Centenary

State High School

Senior Drama
Work Program

QSA 2007 Syllabus

“A large, very well resourced inner

western suburbs state high school
with a predominantly committed,
working class parent base”

Written by: Matt Jensen (42299381)

November 2010
 Centenary SHS Senior Drama - Two Year Course Overview
Year 11
Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 11
Unit: 1 - Identity Dramatic Languages and Perspectives

Define and examine dramatic languages and 6 ! !

perspectives
Explore the elements of drama, skills of
performance and styles and their conventions
through games, exercises and workshops
Ensemble building
Process drama
Exploring pictures, sounds, objects and texts
as pre-text
Acknowledge and engage with improvisational
theatre on video, such as Whose Line is it
Anyway or Thank God You’re Here as an
enriching experience
Develop and workshop improvisation skills ! ! !
Using the dramatic languages to devise and
build improvised drama
Begin to engage with simple stage design and
theatre technology to give context as well as
the role of director and dramaturge

EDUC6785 – Drama: STA 1 Matthew Jensen (42299381)

 Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 11
Unit: 2 - Vision Stanislavsky and Australian Realism

Dramatic languages include: role, 8 ! !

relationships, tension, focus, acting, ensemble,
voice, realism, fourth wall, script, real context
Examine and interpret the characteristics of
scripted drama and traditional dramatic
structure
Explore realism through practical workshops
on acting and rehearsal
Engage with and workshop Stanislavski’s actor
training methods and theories
Method acting techniques and exploring the
work of method actors i.e. Meryl Streep and
Dustin Hoffman
Examine, analyse and evaluate examples of
heritage realism from Ibsen and Chekhov
Examine, analyse and evaluate examples of
contemporary Australian Indigenous realism
i.e. Up the Ladder, The Cherry Pickers and
Cookie’s Table
Examine the conventions of Australian
Indigenous theatre and performance, including
their social, historical and real contexts
Developing and protecting the voice
Characterisation exercises in preparation for ! ! !
performance
Annotating scripts for performance
Prepare polished performance of
contemporary text for an audience
Use of realistic sets, props, costumes and
theatre technology to create context

EDUC6785 – Drama: STA 2 Matthew Jensen (42299381)

 Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 11
Unit: 3 – Insight Documentary Theatre

Dramatic languages include: situation, 12 !

language, place, mood, space, reviewing,
scriptwriting, documentary drama, script,
student-devised drama, cultural context
Exploration of documentary drama as a
dramatic genre and its dramatic, social and
real contexts.
View and analyse live and recorded
documentary drama, including Aftershocks and
Days of the Roses as an enriching experience
Workshop the dramatic structure and
languages of documentary drama.
Reader’s Theatre
Begin to appreciate the one person play and
its conventions including monologues
Identify, discuss and interpret issues, dramatic
languages and perspectives in playtext and ! ! !
performance
Read and analyse dramatic structure of
playtexts, including contemporary texts My
Name is Rachel Corrie and The Laramie
Project.
Essay writing skills
Justify particular interpretations
Research issues or themes as a starting point ! ! !
for documentary drama scriptwriting
Interview and gather primary source materials
for scriptwriting
Explore the conventions of documentary
drama scriptwriting eg. Writing dialogue,
synopses, stage directions, subtext etc.
Explore more advanced design and theatre
technology conventions
Explore simple directing techniques and the
role of the dramaturge.

EDUC6785 – Drama: STA 3 Matthew Jensen (42299381)

 Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 11
Unit: 4 - Intent Classic Theatre

Dramatic languages include: relationships, 12 !

symbol, time, movement, acting, voice,
designing, ensemble, reviewing, Elizabethan
theatre, Greek theatre, script, historical context
Study a variety of Greek and Shakespearean
plays e.g. Oedipus, Antigone, Hamlet,
Macbeth and A Midsummer-Night’s Dream.
Workshop the styles of Greek and Elizabethan
theatre and investigate their history.
Exploration of dramatic languages and
perspectives in Greek and Elizabethan theatre
The role of the Chorus in Greek and
Elizabethan theatre.
Contemporising Elizabethan text using modern
forms, styles and practices.
Explore the acting conventions of Elizabethan
theatre through games, exercises and text ! ! !
workshopping
Experiment in rehearsal with several
interpretations of the same scene
Annotate a script for performance
Prepare a polished performance of heritage
text for an audience
Production, design and technical theatre skills
View and critically analyse live theater ! ! !
Pre and post performance workshops, games
and exercises
Present an oral analysis (Seminar) of a
professional performance critically evaluating
the use of dramatic languages
Devise a PowerPoint presentation to support
seminar
Justify interpretations

EDUC6785 – Drama: STA 4 Matthew Jensen (42299381)

 Centenary SHS Senior Drama - Two Year Course Overview
Year 12
Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 12
Unit: 5 - Engineering Absurd Theatre

Dramatic languages include: movement, 15 ! !

mood, tension, focus, space, directing,
ensemble, reviewing, absurdism, script,
political and sociocultural context
Study a variety of plays in an “Absurdist” style,
including, Waiting for Godot, Play, The Chairs,
The Homecoming and Rosencrantz and
Guildenstern are Dead
Discussion of the social, cultural and historical
contexts of their styles and forms
Research the origins of Theatre of the Absurd
and other surreal and political theatre styles.
Exploration and workshopping of the various
acting techniques that are associated with
Theatre of the Absurd, especially in voice and
movement
Workshop exercises to develop skills in ! ! !
directing
Provide directorial feedback to during
rehearsal
Creation of a directors’ annotated script with
simple design and technical aspects of
performance
Read, evaluate and compare dramatic criticism
! ! !
View and critically analyse live theater
Identify and analyse dramatic conventions and
languages which create and engage dramatic
meaning
Pre and post performance workshops, games
and exercises
Analytical writing skills
Justify particular interpretations

EDUC6785 – Drama: STA 5 Matthew Jensen (42299381)

 Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 12
Unit: 6 - Building Comedic Styles

Dramatic languages include: relationship, role, 15 ! !

movement, language, symbol, acting, voice,
ensemble, performance technology,
dramaturgy, comedy of manners, music, script
Explore comedic theatre styles such as Farce,
Comedy of Manners, Restoration Comedy,
Shakespearean Comedy and Clowning as
aesthetic learning
Explore Comedy of Manners in heritage and
contemporary perspectives e.g. The
Importance of Being Earnest, The Way of the
World, The Little Dog Laughed and Six
Degrees of Separation
Workshop the acting techniques of Comedy of
Manners (i.e. ‘the aside’) though games,
exercises, improvisations and text
workshopping
View live and recorded examples of Comedy
of Manners as an enriching experience
Explore character and vocal development in
the context of various comedic styles
! ! !
Experiment in rehearsal with several
interpretations of the same scene
Annotate a script for performance
Prepare a polished performance of heritage
text for an audience
Production, design (sets, props, costumes)
and technical theatre skills
Engage with the role of dramaturge with
reference to a particular contemporary ! ! !
Comedy of Manners script and given arts
context.
Explore various arts organisations and their
requirements, budgets, philosophies etc.
Workshop various design elements, including
set design and costuming in role as
dramaturge

EDUC6785 – Drama: STA 6 Matthew Jensen (42299381)

 Time Dramatic General
Unit title and unit features (weeks) perspectives objectives Task conditions

Contemporary

Responding
Presenting
Heritage

Individual
Forming

Practical
Written
Group
Year 12 Post Verification
Unit: 7 - Using Post-modern Theatricality and the One Person Play

Dramatic languages include: situation, role, 6 !

time, place, space, acting, designing,
performance technology, reviewing, post-
modern theatricality, multiple roles, technology,
script
Explore and engage with various post-modern
theatrical conventions including, cyberdrama,
theatre technology, visualisations and the one
person play
Explore one person plays such as Fires in the
Mirror and I love you, Bro considering how
these conform to post-modernism and could
be enhanced through theatre technology and
visualisations.
Workshop and research various theatre
technology techniques and create these using
various software
Students will choose to explore either design,
scripted monologue or analysing playtext for
their assessment:
Design Concept: ! ! !
OR
Research play context and issues in role as
designer
Create visual images to support design
concepts
OR
Scripted Monologue:
! ! !
Rehearse and present polished contemporary OR
monologue for an audience.
Use movement, voice and design and theatre
technology to enrich the viewing experience
OR
Playtext Analysis:
Identify, discuss and interpret issues, dramatic ! ! !
languages and perspectives in playtext. OR
Engage in a viva around analysis of a
particular playtext, including its use of dramatic
languages. Justify Interpretations.

EDUC6785 – Drama: STA 7 Matthew Jensen (42299381)

 Centenary SHS Senior Drama Assessment Overview – Year 11

General
Conditions
Objectives

UNIT ASSESSMENT
YEAR

RESPONDING
PRESENTING
INSTRUMENT

INDIVIDUAL

PRACTICAL
FORMING

WRITTEN
GROUP
Unit: 1 - Identity 1. Group Improvisation
Dramatic Languages Unseen, teacher
and Perspectives intervention during
performance, 10 mins ! ! !
preparation time, 2-3 mins
per student.
Unit: 2 - Vision 2. Scripted Performance
Stanislavsky and Teacher input during
Australian Realism rehearsal, 2 weeks in
class/home preparation ! ! !
time, rehearsed, 2-3 mins
per student.
Unit: 3 - Insight 3. Playtext Analysis:
Documentary Theatre Extended Analytical Writing
Teacher task consultation, 3
YEAR 11 FORMATIVE

weeks class/home prep. ! ! !

time, no more than 2 drafts,
800-1000 words.
4. Scriptwriting
Teacher task briefing, 3
weeks in class/home
preparation time, no more ! ! !
than 2 drafts, 600-800
words.
Unit: 4 - Intent 5. Scripted Performance
Classic Theatre Teacher input during
rehearsal, 2 weeks in
class/home preparation ! ! !
time, rehearsed, 3-4 mins
per student.
6. Live Performance
Analysis: Seminar
Teacher task briefing, 3
weeks in class/home ! ! !
preparation time, 1 draft,
rehearsed, 4-6 mins.

EDUC6785 – Drama: STA 8 Matthew Jensen (42299381)

 Centenary SHS Senior Drama Assessment Overview – Year 12

General
Conditions
Objectives

UNIT ASSESSMENT
YEAR

RESPONDING
PRESENTING
INSTRUMENT

INDIVIDUAL

PRACTICAL
FORMING

WRITTEN
GROUP
Unit: 5 - Engineering 7. Directing Workshop
Absurd Theatre Teacher feedback up to
assessment day, 2 weeks
home preparation time for ! ! !
director, none for actors,
NOT rehearsed, 6-8 mins
directorial input.
8. Live Performance
Analysis: Extended
Analytical Writing
Teacher task briefing, 3 ! ! !
weeks in class/home
preparation time, NO draft,
1000-1200 words.
Unit: 6 - Building 9. Scripted Performance
Comedic Theatre Teacher input during
rehearsal, 2 weeks in ! ! !
YEAR 12 SUMMATIVE

class/home preparation
time, rehearsed, 4-6 mins
per student.
10. Dramaturgical Folio
Teacher task briefing, 4
weeks in class/home ! ! !
preparation time, NO drafts,
1000-1200 words.
Verification: Instruments 7, 8, 9, 10 Post Verification: Instrument 11 A, B or C

Unit: 7 - Using 11A. Design Concept

Post-modern Teacher task briefing, 2 ! ! !
Theatricality and the weeks preparation, 1 draft,
One Person Play 800-1000+ words OR
11B. Scripted Monologue
Teacher rehearsal input, 2 ! ! !
weeks preparation,
rehearsed 5-7 mins OR
11C. Playtext Analysis:
Viva voce
Teacher task briefing, 2 ! ! !
weeks preparation time,
rehearsed, 4-6 mins.

EDUC6785 – Drama: STA 9 Matthew Jensen (42299381)

 Student Profile Centenary SHS - Year 11 Drama

Responding
Presenting
Forming
Year 11
Term

Formative assessment

1 1. Group Improvisation
B

2 2. Scripted Performance
A

3. Playtext Analysis: Extended Analytical

Writing C

3 4. Scriptwriting
C

4 5. Scripted Performance
A

6. Live Performance Analysis: Seminar

B

Overall standard in each criterion C A B

Proposed LEVEL OF ACHIEVEMENT at

HA
Monitoring

EDUC6785 – Drama: STA 10 Matthew Jensen (42299381)

 Student Profile Centenary SHS - Year 12 Drama

Responding
Presenting
Forming
Year 12
Term

Summative assessment

1 7. Directing Workshop B

2 8. Live Performance Analysis: Extended B

Analytical Writing

9. Scripted Performance A

3 10. Dramaturgical Folio B

Interim standards in each criterion B A B

Verification interim level of achievement HA

Post verification submission

4 11A. Design Concept

OR
11B. Scripted Monologue
OR
11C. Playtext Analysis: Viva voce B

Exit standard in each criterion B A B

EXIT LEVEL OF ACHIEVEMENT HA

EDUC6785 – Drama: STA 11 Matthew Jensen (42299381)

 Year 12 Unit Plan

TIME: 15 Weeks
Unit Title and
General Possible
Objectives Unit Features Suggested Learning Experiences, including Affective Assessment Tasks
Unit 6: Building: Dramatic languages: Students will: Presenting:
Comedy of Elements of Drama: Understand and appreciate comedy as a style of drama, Students will present
manners • Relationships including, comedy of manners, Restoration comedy, satire, farce a heritage comedy of
• Roles and Ancient Greek and Roman comedy. manners playtext in
“Comedies of • Movement groups of 3-4.
Manners are • Language Examine and research the key features of comedy of manners Students will need to
bursting with life, • Symbol playtexts. consider
and it is life, it is relationships, symbol
the giving and the Skills of Performance: Examine how the elements of drama can be applied to and movement in
restoring of life, • Voice Restoration comedy and comedy of manners. their presentation.
that is the job of • Ensemble
the theatre” • Acting Acknowledge and engage with Restoration comedy and comedy Conditions:
- Simon Callow • Dramaturgy of manners as an aesthetic learning tool. Group task, teacher
• Designing input during
In this unit students View, enjoy and appreciate recorded and live performances of rehearsal, 2 weeks
will investigate the Dramatic perspectives: Restoration and comedies of manners as an enriching in class/home
history of Comedic Heritage Styles: experience. preparation time,
Theatre, looking • Restoration Comedy rehearsed, 4-6 mins
specifically at • Comedy of manners Discuss heritage and contemporary examples of comedy of per student.
Heritage and manners plays and how they differ.
Contemporary Contemporary Styles: Forming:
examples of • Reader’s Theatre Investigate themes in heritage and contemporary comedy of Students will
Restoration manners scripts and how this relates to the time they were research a
comedy and Conventions Include: written. contemporary play
Comedy of • Use of music written in the style of
manners. Students • The aside Research Restoration England, how this period influenced the comedy of manners.
will also be • Command of ones physicality, development of comedy of manners as a dramatic genre, and to They will then
exposed to and props and costumes value the diversity of drama in different times and contexts. develop a
EDUC6785 – Drama: STA 12 Matthew Jensen (42299381)
evaluate, but not dramaturgical folio
be assessed in, Resources: Research how comedy of manners has evolved and what parts for a public
Reader’s Theatre of it we can identify in contemporary dramatic styles. performance of the
throughout this Contemporary Playtexts: piece, considering
unit. Beane, D. The Little Dog Laughed Discuss how contemporary audiences respond to comedy in the specific needs of
Guare, J. Six Degrees of general and comedy of manners specifically. an identified arts
General Separation. organisation’s
Objectives: Research and value the elements of Reader’s Theatre as a philosophy, budget
Presenting Heritage Playtexts: contemporary dramatic style. restraints, director’s
Congreve, W. The Way of the vision etc.
Forming
World. Workshop and develop skills of performance in Reader’s
Responding Wilde, O. The Importance of Being Theatre Conditions:
Earnest Individual task,
Explore gesture, movement, relationships and symbol in teacher task
Restoration comedy and comedy of manners. briefing, 4 weeks in
Films: class/home
Acting in Restoration Comedy with Explore the importance of language, both verbal and non-verbal, preparation time,
Simon Callow [Master class] in Restoration comedy and comedy of manners and the possible NO drafts, 1000-
challenge this poses for modern actors. 1200 words plus
BBC Play of the Month: William referencing and
Wycherley’s The Country Wife with Discuss and explore ‘the aside’ and its role in comedy of annotated
Helen Mirren [Film] manners and its implications for the contemporary audience and sketches.
Dangerous Liaisons [Film] actor.

Greenwich Theatre’s The School Workshop voice and accents and their importance to acting in
for Scandal [Filmed Play] Restoration and comedy of manners
Seinfeld [TV Series]
Workshop the skills of performance for Restoration and comedy
What is Dramaturgy? [YouTube of manners and how these differ from more contemporary drama
Video] genres, documentary drama for example.

Examine, workshop and appreciate the role of music and

Journal Articles:
heightened physicality in creating mood in a Restoration
Pierson, D. Seinfeld and the comedy.
Modern Comedy of manners.
Workshop different characters from comedy of manners
EDUC6785 – Drama: STA 13 Matthew Jensen (42299381)
 playtexts and their context, to better understand how to ‘act’
them.
Performance Notes for
Educators: Develop rehearsal skills, such as delivery and responding to
Queensland Theatre Company. cues, committing text to memory, use of costumes and props.
The Little Dog Laughed
Performance Notes for Educators. Engage in ensemble performance work to appreciate the
benefits of group work for collaborative learning and task
management.
Textbooks:
Present scripted playtext by controlling and manipulating the
Crawford, J. Acting in Person and dramatic languages.
in Style in Australia.
Schanker. The Stage and the Appreciate the role of the Dramaturge in modern theatre and
School work independently as a Dramaturge to experience the benefits
of autonomous learning and self-management.
Strube et al. Dramatexts : Creative
Practice for Senior Drama Explore various arts organisations and their requirements,
Students. budgets, philosophies etc. in student’s role as dramaturge.
Physical Resources: Explore various formats for a dramaturgical folio and which
• Computer and internet access might be the best for a comedy of manners playtext and the
• Workshop Space given arts organisations context.
• Simple theatre technology
Workshop various design elements, including set and costuming
Human Resources: in role as a dramaturge.
Classroom Drama Teacher
Engage with the role of actor and dramaturge to acknowledge
and develop confidence in student’s creative and critical abilities.

EDUC6785 – Drama: STA 14 Matthew Jensen (42299381)

 DRAMA
YEAR 12 TASK 9

ASSESSMENT INSTRUMENT

General Objective:
Forming ! Presenting Responding

Style:
! Heritage Contemporary

Task:
Task:
“Comedies of Manners are bursting with life, and it is life, it is the giving and the restoring
of life, that is the job of the theatre” - Simon Callow

Students will present a Heritage comedy of manners playtext in groups of 3-4. Students
will need to consider relationships, symbol and movement in their presentation as well as
use of simple design components, including sets, props and costumes.

Guidelines:
Individual ! Small Groups Large Group

Stimulus material given 2 weeks prior to assessment. Unseen

Task Briefing ! Class ! Own

Teacher Input: During rehearsal only

Rough Draft Rehearsal Time

None ! Yes 4-6 Minutes per student

No more than 2 No Words

Not Applicable Not Applicable

! Extra Documentation: Copy of Script with student’s lines highlighted

Date Handed out: 18 July 2011 Date Due: 1 August 2011

EDUC6785 – Drama: STA 15 Matthew Jensen (42299381)

 Year 12 Drama: Unit 6
Comedy of Manners – Scripted Performance

Student Name: ________________________________________________________________________ Teacher: Mr Jensen

Standard A Standard B Standard C Standard D Standard E

The student work has the The student work has the The student work has the The student work has the The student work has the
Presenting

following characteristics: following characteristics: following characteristics: following characteristics: following characteristics:
• discerning selection and • appropriate selection and • selection and use of • use of dramatic languages • use of dramatic languages
meaningful application of application of dramatic dramatic languages and the dramatic related to the basic
dramatic languages languages informed by the informed by the dramatic perspectives related to the function of drama
informed by the dramatic dramatic perspectives to perspectives to function of drama • attempted communication
perspectives, to demonstrate a clear demonstrate an • communication of action of dramatic meaning and
demonstrate an understanding of the understanding of the and elementary meaning action
independent and insightful purpose and function of purpose and function of to an audience
understanding of the drama drama • some skills of
purpose and function of • some skills of performance occasionally
• communication of • communication of action performance. demonstrated.
drama effective action and and intended meaning to
• perceptive and coherent intended meaning to an an audience
communication of audience • planned and rehearsed
effective and intended • planned, rehearsed and skills of performance.
action and meaning to polished skills of
engage an audience performance.
• planned, rehearsed,
polished skills of
performance, convincingly
and consistently
demonstrated.
Comments: Level of Achievement:

EDUC6785 – Drama: STA 16 Matthew Jensen (42299381)

 DRAMA
YEAR 12 TASK 10

ASSESSMENT INSTRUMENT

General Objective:
! Forming Presenting Responding

Style:
Heritage ! Contemporary

Task:
Task:
Students will research Guare’s Six Degrees of Separation, a Contemporary play written
in the style of comedy of manners. They will then develop a dramaturgical folio for a
public performance of the piece during the 2012 Brisbane Festival. Students will need to
familiarize themselves with the specific needs of the Brisbane Festivals’ philosophy,
budget restraints, venues etc. and must include references and annotated sketches.

Guidelines:
! Individual Small Groups Large Group

Stimulus material given 4 weeks prior to assessment. Unseen

! Task Briefing ! Class ! Own

Teacher Input: Task briefing

Rough Draft Rehearsal Time

!
None Yes Minutes per student

No more than 2 No 1000 - 1200 Words

Not Applicable ! Not Applicable

Extra Documentation

Date Handed out: 22 August 2011 Date Due: 15 September 2011

EDUC6785 – Drama: STA 17 Matthew Jensen (42299381)

 Year 12 Drama: Unit 6
Comedy of Manners – Dramaturgical Folio

Student Name: ________________________________________________________________________ Teacher: Mr Jensen

Standard A Standard B Standard C Standard D Standard E

The student work has the The student work has the The student work has the The student work has the The student work has the
Forming

following characteristics: following characteristics: following characteristics: following characteristics: following characteristics:
• evidence of extensive • evidence of thorough • evidence of knowledge • evidence of some • knowledge of a few
knowledge and insightful knowledge and a and understanding of the knowledge of dramatic dramatic languages
understanding of the significant understanding dramatic languages, languages related to the • shaping simple dramatic
interrelationship of of the dramatic languages informed by the dramatic dramatic perspectives action.
dramatic languages informed by the dramatic perspectives • replication of ideas to
informed by the dramatic perspectives • exploration of ideas to shape elementary
perspectives • meaningful exploration of create and shape dramatic action and
• innovative and discerning and experimentation with dramatic action and meaning.
exploration of ideas to ideas to create, shape and meaning • use of some dramatic
create, shape and interpret dramatic action • management and languages when applied
interpret dramatic action and meaning application of the dramatic to dramatic action.
and meaning • skilful management and languages to justify
• competent management purposeful structuring of dramatic action and
and proficient structuring of the dramatic languages, meaning.
the dramatic languages, providing an individual
creating engaging and interpretation and
challenging interpretation judgment about dramatic
and judgment about action and meaning.
dramatic action and
meaning.
Comments: Level of Achievement:

EDUC6785 – Drama: STA 18 Matthew Jensen (42299381)

 Annotated Resource List:

Unit: 6 - Insight
Documentary Theatre

Films:

Burton, G. (Director). (1998). Aftershocks [Motion Picture]. Canberra: Ronin Films

This documentary film, based on the aftermath of the 1989 Newcastle

earthquake, uses news footage from the time as well as actors speaking the
words of earthquake survivors. The film will illustrate the documentary drama
genre, showing students the types of acting skills they need to employ in
order to engage their audience in the narrative of a documentary play.

Fisk, P. (Director). (1998). The Day of the Roses [Motion Picture]. Melbourne:
Umbrella Entertainment.

The Day of the Roses is based on Australia’s worst rail disaster, and is a true
documentary drama. It uses a film narrative to tell a story which is not
disturbed by news footage or other interruptions and is much more like a
piece of documentary theatre than Aftershocks above. Students will use this
film as a practice for the responding task that is required in this unit.

Journal Articles:

Carol, M. (2006). Bodies of Evidence. The Drama Review, 50(3), 8-15.

This article provides an excellent background to documentary drama as well

as a discussion of how one might go about creating such a play. Presenting
students with this kind of article will allow them to engage with a type of
writing they have probably seldom encountered. Students will use the article
to aid with their documentary drama scriptwriting task in this unit.

EDUC6785 – Drama: STA 19 Matthew Jensen (42299381)

Notes for Educators:

La Boite Theatre Company. (2010). My Name is Rachel Corrie Education

Information. Retrieved November 11, 2010, from
http://www.laboite.com.au/_dbase_upl/Rachel_Corrie_Education_Notes.pdf

These notes for educators are based on the 2010 La Boite production of My
Name Is Rachel Corrie and are a valuable resource for students and teachers
alike. The document begins with an introduction to verbatim theatre and the
play, including interviews with a number of people involved in the La Boite
production. The notes also suggest a number of learning experiences for
students linked to the Queensland Senior Drama syllabus as well as a
historical background to the play.

New South Wales Department of Education and Training. (2009). Studies in Drama
and Theatre – Topic 8: Verbatim Theatre Teachers Notes. Retrieved
November 11, 2010, from
http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/as
sets/drama/pdf/verbatim.pdf

These teacher notes are based on the New South Wales Year 12 HSC
program but are very relevant to this unit. The document provides a wealth of
information about documentary and verbatim theatre as well as being an
excellent study and exploration companion to The Laramie Project, which
students will study in this unit. The notes also suggest a number of other plays
students could consult for their studies in documentary drama, as well as a
framework for creating such plays.

Play Scripts:

Kaufman, M. (2001). The Laramie Project. New York: Dramatists Play Service.

This play will expose students to the genre of documentary theatre and is
based on the kidnapping and death of 21 year old University of Wyoming

EDUC6785 – Drama: STA 20 Matthew Jensen (42299381)

 student Matthew Shepard in Laramie, Wyoming during 1998. The play was
formulated from more than 200 interviews with people from the town and
exposes students to the issue of homophobic bulling and its deadly
consequences in this case. Students will complete their playtext analysis
responding task for this unit based in The Laramie Project.

Rickman, A. & Viner, K. (Eds). (2005). My Name Is Rachel Corrie. New York:
Theatre Communications Group.

This play script, based on the writings of 23 year old American peace
protestor Rachel Corrie, will expose students to the genre of documentary and
verbatim theatre as well as that of the one person play. Rachel’s dairy entries
and other writings leading up to her death by an Israeli Army bulldozer in
Gaza are edited by Alan Rickman and Katherine Viner in this controversial
and passionate play.

Textbooks

Stinson, M. & Wall, D. (2005). Dramactive Book 2. Sydney: McGraw-Hill.

While Dramactive is aimed at junior students, it includes a fantastic chapter on

Documentary Theatre, which could easily be adapted for a unit in Year 11.
The chapter goes through the process of explaining documentary drama,
looking at scripts, Brecht’s influence, and scriptwriting in terms of
documentary drama. The section on researching and writing documentary
theatre will be particularly helpful to students in completing their forming task
for this unit.

Strube, H., Beh, M., Davis, S., Jones, A., Ryan, S., Yaxley, R. (2010). Dramatexts :
Creative Practice for Senior Drama Students. Brisbane: John Wiley & Sons.

This textbook is an invaluable resource of any drama teacher. It includes

information about various drama styles as well as the basics of drama,
scriptwriting and acting. In the context of this unit, it explores documentary

EDUC6785 – Drama: STA 21 Matthew Jensen (42299381)

 and verbatim theatre in a number of sections, with a chapter dedicated to
intertextuality exploring the play My Name Is Rachel Corrie which students
study as part of this unit. It also includes a chapter on scriptwriting which
students may find useful when completing the forming task in this unit.

EDUC6785 – Drama: STA 22 Matthew Jensen (42299381)