Chorus (Drama) | A convention that involves moving and speaking together as a group. Often used to narrate and/or comment on the story. Drama styles that include chorus are found all over the world. |
Country | The lands, waterways, and sky to which Aboriginal and Torres Strait Islander peoples are connected, as well as the laws/lores, places, customs, language, beliefs, cultural practices, and so on associated with that land. |
De-roling | Consciously coming out of character and returning to your own self/identity. |
Design areas | Design areas (also production areas) are the technical aspects used within a performance. There are many design areas, including costume, lighting, make-up, masks, props, puppetry, set pieces, sound design, and projection. |
Conventions | Conventions are drama techniques that are incorporated into a performance; for example, speaking directly to the audience, using exaggerated movement, singing, tableaux, etc. Drama conventions are often associated with a particular style or form; for example, silence and exaggerated movement are associated with the style Mime. |
Drama styles and forms | Drama styles and forms (also performance styles) are ways of describing types of drama that combine particular expressive skills, drama conventions and design areas. For example, Mime, Noh Theatre, Epic Theatre, etc. |
Dramatic play | Similar to role-play but used more in Early Childhood/Foundation education. Children still take on different roles and act out scenarios. Dramatic play is less structured/more open-ended than role-play. For example, in role-play, children might be invited to pretend to be frogs in a pond, who need to respond to a human littering. In dramatic play, the pond with the litter might be created as a station, and the children have freedom to engage with it imaginatively as they choose (as animals, humans, etc.). |
Elements of drama | Elements of drama (also dramatic elements) are essential features of every performance. Actors manipulate dramatic elements to shape and enhance meaning. The elements of drama in the Victorian Curriculum are character and relationships, climax, conflict, context, setting, contrast, dramatic meaning, mood, sound, space, time, symbol and tension. |
Expressive skills | Expressive skills are used to create and express a character. They can be used in different ways in different drama styles. They include voice, movement, gesture, facial expression, and stillness and silence. |
Melodrama | A drama style that includes exaggerated characters, exciting events, strong emotions, and a dramatic plot. |
Narration | A convention involving explicitly telling a story to the audience using spoken words. |
Performance skills | Performance skills are used to communicate story, enhance meaning, and realise intention in drama works and theatre performances. Performance skills include actor–audience relationship, energy, focus and timing. |
Puppetry | A convention involving telling stories by manipulating objects, usually made to resemble some kind of human or animal. Drama styles that use puppetry are found all over the world. |
Role-play | Pretending to be a particular character(s) and to behave and react in the way that the character would. Can be done individually, in pairs or small groups, and/or as a whole class. |
Tableaux (also freezeframe, frozen image) | A ‘living picture’. A convention involving telling a story by freezing in position. Can be done individually or in a group. To tell the story clearly, performers should use strong expressive skills: facial expressions, exaggerated physical shapes, and different levels (e.g. standing, crouching, kneeling). |
Teacher in Role (TiR) | Teacher takes on a role related to the story, participating directly in the role-play. TiR is particularly useful as a way to challenge the students or introduce conflict. |
Transformation (Drama) | A convention involving changing from one character, time, place, or object to another within a story. For example, changing from a fish to a bird; travelling to the past or future; shifting from a pond to a city office; turning the same piece of cloth into a frog’s egg and then into a lily pad. |