Drama provides a learning environment that promotes imagination, critical thinking, cultural engagement, communication, creativity and problem solving. Drama provides a medium for exploration, social criticism, celebration and entertainment. Drama students participate in aesthetic learning in which the senses and emotions are engaged cognitively and affectively. Through this experiential mode, Drama offers a unique means of enquiry that empowers students. Learning in Drama is balanced between and integrated through practical, collaborative, individual and theoretical approaches.
Year 9 Scene Project
Term 4 saw the culmination of the Year 9 course work in Drama. Head of Faculty, Belinda Gravel describes the learning experience undertaken by the girls.
The two Year 9 Drama Classes participated in the annual Scene Project initiated and run by the Queensland Theatre Company. The Scene Project offers students the unique opportunity to work with professional artists on a newly commissioned play and to perform their work on the stage of the State’s leading theatre company, QTC. The environment of support and inclusivity was evident throughout the project as our students worked with professional actors and directors, performing their works in-development at the Bille Brown studio in Brisbane earlier this term. They received fantastic feedback and validation for their creative interpretation of the play, ‘Riley Valentine’ and ‘The Occupation of Fort Svalbard’, igniting for them a passion for the power of live theatre and the ways that artists utilize creative process. The play, set against a backdrop of an impending natural disaster, explores the central character’s (Riley) navigation through the turbulent time of adolescence and the trauma of his parents’ divorce. The two classes drew upon their study of Non-Realism performance to explore what it is like to be in the centre of a world in a state of seismic change. Commencing with individual scene ideas, then developed through whole class play-building workshops, the pieces used a fusion of puppetry, physical theatre, acrobatics, choral voice and movement, dance and symbolic staging. As a result of this project, the Drama students have learnt much of the role of the dramatist and the creative process, fuelling their confidence as maturing, reflective and intelligent dramatists who can make theatre that matters.
Re-imagining: A Stunning Night of Contemporary Performance!
Last Tuesday evening the Years 10 and 11 Drama students presented their student devised, original class work to an appreciative audience. The Year 10s re-imagined the classic Greek text Antigone, drawing upon their studies of history, their interests in politics and their curiosity in ethical issues to create power statements about contemporary society.
The Year 11s performed their Physical Theatre Production Red and the Wolf, re-imagining the classic gothic tale of Little Red Riding Hood transporting the tale to a contemporary context where the Wolf lurks in the digital world, in domestic relationships, teenage parties, suburban streets and even within the mind itself.
The evening was a resounding success. We congratulate all Years 10 and 11 Drama students for their dedication, creativity and passion for Drama and performance.
The collaborative nature of Drama as an art form provides students with opportunities to learn to manage the processes of Drama and the interpersonal and intrapersonal skills required to work effectively, both individually and in groups. Such skills, aligned with self-confidence are essential to give students, in a changing society, a critically active orientation necessary to play full part in their own culture, the culture of others and the world of work.
Drama is a compulsory subject in Years 7 and 8. Students may study Drama as an elective in Years 9 and 10 as well as in Years 11 and 12 as Drama is an OP eligible subject. Students may also undertake additional Drama and Performing Arts opportunities through our Extra-Curricular Speech and Drama Program (Trinity Guildhall) or participation in the many co-curricular activities such as Middle and Senior school plays, school musicals as well as cultural House activities.
Working as an artist collaboratively as well as individually to create, shape, present and critique Drama:
Working independently in developing personal aesthetic
Manipulating a variety of technology, including the use of multi-media, lighting and sound
Developing creative and critical thinking skills
Developing skills in communication and presentation, nurturing self-confidence and self-expression
Participating actively in workshops, excursions to view live theatre, discussions, reflection as well as opportunities to perform for an audience
Development in the three dimensions of Drama (forming, presenting, responding) are assessed in a variety of ways such as:
Belinda is an experienced Drama teacher who is passionate about the power of a rich Arts Education in the development of young people. Since completing her Bachelor of Education – Drama (hons) Belinda has taught in several settings including North Queensland and overseas. Particularly passionate about curriculum, Belinda has served on District Panels for QCAA (over 20 years), chairing the Gold Coast district for 7 years.
Belinda has a passion for nurturing the artistic development of young people through making connections to real-world contexts, providing opportunities for students to step beyond the classroom to engage with the Performing Arts in dynamic ways.
Since joining the St Hilda’s staff in 2000, and become Head of Faculty in 2004 Belinda has directed and produced many productions and encourages active participation in the Performing Arts for all St Hilda’s students.
Jaron Winter is an English teacher who is passionate about literature, media, drama and all aspects English has to offer. His dual degrees in Journalism and Secondary Teaching and Master of Education have provided him with a myriad of different learning opportunities in the English field that he brings to his lessons. Through his employment in Australia, England, Japan and Botswana in both state, private and international schools, he has been exposed to a range of teaching styles and strategies and relishes the opportunity to employ these skills in his teaching.
We acknowledge the traditional custodians of this land and their care of it for thousands of years. Open to the Spirit who has ever been present here, we resolve to appreciate its beauty, to be wise stewards of its resources, and to honour the connection the traditional custodians, the Kombumerri from the Yugambeh Nation, have with this land.