturally responsive approaches to Indigenous Cultural and Intellectual Property rights
DEVELOPING PRACTICES AND SKILLS
- Develop performance skills relevant to selected drama style and/or forms
- Reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action
YEARS 9 AND 10
EXPORING AND RESPONDING
- Investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
- Investigate the ways that drama created and/or performed by First Nations Australians celebrates and challenges multiple perspectives of Australian identity
DEVELOPING PRACTICES AND SKILLS
- Develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions
- Reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action
SENIOR DRAMA
UNIT 1: SHARE
HOW DOES DRAMA PROMOTE SHARED UNDERSTANDINGS OF THE HUMAN EXPERIENCE?
INQUIRY QUESTIONS:
- How can we use drama to celebrate, document, empower and share understandings of the human experience?
- How can we recreate people’s stories in linear and non-linear dramatic forms?
- How can people’s stories be shared through making and responding to drama as ensemble and audience?
Students:
- Discuss and reflect on the process of storytelling and its value in diverse cultural contexts, including Aboriginal cultures, Torres Strait Islander cultures and/or Asia-Pacific cultures, in contemporary and historical contexts
- Describe3, from contemporary practices to inherited traditions, how drama is used to document and celebrate, and empower and inform audiences in a range of contests and linear and non-linear forms of drama
- Explore a range of scripted drama and professional live or recorded live theatre to identify and evaluate meaning and purpose, applying their knowledge and understanding of the dramatic languages, considering how dramatic languages are used to communicate a range of linear and non-linear forms of storytelling
- Explore hybrid dramatic work that integrates text, Physical theatre/dance, Visual theatre, objects, music, costumes, lighting, image, sound, sets, and vocal expression
- Experimenting with elements of drama, conventions and stagecraft to create dramatic action (including hybridity)
- Develop and refine skills of critiquing by
o Using a range of critical literacies to assist learning when analysing, evaluating and making dramatic works
o Analysing dramatic action to identify, describe and explain the use of dramatic languages to communicate dramatic meaning in their own and others’ dramatic work
o Evaluating the use of linear and non-linear forms and dramatic styles in scripted drama and professional live or recorded live theatre (from both inherited traditions and contemporary practices) for identified purposes, contexts and audiences
o Evaluating, describing and justifying choices when devising dramatic action that communicates stores through linear or non-linear narrative
§ Evaluating how elements of drama, stagecraft and conventions are used to communicate dramatic meaning in a dramatic concept
§ Describing and justifying choices in creating dramatic action in relation to chosen purposes, contests, and dramatic meaning
o Applying literacy skills, through written, digital and oral communication
o Describing, explaining and justifying the use of the elements of drama and conventions within a range of linear and non-linear forms to communicate purpose, style and dramatic meaning
UNIT 2: REFLECT
HOW IS DRAMA SHAPED TO REFLECT LIVED EXPERIENCE?
INQUIRY QUESTIONS
- How can we use representational dramatic traditions to inform, empathise and chronicle/document lived experiences
- How can we manage dramatic languages to reflect the human condition?
- How can we reflect contemporary and inherited styles of Realism through making and responding?
Students:
- Discuss and reflect on the purposes of celebrating, informing and empathising in the style of Realism and contemporary styles of Realism, including Magical Realism and/or Australian Gothic
- Discuss and reflect on the impacts on the development of Australian drama, with a focus on the development of contemporary styles of Realism and playwrights; consider
o Analysis of the references to Australia’s colonial history in texts
o Problematisation of the process of colonisation and aspects of Australian history, including its intricate connection with Aboriginal experiences and Torres Strait Islander experiences
- Explore a range of scripted drama and professional live or recorded live theatre to identify and evaluate meaning and purpose, applying their knowledge and understanding of the dramatic languages, considering how dramatic languages are used to communicate through styles of Realism, Magical Realism and/or Australian Gothic
- Develop and refine skills of critiquing by:
o Using of a range of critical literacies to assist learning when analysing, evaluating and making dramatic works
o Analysing dramatic action to identify, describe and explain the use of dramatic languages to communicate dramatic meaning in their own and others dramatic work
o Analysing and evaluating the relationship between text, purpose, context and dramatic meaning in their own and others’ work, including professional live and recorded live theatre
o Evaluating, describing and justifying choices in adapting and shaping dramatic action in achieving purpose and context
o Applying literacy skills, through written, digital and oral communication
o Describing, explaining and justifying, through spoken work and digital literacies, the use of the elements of drama, conventions, and stagecraft to communicate dramatic meaning and purpose in the styles of Realism, Magical Realism and/or Australian Gothic.
- Develop and refine skills of critiquing by
o Using a range of critical literacies to assist learning when analysing, evaluating and making dramatic works
o Analysing dramatic action to identify, describe and explain the use of dramatic languages to communicate dramatic meaning in their own and others’ dramatic work
o Evaluating, describing and justifying choices in devising dramatic action that educates, challenges and empowers the audience to question society and advocates change
§ Evaluating how elements of drama, stagecraft and conventions are used to communicate dramatic meaning in a dramatic concept
§ Justifying choices in creating dramatic action in relation to chosen purposes, contexts, and dramatic meaning
o Applying literacy skills, through written, digital and oral communication
o Describing, explaining and justifying the use of the elements of drama, stagecraft and conventions and to communicate form and stylistic characteristics of identified Theatre of Social Comment styles, dramatic meaning and purpose
o Evaluating the use of a range of forms and styles that make social comment in scripted drama and professional live or recorded live theatre for identified purposes, contexts and audiences
- Develop and refine skills of devising by
o Exploring conventions of improvisation, process drama and play-building in response to a range of contexts and purposes to communicate the intended form, stylistic characteristics of inherited and contemporary styles of Realism and meaning
o Presenting devised dramatic action in response to engaging pre-texts and stimulus, including live or recorded performance of a professional standard, for a range of contexts and purposes
o Applying written literacy skills to document the manipulation of dramatic languages and to best communicate the intended purpose, stylistic characteristics and meaning.
UNIT 3: CHALLENGE
HOW CAN WE USE DRAMA TO CHALLENGE OUR UNDERSTANDING OF HUMANITY?
INQUIRY QUESTIONS
- How can drama help to educate, challenge and empower us to question society at this time and advocate change?
- How can we shape dramatic languages to communicate and challenge an understanding of humanity at this time?
- How can we make and respond to dramatic works to explore challenges and demands of the human experience?
Students:
- Discuss and reflect on the social power of theatre and its value in diverse cultural contexts, including Aboriginal cultures, Torres Strait Islander cultures and/or Asia-Pacific cultures, in contemporary and historical contexts.
- Describe, through exploration of contemporary practices to inherited traditions, how drama can educate, challenge, empower and entertain audiences in political and/or sociological and/or philosophical contexts to make clear dramatic action and meaning
- Explore a range of scripted drama and professional live or recorded live theatre to identify and evaluate meaning and purpose, applying their knowledge and understanding of dramatic languages, considering how dramatic languages are used to problematise and challenge our understanding of humanity
o Theatre of Social Comment refers to styles that are united by social commentary, including non-realist approaches and may include, but are not limited to: Contemporary Political theatre, Epic theatre, Satire, Theatre of the Absurd and Theatre of the Oppressed.
- Develop and refine skill of devising by
o Identifying purpose, political, social and philosophical contexts and meaning to be communicated
o Experimenting with dramatic languages to educate, challenge, empower and entertain audiences through improvisation, process drama and play-building in linear and non-linear forms
o Manipulating elements of drama, stagecraft and conventions to communicate stylistic characteristics of selected styles with the purpose to make social commentary
o
UNIT 4: TRANSFORM
HOW CAN YOU TRANSFORM DRAMATIC PRACTICE?
INQUIRY QUESTIONS
- How can drama be used to reframe purpose, context and meaning through contemporising texts?
- How can you manipulate and shape dramatic languages to communicate to 21st century audiences?
- How can drama reshape and transform meaning of inherited texts through skills of drama, including devising, directing and acting
Students:
- Discuss and reflect on the historical, sociological and political context of a selection of inherited dramatic traditions and styles (such as Greek, Elizabethan or Neoclassical theatre) through techniques such as research, discussion, workshopping and viewing text, and process drama
- Discuss and reflect on the relationship between text, meaning, context and audience focusing on
o Dramatic meaning inherited from the playwright in the text and its relationship context and audience both past and present
o Contemporary understandings of a multiplicity of meanings
o Contemporary understandings that audience are co-creators of meaning
- Create and present new interpretations of inherited dramatic texts as Contemporary performance (following or alongside exploration of inherited styles) through manipulating the elements of drama, stagecraft and conventions in relation to structure (form), purpose, context and dramatic meaning to
o Reframe meaning
o Hybridise and fracture dramatic action and form
o Transform context and purpose
- Discuss and reflect on the evolution of dramatic practice in diverse cultural contexts, including Aboriginal cultures, Torres Strait Islander cultures and/or Asia-Pacific cultures
- Describe how drama can be used to reframe purpose, context and meaning through contemporising texts
- Explore a range of scripted drama and professional live or recorded live theatre to identify and evaluate meaning and purpose relevant to a 21st century audience by applying their knowledge and understanding of the dramatic languages, considering elements of drama, conventions and stylistic characteristics associated with
o The inherited styles of Greek theatre, Elizabethan theatre of Neoclassicism
o Contemporary performance and those that privilege image over spoken text (which may include but are not limited to Physical theatre, Visual theatre, hybrid and/or non-linear forms)
- Develop and refine skills of critiquing by
o Using a range of critical literacies to assist learning when analysing, evaluating and making dramatic works
o Analysing dramatic action to identify, describe and explain the use of dramatic languages to communicate dramatic meaning in their own and others’ dramatic work
o Evaluating, describing and justifying choices in devising dramatic action in achieving purpose and context to realise Contemporary performances
o Applying literacy skills, through written, digital and oral communication
o Describing, explaining and justifying, through documenting and annotating digital images/footage, the use of the elements of drama and a range of conventions of inherited and contemporary forms and styles to communicate dramatic meaning and purpose
o Evaluating the use of a range of conventions in scripted drama and professional live or recorded live theatre (from both inherited traditions and contemporary practices) for identified purposes, contexts and audiences
- Develop and refine skills of devising by
o Identifying purpose, context/s and meaning to be communicated
o Manipulating elements of drama, stagecraft and conventions of Contemporary performance to adapt and shape dramatic action and transform meaning
o Using a scaffolded play-building and rehearsal process to progress from directorial vision/s to a polished performance
