Tenison Woods College

SACSA
Essential Learning Key Competencies
Unit Identity* KC1: collecting, analysing, and
Soapies organising information*

Band Thinking* KC2: communicating ideas and
Middle School Information*

Standard
Towards 5 Interdependence* KC3: planning and organising*

KC4 working in Teams*
Year Level

9 Futures
KC5: using mathematical ideas

Length of Unit
10 weeks
KC6: solving problems*
Communication* 
KC7: using technology*
Learning Area Strand: Arts practice, arts analysis and response, arts in contexts.
Drama

Outcomes: Key Idea:

4.1 Students explore arts practice and knowledge of style, form and genre to create dramatic
4.2 arts work that present imaginative solutions and responses to ideas. Students select from,
4.3 adapt, combine and refine appropriate conventions and technologies to create drama
4.4 work that purposefully conveys meaning and addresses intended function. Students work
4.5 in groups to refine and shape presentations/performances for a specific purpose.
4.6

Unit Outcomes:
During this unit students will:
• Identify the key features of the Soap Opera.
• Compare and contrast the conventions of the Australian and the American soap opera.
• Understand the narrative structure and content of the soap opera genre and relate this to function.
• Identify the key elements under consideration in developing a soap opera.
• Make artistic decisions based on a creative rationale which supports their vision and understanding of style.
• Work both independently and collaboratively to conceive, develop, create and interpret dramatic work.
• Work collaboratively to write a script for a group devised soap opera.
• Critically respond to their own performance and that of others.
• Justify artistic decisions using appropriate language.
• Work collaboratively with peers in problem solving within a specific context.
• Develop performance technique or capabilities within a technical role
• Perform their theatrical work to a specific audience.
• Regularly reflect on and respond to personal experiences and understandings gained from involvement in drama.
• Work in a ‘team’ to create, develop and present performances within specific directorial guidelines.
• Develop links between imagination and organisation.
• Write creatively and personally about their observations of drama.
• Explore the use of improvisation to develop dramatic works.

Integration with Other Learning Areas:

English
Society and Environment
 Tenison Woods College

SACSA

Examples of Evidence
Assessment
Teaching & Learning Strategies Strategies
(formative & summative)
• Performance of the group
• Intro to unit. Introduction to the Soapie/s to year 8 students
soap opera.
• Introduction to Improvisation
• Film and interviews on
Australian and American
soaps are viewed. Students
are to note and engage in
whole class group discussion
after
• Workshop on gesture and
body language in American
and Australian soaps
• Overview of Elements of the
theatre task. Allocation of
research and presentation Oral
presentation of group task
• Intro to Greek theatre and
Storytelling in the style of
Greek theatre task.
• Read the phantom of the
opera.
• In pairs begin writing allocated
scene from your groups
episode
• Group workshop to combine
and edit script.
• Begin rehearsals
• Rehearsals for task.
• Dress run.
Resources: Literacy: Numeracy
Texts & Context

Language

Strategies