Drama in a transdisciplinary programme

Drama in the Lower School at BIS is taught within the PYP Programme of Inquiry, through our language curriculum, during drama activities from the elective programme options, also in class and grade level assemblies. We have drawn on a number of documents in the process of refining our scope and sequence. We want our students to experience the benefits of Drama taught within a curriculum that is international. A conceptual approach to Drama develops the transdisciplinary thinking, communication, and research, self management and social skills outlined in this document. We believe where possible that practical skills should be taught and learned through meaningful inquiries and projects as part of a Unit of Inquiry. For each strand students are actively involved in constructing their own understanding through discovery, exploration, observation and hands-on, practical application.

“Drama includes the development of creative skills, verbal and non-verbal expression, an awareness of the perspectives of others, and aesthetic appreciation. Drama enables all students to communicate in powerful ways that go beyond their spoken language ability. Through drama, students can begin to construct an understanding of their community, their environment, and their own feelings and emotions. They will also have opportunities to work cooperatively to put together a performance and to experience situations from different viewpoints.
Making The PYP Happen, IBO 2007

The Drama Strands adopted by BIS have been developed from the IBO PYP Science Scope and Sequence documentation 2004. These documents have provided guidance in designing our curriculum and ensure a balance of the significant strands for Drama. For each strand students are actively involved in constructing their own understanding through discovery, observation and practical application. Under each strand heading, we have included examples of some possible related concepts that the students may explore.

The Drama Strands are:

Creative exploration and expression

The development of imaginative skills and creativity, and their application in a variety of drama situations.
Related concepts: character, choreography, dance, gesture, improvisation, mime, movement, representation, tableaux, voice.

Technical incorporation

The technical aspects of the drama process such as script writing, stage directions and the management of props, costumes, special effects and set design.
Related concepts: lighting, masks, production, puppetry, scenery, sound, storyboard.

Performance

Portraying and sustaining a role or character in a given situation by using voice, body and gesture; understanding audience and how to perform to it.
Related concepts: acting, audience, climax, direction, dramatic irony, live performance, presentation, production, projection, rehearsal.

Personal and social development

Developing group cohesiveness through the opportunity to cooperate, support, share, negotiate, and resolve conflict both in and out of role; developing confidence and focus to gain independence in learning.
Related concepts: chorus, dialogue, ensemble, improvisation, role play

Reflection, evaluation and appreciation

Reflecting on own performance and critiquing that of others in order to enhance and improve learning.
Related concepts: audience, characterisation, performance, review, script writing.

Drama in society

The role drama plays in society and in diverse cultures, both historical and contemporary; identifying and analysing theatrical conventions.
Related concepts: celebration, comedy, entertainment, festivals, melodrama, musicals, pantomime, period drama, street theatre, tragedy.

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