Context elaborations are possible contexts for learning, with a suggestion of how they might be used with the focus achievement objective.
The most successful drama work is explored and created within a context. The richer the context is, the more possibilities there are to develop skills, and explore the use of elements, techniques, conventions, and technologies.
These contexts help students to relate to the content of their learning and make connections between what they are learning (the context) and how it fits into their everyday lives.
These context elaborations are based on the key concepts for drama.
The context elaborations mirror culturally responsive pedagogies.
They are examples only. Teachers can select and use entirely different contexts in response to local situation, community relevance, and students’ interests and needs.
Choose a couple of rich contexts to work in for the year, such as the following:
Works by New Zealand playwrights are available for purchase from:
Use classroom teaching and learning time to guide students through exercises and workshops, which gradually expose them to drama-rich experiences.
Drama practice in the classroom and beyond should embody the concepts of manaakitanga, whanaungatanga, ako, tino rangatiratanga and tangata whenuatanga.
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Students and teachers work together in an atmosphere of trust based on knowledge of, and the acknowledgment of, each other’s experiences, culture, viewpoint, and place in the world.
Students and teachers support each other’s learning and development, and share decision making and choices about the work.
Ensure expectations are explicit in every task and activity.
Build a spirit of group solidarity and trust, a sense of pride, and a shared commitment to the art and the audience.
Provide several opportunities to explore contexts and the portrayal of characters in new and engaging ways through research and committed inquiry into histories and the social and political issues of the time.
The contexts and activities for learning in the following examples provide opportunities for students to create and perform work in role and in different theatre forms and cultural contexts.
Two examples (select links below) show how a rich context can be used to explore drama activities and create works for an audience.
Each context would be explored for at least 10–15 weeks. It is not expected that teachers cover all the activities within the suggested programme. These are examples of what could be done.
Last updated September 10, 2015