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Curriculum links

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The Arts in the New Zealand Curriculum

This page gives the relevant overview statements, strands and achievement objectives for levels 7 and 8 from The Arts in the New Zealand Curriculum, and relevant achievement objectives for National Certificate of Educational Achievement (NCEA) levels 2 and 3.

This project is designed to support the teaching of drama in The Arts in New Zealand Curriculum for years 12 and 13. It is expected that at year 12, students will be predominantly concerned the exploration of the issues that arise through the project, and that at year 13, they will be more analytically critical.

Overview statements
The introduction to The Arts in the New Zealand Curriculum begins with the following statements:

  • The arts are powerful forms of personal, social and cultural expression... As expressions of culture, the arts pass on and renew our heritage and traditions, and help to shape our sense of identity.
  • All art works are made, used, interpreted, and valued within social and cultural contexts, and may be regarded as texts or commentaries that reflect history, tradition, and innovation. (The Arts in the New Zealand Curriculum, page 9)

The drama overview develops this as follows:

  • As they participate in, and interpret their own and others' drama, students develop cognitive skills and gain understandings about themselves and their wider communities. They investigate the forms, styles and contexts of drama and recognise that it can affirm or challenge attitudes and values...
  • ... In Aotearoa New Zealand, all students should have opportunities to learn about contemporary Māori drama, which draws on traditional knowledge, beliefs, and ritual forms. (The Arts in the New Zealand Curriculum, page 37)

These statements provide the context within which this project operates.

The strands

The aims of this project fit into the following parts of the four drama strands:

Understanding Drama in Context (UC):
Students ... investigate how people use drama to express identity and to comment on personal and cultural values... They investigate how society and culture contribute to changes in dramatic forms.

Students recognise that drama encompasses both everyday experiences and the interpretation of social and cultural histories. They appreciate how the development of contemporary theatre in New Zealand has been shaped by diverse cultural influences, especially those of Māori, Europeans, and people from Pacific nations. (The Arts in the New Zealand Curriculum, page 39)

Developing Practical Knowledge in Drama (PK):
Students use the elements, techniques and conventions of drama to discover how meaning is shaped and communicated... (The Arts in the New Zealand Curriculum, page 39)

Developing Ideas in Drama (DI):
In a safe and co-operative environment, [students] contribute stories from personal and shared experience. They express ideas and feelings, negotiate shared understandings, and explore and reflect on their own and others' perspectives...

[Students] develop ideas for performance by interpreting existing dramatic works or devising drama based on a wide range of sources... (The Arts in the New Zealand Curriculum, page 39)

Communicating and Interpreting in Drama (CI):
As performers and responsive audience members, [students] interpret and respond to diverse dramatic forms and styles from their own and others' cultures... (The Arts in the New Zealand Curriculum, page 39)

The relevant Achievement Objectives within each strand are given below.

Strand

Achievement objectives

  Level 7 Level 8
Communicating and Interpreting Drama (CI) Students will rehearse and perform works in a range of dramatic forms. Students will respond to and make critical judgements about rehearsal processes and performance.  Students will rehearse and perform works in a range of dramatic forms, assuming diverse artistic or technical responsibilities. Students will reflect on and critically evaluate a wide range of works and performances.
Developing Ideas in Drama (DI) Students will initiate, develop and refine ideas individually and collectively in a range of dramatic forms. Students will initiate, develop and refine original drama and drama based on existing works.
Developing Practical Knowledge in Drama (PK) Students will select and integrate elements, techniques, conventions, and technologies in specific dramatic forms. Students will select and adapt elements, techniques, conventions, and technologies in various dramatic forms for a range of purposes.
Understanding Drama in Context (UC) Students will research the production, performance and purpose of drama in a range of contexts. Students will research and analyse how drama interprets and records social and cultural history. Students will investigate the forms and styles of contemporary New Zealand drama and how they reflect our growing cultural diversity.
from The Arts in the New Zealand Curriculum (pages 46-7).

NCEA National Certificate of Educational Achievement

The content and activities in this resource relate to the following Achievement Standards for NCEA levels 2 and 3.
N.B: The level 3 Achievement Standards were not registered at time of publication (June 2003) so those given here are in draft form.

NCEA Level 2

Reference Domain Title
Achievement Standard AS90299
Drama 2.1 
Drama performance Apply drama techniques in an improvised group context.
Achievement Standard AS90300
Drama 2.2
Drama performance Apply drama techniques in a group within a scripted context.
Achievement Standard AS90301
Drama 2.3
Drama creation Use elements and conventions to structure, record and perform devised drama.
Achievement Standard AS90301
Drama 2.4
Drama creation Apply knowledge of a drama/theatre form or period through performing a role in a presentation.
Achievement Standard AS90301
Drama 2.5
Drama performance Perform a substantial acting, technical or production role.
Achievement Standard AS90301
Drama 2.6
Drama studies Apply knowledge of, respond to and make judgements about drama processes and performance.

NCEA Level 3 (Draft)

Reference Domain Title
Drama 3.1 Drama performance Integrate drama techniques to communicate meaning in the performance of improvised drama.
Drama 3.2 Drama performance Integrate drama techniques to communicate meaning in the performance of scripted drama.
Drama 3.3 Drama creation Use elements and conventions to devise, script and perform individual drama.
Drama 3.4 Drama studies Investigate and analyse texts characteristic of a drama/theatre form or period.
Drama 3.5 Drama performance Research, prepare and perform a performance or technical production role in a significant production.
Drama 3.6 Drama studies Analyse, apply and reflect critically on drama processes and performance in a new context.

Other essential learning areas
The ideas and activities suggested in this resource also relate very strongly to the following curriculum areas:

  • social studies
  • history
  • health
  • technology
  • English
  • Māori.

This resource also provides a platform for the teachers and students to explore the implications of biculturalism and of the Treaty of Waitangi.

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