Te Au Whakaari | Drama

The teaching of drama involves guiding students in the study and practice of theatrical performance, including acting, script analysis, and stage production. It aims to enhance students' creativity, communication skills, and confidence through collaborative and experiential learning activities.

Drama Class 8

Drama class 8

In Class 8, Drama becomes more structured as the students’ emotional and cognitive capacities mature, crossing the threshold from lower to upper school. They are able to stand in front of the class with increasing confidence, supported by their wealth of class play experience from their lower school years, which means they now hold some foundation of key drama elements and performance work processes through annual class plays.

Skill Development:

Students become confident users of a range of drama techniques and practical skills, through exploring the key elements of drama of role, situation, space, time, tension, focus, and action. They acquire skills such as the ability to develop and perform a scene using a range of drama techniques such as use of voice, body, gesture, facial expression, movement and stillness, while applying these to conventions such as freeze frames, slow motion and narration.

Imaginative Self-expression

Students explore different contexts and purposes for applying drama such as entertainment, healing, and communicating themes. They may draw from their own cultural backgrounds and imagination as part of their self expression, celebrating cultural diversity.

Collaboration and Teamwork

Students develop their capacities of feeling, thinking and willing in a balanced way in Class 8 drama lessons, while also learning to manage themselves in their interactions with others during group work. This in turn helps to develop their capacity for empathy, self-awareness, and fosters a sense of belonging.

Literary Appreciation:

In Drama, the use of texts such as texts that align with the theme of identity, encouraging the connection to the outside world and real human stories, allowing opportunities for empathy and exposure to role models. This encourages an appreciation of literary works, and deepens students’ understanding of theme, character, conflict and resolution. Quest dramas can provide an understanding of story arc and structure.

Drama Class 9

DRama Class 9

In Class 9, Drama provides an opportunity to explore the developmental theme of polarities, where the young person’s emerging intellect often seeks to compare and contrast things in opposition to one another. There is also often a resurgence of the emotions as young people navigate their way through hormonal changes. At this age and stage, the students may become more reluctant to stand out in front of their peers, as their increasing self-awareness can sometimes manifest as self-consciousness, or as overbearing prima donna type behaviour.

Skill Development:

Students continue to work on becoming confident users of a range of drama techniques and practical skills through exploring the key elements of drama of role, situation, space, time, tension, focus, and action. They acquire skills such as the ability to develop and perform one act plays using a range of drama techniques such as use of voice, body, gesture, facial expression, movement and stillness, while applying these to conventions such as mime, fast forward, flashback and mantle-of-the-expert.

Imaginative Self-expression

Students explore different contexts and purposes for applying drama such as entertainment, healing, communicating themes, as well as social and community issues, which are particularly appropriate at Class 9 as students begin to engage more critically with the wider world which they are part of. They may draw from their own cultural backgrounds and imagination as part of their self expression, celebrating cultural diversity and tolerance. The Class 9 Drama Main Lesson encourages the study of the history of theatre from the Ancient Greeks to modern day theatre alongside a practical performance for an audience.

Collaboration and Teamwork

Students have the opportunity to independently manage themselves in their interactions with others during group work. This in turn helps to develop their capacity for empathy, self-awareness, and fosters a sense of belonging. Expressing opinions and contributions is encouraged, tempered with consideration for others and moderating the delivery of these. Students are encouraged to reflect on their contributions in lessons, teaching them to celebrate their success and the success of others, and to be able to give and receive feedback.

Literary Appreciation:

In drama, Class 9 students may explore more classical literature, including Greek and Shakespearean tragedies and comedies, medieval dramas or modern plays, exploring themes such as love, power, betrayal and redemption. In Class 9, students may see their inner world of polarities reflected in the exploration of improvisations such as forum theatre using relevant local newspaper articles as a springboard to explore conflict in a series of roles. Creating drama that comments on a social issue helps strengthen students' understanding of their position as members of communities.

Drama Class 10

In Class 10, Drama provides an opportunity to explore the developmental theme of balance, where the young person is mature enough to consider multiple points of view and adopt more critical thinking. At this age and stage, while some students may still be reluctant to stand out in front of their peers, many individuals find a newfound confidence and comfort in their own skin, which often results in them finding intrinsic satisfaction with the rehearsal process and resulting performance. For the teacher, this can be a very productive age group to work with in Drama, therefore, many Steiner Schools incorporate a Class 10 play into their curriculum.

In drama we lose ourselves; the walls between subject and object, the self and the outside world, are broken down. This wonderful middle realm of the feelings is the mediator between the part of us which senses and apprehends the world through thinking, and that which acts through our limbs and will, to transform the world around us. When enthusiasm and artistry are brought into literature and drama, this has a health giving effect on the soul, and plays into the thinking and the willing.

The play performed in this year is a long way from the plays performed in the lower school. In one way, it is a great challenge because the students are still self-conscious, but for the first time they can experience losing themselves in a part, and acting! The roles are never simply given to those who are the most accomplished actors; instead they are given with the idea of challenging the student, or drawing something out of him/her. The play, like a camp, is a wonderful social exercise, for it depends on teamwork and the willingness of each student to contribute to the whole. It is the journey which is important; a good ‘performance’ is a bonus!

Skill Development:

Students continue to work on becoming confident users of a range of drama techniques and practical skills through exploring the key elements of drama of role, situation, space, time, tension, focus, and action. They acquire more sophisticated skills such as the ability to devise and perform plays using a range of drama techniques such as use of voice, body, gesture, facial expression, movement and stillness, while applying these to conventions such as spoken thoughts, chorus, split stage and ritual.

Imaginative Self-expression

Class 10 drama often explores social and political issues relevant to students' lives and the world around them. Students may engage in discussions and creative projects that address topics such as social justice, inequality, discrimination, environmentalism, and activism, using theatre as a platform for raising awareness and promoting dialogue and change. This also provides a forum for freedom of thought, speech and self-expression.

Collaboration and Teamwork

Students have the opportunity to manage themselves both independently in their interactions with others.This in turn continues to develop their capacity for empathy, self-awareness, and fosters a sense of belonging. Students are encouraged to think critically about their contributions in lessons, learning how to give and receive constructive feedback, analyze performances, and evaluate the effectiveness of different artistic choices, fostering a deeper appreciation for the art of theatre and the creative process.

The Class 10 play is usually selected by the teacher and casting is often done therapeutically, in order to provide individuals with the challenges that they need. In the lower school, casting is often done in alignment with type, whereas in the upper school, casting often goes against type. The play is usually a very positive experience for both the students as individuals and for the whole class, deepening their understanding and appreciation of their own and others’ capacities.

Stagecraft and Production Skills:

In addition to acting and performance, Class 10 students may also develop their technical and production skills, including stagecraft, lighting design, sound design, costume design, and set construction. They learn about the various roles and responsibilities involved in theatrical production and may have opportunities to take on leadership roles in staging performances.

Literary Appreciation:

In drama, Class 10 students may explore more sophisticated and mature themes, reflecting the students' increasing capacity for critical thinking and empathy. Students may explore themes such as identity, belonging, power dynamics, conflict, and moral ambiguity through the study of classic and contemporary plays, as well as through improvisation and devised performances. Students deepen their understanding of character development and motivation, exploring the psychological complexities of fictional characters and historical figures. They may analyze characters' motivations, conflicts, and transformations, and experiment with different acting techniques to portray characters with depth and authenticity.

Drama Class 11

In Class 11, critical thinking and analysis is at the forefront of the Class 11 students’ endeavours as they begin to enjoy the sharpening of their wit and intellect, which can result in critical discussions shifting attention away from the practical task at hand. The Class 11 student is mature enough to consider multiple points of view and is refining their thinking and position (or opposition) in relation to the world around them. Current affairs and social justice causes may capture the imagination, and they may not only want to discuss these, but also to enact change. Considering students’ preferences when designing assessment tasks and giving them some input into the selection of class materials, can create rich opportunities for advanced artistic exploration, critical thinking, and creative expression. Additionally, through the study of complex texts, experimental forms, and contemporary issues, students deepen their understanding of themselves, others, and the world around them, while honing their skills as artists, thinkers, and communicators.

Skill Development:

Students are now confident users of a range of drama techniques, elements and conventions. At this stage, students are encouraged to try more experimental forms as well as devising or improvising their own performances. They may analyze characters' motivations, relationships, and inner conflicts, and experiment with techniques such as role on the wall, method acting or character immersion to bring characters to life with authenticity and depth. They may experiment with different performance spaces, or the creation of theatre experiences that blur the boundaries between performer and audience.

Imaginative Self-expression

Class 11 drama may explore social and cultural issues relevant to students' lives and the world around them. Students may engage in devising projects or adaptations that address contemporary issues such as identity, diversity, globalization, technology, or social justice, using theatre as a medium for raising awareness and sparking dialogue and action. Students may also explore non-traditional dramatic forms, such as avante garde theatre or contemporary performance art.

Collaboration and Teamwork

Students have the opportunity to manage themselves independently and in their interactions with others, continuing to develop their capacity for empathy, self-awareness, and sense of belonging. Students are encouraged to think critically about their contributions in drama lessons, learning how to give and receive constructive feedback, analyze performances, and evaluate the effectiveness of different artistic choices, fostering a deeper appreciation for the art of theatre and the creative process.

Stagecraft and Production Skills:

In addition to acting and performance, Class 11 students may also develop their technical and production skills, including stagecraft, lighting design, sound design, costume design, and set construction. They learn about the various roles and responsibilities involved in theatrical production and may have opportunities to take on leadership roles in staging performances.

Literary Appreciation:

In drama, Class 11 students may explore more sophisticated and mature themes, reflecting the students' increasing capacity for critical thinking and analysis. They may undertake more sophisticated analysis of dramatic texts, exploring complex themes, symbolism, and subtext in a range of contemporary and historical texts, as well as character development and portrayal, exploring the psychological complexities of characters in greater depth.

Drama Class 12

In Class 12, students have command of their wit and intellect, and are able to consider a range of differing perspectives before forming their own evaluation of these, resulting in a viewpoint of their own. The drama curriculum is designed to culminate their high school experience with opportunities for advanced artistic exploration, creative expression, and personal growth. Class 12 drama often serves as a synthesis of the skills, knowledge, and experiences students have gained throughout their Waldorf education, as they prepare for their transition to higher education or the workforce. Students deepen their understanding of themselves, others, and the world around them, while honing their skills as artists, thinkers, and communicators.

A major highlight of the class 12 year is the students’ last play in the school, which is part of a Performing Arts programme which includes, singing, and drama. The plays over the years have been varied, from Brecht, to Sophocles, to Lorca, Bernard Shaw, and Vaclav Havel. It is difficult to believe that this is a class performing the play and not specially chosen drama students, for the quality has been superb, and a testament to the drama teacher’s choice of the right play for each class. The plays have often been extremely challenging and not without tears and dramatic incidents, but they always bring the class together and show the multi-faceted talents of students who have had so many of their gifts unlocked.

Skill Development:

Students are now skilful users of a range of drama techniques, elements and conventions. At this stage, students are encouraged to try more experimental forms as well as devising or improvising their own performances. They may continue analyze characters' motivations, relationships, and inner conflicts, and experiment with techniques such as role on the wall, method acting or character immersion to bring characters to life with authenticity and depth. Solo performance/s, such as a monologue allow students to own the space in a solo performance.This is the culmination of their dramatic journey, exploring what it means to be human while simultaneously refining and showcasing their acting skills.

At this level, students are expected to confidently synthesise elements, techniques and conventions of drama. The Class 12 play is also a significant landmark in terms of dramatic development – students are released from classes for three to four weeks to focus on producing their play. Where in Class 10, students were given some responsibility for production tasks, in Class 12, the students take on substantial production roles and work with their director to produce the play.

Imaginative Self-expression

Class 12 drama may explore social and cultural issues relevant to students' lives and the world around them. Students may engage in devising projects or adaptations that address contemporary issues such as identity, diversity, globalization, technology, or social justice, using theatre as a medium for raising awareness and sparking dialogue and action. Students may also explore non-traditional dramatic forms, such as avante garde theatre or contemporary performance art.

Collaboration and Teamwork

Stagecraft and Production Skills:

In addition to acting and performance, Class 12 students may also develop their technical and production skills, including stagecraft, lighting design, sound design, costume design, and set construction. They learn about the various roles and responsibilities involved in theatrical production and may have opportunities to take on leadership roles in staging performances.

Literary Appreciation:

In drama, Class 12 students may explore more sophisticated and mature themes, reflecting the students' increasing capacity for critical thinking and analysis. They may undertake more sophisticated analysis of dramatic texts, exploring complex themes, symbolism, and subtext in a range of contemporary and historical texts, as well as character development and portrayal, exploring the psychological complexities of characters in greater depth.