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Teacher portfolio

Kathryn White
Kathryn White

This teacher portfolio outlines a drama elective where students were responsible for all aspects of producing a play from inception to performance. Students wrote scripts, auditioned, rehearsed, directed, designed costumes and sets, and marketed the production. The elective aimed to develop students' stagecraft skills and provide a pathway to VCE Theatre Studies. Student reflections showed they gained confidence, problem-solving and collaboration skills from the experience of creating and performing in the production. The teacher noted some areas for improvement, such as the scriptwriting process and managing the impact on other school activities.

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TEACHER PORTFOLIO Creating performance opportunities out of a Drama elective Subject: Creating the Drama Year 9/10
Rationale Need for the students to be accountable in terms of the performance they create a more public production raises the importance of the elective outcome. Opportunity to develop a variety of stagecraft skills (as well as acting) to provide a clear pathway into VCE Theatre Studies. Fill a gap in terms of extra-curricular production opportunities at Year 9 and 10.
Outline Students in the elective are responsible for all aspects of a production from inception to performance. Students were required to: write scripts, attend auditions, rehearse, direct, design costumes and sets, create technical design and market the production. The behind the scenes design was done during designated class time, whilst acting rehearsals took place outside class. Students were asked to nominate the two specific areas of stagecraft upon which they will be assessed.
General Skills Working collaboratively Problem solving Thinking laterally Communication Organisation Working to a timeline Being imaginative and creative Expressive skills Improvisation Understanding theatrical language Scriptwriting Playmaking Creating character Property, costume, set and technical design Drama Skills
Curriculum Links - VicCurric Achievement Standard By the end of Level 10, students develop and sustain different roles and characters to realise dramatic intentions and engage audiences. They perform devised and scripted drama in different forms, styles and performance spaces. They plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting and apply stagecraft. They use performance and expressive skills to convey dramatic action and meaning. Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use experiences of drama practices from different cultures, places and times to evaluate drama. This elective has a direct correlation with the achievement standard for Level 9-10 Drama.
Curriculum Links VCE Theatre Studies This project has strong connections to the VCE Theatre Studies design, with a focus on interpreting play scripts and developing a variety of stagecraft skills. This bridges the gap between Junior Drama classes in Year 7 and 8 and VCE. Many students who enter VCE Theatre Studies have not participated in Drama since Year 8.
Project Concept The stimulus given to the students was the concept of back stories. Students chose a supporting character in a well known text, and created a story to flesh out that character beyond its original portrayal. The characters chosen were Primrose Everdeen (from The Hunger Games) and Lady Capulet (from Romeo and Juliet). Incidentally, these two characters have links with the Year 10 English texts. Two one act plays were created around original narratives that took their cue from the stimulus texts.
Focus areas/learning activities Constructing a narrative, script writing conventions Editing processes, including table reads and collaborative feedback Creation of look books as part of a design brainstorming process Costume design and construction, with focus on recycling and repurposing Set design understanding space, static versus movable set pieces Masterclass on directing a scene (for student directors only) understanding beats, blocking, creating levels and balance and working with actors to evoke character Mastering a variety of technologies to understand the operation of sound and lighting boards, as well as multimedia for stage
Evidence of practice Student designed promotional poster Student designed show program
Evidence of practice Staging (student designed) and tech
Evidence of practice EVERDEEN Production
Evidence of practice CAPULET Production
Student Reflections I really enjoyed directing, I think that I have really grown my knowledge and now understand how to direct people in new ways, instead of forcing them to do what you say you can ask them and its more likely that they will follow. (Annabel, Year 9) This performance has allowed me to meet new people and understand how much hard work that goes into creating and showcasing a production. (Rosy, Year 10) I really think that her character really suited the things that I wanted to achieve which was to be more bold and confident when performing in front of a live audience. (Annabel, Year 9, on playing Effie) My favourite part of the production was making it come alive as it all came together. I loved the feeling that we had nothing and suddenly we had a set, actors, a performance. (Zara, Year 9) I helped write the Everdeen play, which was really different to anything I had done before as when I had previously written plays they had never been heard by an audience. The process of script writing was tiresome but I think that the play turned out with a great story line and lots of twists and turns. (Claire, Year 9) It pushed me to speak more as I wasnt a talkative person, the girls acting were all so nice and worked with me well, which I was so thankful about. (Monica, Year 10)
Reflection positive outcomes Students were exposed to a variety of stagecraft skills, and understood the importance of all the non-acting areas of playmaking. Many students upskilled in terms of their use of technology (design, sound editing and sound board applications). There was true ownership of this project imperfections were allowed, nothing was fixed by staff. With minimal budget, this production was a huge exercise in resourcefulness, recycling, upcycling, problem solving and creative thinking. The production was viewed by the rest of the school community as an important part of the performing arts production schedule. The audience was full and appreciative, and was made up of students, staff and parents. The production provided an opportunity to introduce the Drama Captain for 2018 (Demi Markakis) and profile the Drama Auxiliary.
Reflection - improvements Timing this elective is best run in Semester 1, when H2H doesnt have as much of an impact, and it isnt jostling for a place with Speech Night and the Junior production. The scriptwriting process was the most challenging aspect and needed to be improved. Perhaps the introduction of an external influence writers workshop? The fact that part of the subject requires an out of class time commitment would need to be stated in the subject description. Venue - we made the Ballroom work as a venue, but as it is used so frequently, bumping in and out became very tight and stressful, having an impact on other activities in the school.

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Teacher portfolio

  • 1. TEACHER PORTFOLIO Creating performance opportunities out of a Drama elective Subject: Creating the Drama Year 9/10
  • 2. Rationale Need for the students to be accountable in terms of the performance they create a more public production raises the importance of the elective outcome. Opportunity to develop a variety of stagecraft skills (as well as acting) to provide a clear pathway into VCE Theatre Studies. Fill a gap in terms of extra-curricular production opportunities at Year 9 and 10.
  • 3. Outline Students in the elective are responsible for all aspects of a production from inception to performance. Students were required to: write scripts, attend auditions, rehearse, direct, design costumes and sets, create technical design and market the production. The behind the scenes design was done during designated class time, whilst acting rehearsals took place outside class. Students were asked to nominate the two specific areas of stagecraft upon which they will be assessed.
  • 4. General Skills Working collaboratively Problem solving Thinking laterally Communication Organisation Working to a timeline Being imaginative and creative Expressive skills Improvisation Understanding theatrical language Scriptwriting Playmaking Creating character Property, costume, set and technical design Drama Skills
  • 5. Curriculum Links - VicCurric Achievement Standard By the end of Level 10, students develop and sustain different roles and characters to realise dramatic intentions and engage audiences. They perform devised and scripted drama in different forms, styles and performance spaces. They plan, direct, produce, rehearse and refine performances. They select and use the elements of drama, narrative and structure in directing and acting and apply stagecraft. They use performance and expressive skills to convey dramatic action and meaning. Students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama they devise, interpret, perform and view. They use experiences of drama practices from different cultures, places and times to evaluate drama. This elective has a direct correlation with the achievement standard for Level 9-10 Drama.
  • 6. Curriculum Links VCE Theatre Studies This project has strong connections to the VCE Theatre Studies design, with a focus on interpreting play scripts and developing a variety of stagecraft skills. This bridges the gap between Junior Drama classes in Year 7 and 8 and VCE. Many students who enter VCE Theatre Studies have not participated in Drama since Year 8.
  • 7. Project Concept The stimulus given to the students was the concept of back stories. Students chose a supporting character in a well known text, and created a story to flesh out that character beyond its original portrayal. The characters chosen were Primrose Everdeen (from The Hunger Games) and Lady Capulet (from Romeo and Juliet). Incidentally, these two characters have links with the Year 10 English texts. Two one act plays were created around original narratives that took their cue from the stimulus texts.
  • 8. Focus areas/learning activities Constructing a narrative, script writing conventions Editing processes, including table reads and collaborative feedback Creation of look books as part of a design brainstorming process Costume design and construction, with focus on recycling and repurposing Set design understanding space, static versus movable set pieces Masterclass on directing a scene (for student directors only) understanding beats, blocking, creating levels and balance and working with actors to evoke character Mastering a variety of technologies to understand the operation of sound and lighting boards, as well as multimedia for stage
  • 9. Evidence of practice Student designed promotional poster Student designed show program
  • 10. Evidence of practice Staging (student designed) and tech
  • 11. Evidence of practice EVERDEEN Production
  • 12. Evidence of practice CAPULET Production
  • 13. Student Reflections I really enjoyed directing, I think that I have really grown my knowledge and now understand how to direct people in new ways, instead of forcing them to do what you say you can ask them and its more likely that they will follow. (Annabel, Year 9) This performance has allowed me to meet new people and understand how much hard work that goes into creating and showcasing a production. (Rosy, Year 10) I really think that her character really suited the things that I wanted to achieve which was to be more bold and confident when performing in front of a live audience. (Annabel, Year 9, on playing Effie) My favourite part of the production was making it come alive as it all came together. I loved the feeling that we had nothing and suddenly we had a set, actors, a performance. (Zara, Year 9) I helped write the Everdeen play, which was really different to anything I had done before as when I had previously written plays they had never been heard by an audience. The process of script writing was tiresome but I think that the play turned out with a great story line and lots of twists and turns. (Claire, Year 9) It pushed me to speak more as I wasnt a talkative person, the girls acting were all so nice and worked with me well, which I was so thankful about. (Monica, Year 10)
  • 14. Reflection positive outcomes Students were exposed to a variety of stagecraft skills, and understood the importance of all the non-acting areas of playmaking. Many students upskilled in terms of their use of technology (design, sound editing and sound board applications). There was true ownership of this project imperfections were allowed, nothing was fixed by staff. With minimal budget, this production was a huge exercise in resourcefulness, recycling, upcycling, problem solving and creative thinking. The production was viewed by the rest of the school community as an important part of the performing arts production schedule. The audience was full and appreciative, and was made up of students, staff and parents. The production provided an opportunity to introduce the Drama Captain for 2018 (Demi Markakis) and profile the Drama Auxiliary.
  • 15. Reflection - improvements Timing this elective is best run in Semester 1, when H2H doesnt have as much of an impact, and it isnt jostling for a place with Speech Night and the Junior production. The scriptwriting process was the most challenging aspect and needed to be improved. Perhaps the introduction of an external influence writers workshop? The fact that part of the subject requires an out of class time commitment would need to be stated in the subject description. Venue - we made the Ballroom work as a venue, but as it is used so frequently, bumping in and out became very tight and stressful, having an impact on other activities in the school.