Unit Plan : Docudrama (Part A)

Year level: 10 Learning Area/Subject: Drama Duration :10 weeks, 30 lessons

UNIT OVERVIEW
In the second semester of Year 10 Drama, students will explore drama as a tool of both entertainment and education with the study of the style
documentary drama. It is through this style of performance that students are able to challenge a selected target audience about important and relevant
social issues.

Students will engage in a Practice-Led Project by developing and shaping dramatic scripts and dramatic action that leads to a whole class performance in
an invited public audience. Intended study for term 3, this unit allows students to utlise skills and knowledge of drama gained throughout semester 1 to
develop and shape dramatic meaning and action. The unit is followed by 8 week unit Docudrama (Part B) in term 4.

This unit prepares students for Senior Years 11 and 12 Drama through the development and performing of a student devised public performance. The
unit furthermore prepares students for Senior Years 11 and 12 Drama through an Inquiry Learning pedagogical framework. Utlising the Inquiry Learning
models of Guided Inquiry Design (GID) and Project-Based Learning (PBL), this unit develops students’ research and questioning techniques as well as
collective autonomy in developing creative work. Students also engage in experiences that advance skills in ICT, multimodal literacies, critical and
creative thinking, and collaborative learning.
Assessment Task Summary
Making: Practic-Led Project (Yr 10)
 Students develop a dramatic concept in the style of DocuDrama and present to the class in a multimodal presentation
 Through this task students engage with Australian Curriculum content descriptors for Drama Years 9 and 10: ACADRR053; ACADRR052;
ACADRM047; ACADRM048; ACADRM050

Teaching Sequence Overview

Duration
1 week, 3 lessons
2 weeks, 6 lessons
4 weeks, 12 lessons
1 week, 3 lessons
2 weeks, 6 lessons
Phase of Inquiry Topic
GID: Open, Immerse, Explore Introduction to Docudrama and playing in the style
PBL: Challenging problem or question
GID: Identify, Gather Brainstorming, researching and developing concepts for MAKING
PBL: Sustained Inquiry assessment
GID: Create Concept development
PBL: Authenticity, Student voice/choice
GID: Share MAKING assessment submission and presentation
PBL: Student voice & choice, Reflection
GID: Evaluate Reflection, shaping & curating whole class documentary drama
PBL: Critique & Revision, Public Product script/performance
Teaching Sequence: Phase 1
Topic Introduction to Docudrama and playing Phase of Inquiry: GID: Open, Immerse, Explore Topic Duration: 1 week
in the style PBL: Challenging problem or
question
Overview Students are introduced to the style and form of DocuDrama by viewing documentaries and examining methods of storytelling.
Students engage in essential inquiry questions and questioning frameworks to extend student learning and understanding.
Lessons Learning Intention Teaching and Learning Sequence Inquiry Questions Resources
Lessons Identify storytelling Students view a range of documentaries and identify Essential Questions: Documentaries may
1-3 techniques and narrative conventions which position the audience. How can a performance challenge, include:
conventions. educate and entertain an That Sugar Film
Students engage with the style and conventions of audience? Supersize Me
How to position an DocuDrama. An Inconvenient Truth
audience. How can a performance enact Bowling for Columbine
Students use a range of stimulus to explore how social change? We are Legion
social issues are communicated through different Who is America?
forms (storybooks, images, poetry, music). How can a performance document
and empower social issues and Storybooks (The
Students consider how stimulus can lead to the human experience? Arrival, Mirror, The
creation of dramatic meaning. Rabbits)/
Process Questions: music/images/news
Students brainstorm and discuss issues and topics KWHLAQ articles reflective of
which are important and relevant to a youth K: What do I know? social issues
audience (e.g. social media/technology, W: What do I want to know?
expectations, consumerism, social justice, climate H: How do I find out?
change, war, abuse, body image, substances,
gender, sexuality, racism). GESTE Windows:
Situated
Students engage with KWHLAQ questions How is meaning shaped through
framework. different modes of
communication?
Transformative
What purpose does DocuDrama
serve?
Whose interests are severed?
Who is empowered?
Teaching Sequence: Phase 2
Topic Brainstorming, researching and Phase of Inquiry: GID: Identify, Gather Topic Duration: 2 weeks
developing concepts for MAKING PBL: Sustained Inquiry
assessment
Overview Students brainstorm and conduct research to develop their concepts, engaging in class discussion and questioning techniques to extend their
understanding and refine their concept. Students document their research process through online tool or reflective journal.
Lessons Learning Intention Teaching and Learning Sequence Inquiry Questions Resources
Lessons Explore options for Students continue to brainstorm and discuss issues Essential Questions: Online tool such as
4-9 concept and topics which are important and relevant to a What do we want to challenge, Padlet, OneNote or
development and youth audience. educate and entertain our reflective journal
storytelling. audience about?
Students research social issues identified by class as If possible, engage with
Develop and employ relevant and important using internet sources, Process Questions: issue experts/groups
research skills and expert sources and personal experiences. What is my purpose? through face to face or
questioning online interaction
techniques. Students engage in questioning techniques to guide Where can I find information?
research process. Access to research
How can I record this information? material (i.e Internet
Students use online tool or reflective journal to /social platforms)
document/summarise findings, reflecting on source Who (expert/group) would we like
authenticity (formative assessment). to speak to about a specific issue?

Students share and engage in class discussion to KWHLAQ

develop and refine concept for development. L: What have I learned

Students explore model concepts and options for Critical Questions:

presenting information (photographs, PowerPoints, Is the author/source credible?
images, film, music, sketches etc)

By the end of this phase, students select a shared

concept for development.

Teaching Sequence: Phase 3

Topic Concept development Phase of Inquiry: GID: Create Topic Duration: 4 weeks
PBL: Authenticity, Student Voice
& Choice
Overview
 Lessons Learning Intention Teaching and Learning Sequence Inquiry Questions Resources
Lessons Devise concepts in Over the course of the four weeks, students will: Disciplinary Questions: Online tool such as
10-21 the style of  Continue to explore conventions of How can I use Dramatic Elements Padlet, OneNote or
DocuDrama for the storytelling. to shape meaning? reflective journal
selected  Shape a dramatic concept through learning
theme/issue. experiences and discovering new ways of How is the information/research
presenting information and ideas. developing as a challenging,
 Combine ideas into a clear dramatic concept educative and entertaining
for submission. performance concept?
 Continue to build student questioning
techniques to extend their concept What styles and conventions can
development. be used to shape meaning and
 Continue to engage with authentic voices action that is educative and
within the selected social issue. entertaining?

Students utilise explored model concepts and Process Questions:

options for presenting to develop submission How relevant is this information?
(PowerPoint/speech, Video Blog).
How can I use this information?
Students finalise curated collection of research with
online tool or in reflective journal. How can I present this
information?

With who can I share this

information?

KWHLAQ
A: What action will I take?

Critical Questions:
In using and shaping this
information, who benefits?

In using and shaping this

information, who is silenced?
 In shaping dramatic action, is this
expressive of my
knowledge/understanding gained
and creative development.
Teaching Sequence: Phase 4
Topic MAKING assessment submission and Phase of Inquiry: GID: Share Topic Duration: 1 week
presentation PBL: Student voice & choice,
Reflection
Overview
Lessons Learning Intention Teaching and Learning Sequence Inquiry Questions Resources
Lessons Present ideas in a Students use a range of modes (spoken, audio visual) Disciplinary Questions/Evaluative Access to required
22-24 dramatic concept. to present dramatic concept for assessment. Questions: presentation
What effective dramatic action equipment
Students view peer assessment, engaging in shapes appropriate dramatic
reflective thinking in preparation for the next phase meaning?
of the unit.
Process Questions for reflection:
What did I/we learn from this?
Did I/we fulfil my/our purpose?
Teaching Sequence: Phase 5
Topic Reflection, shaping & curating whole class Phase of Inquiry: GID: Evaluate Topic Duration: 2 weeks
documentary drama script/performance PBL: Critique & revision, Public
product
Overview
Lessons Learning Intention Teaching and Learning Sequence Inquiry Questions Resources
Lessons Collectively curate a Students select student devised scenes to Process Questions: Scene overviews
25-30 whole class collectively curate a whole class DocuDrama KWHLAQ Planning materials
documentary drama. performance. L: What have I learn? (butches paper, post it
A: What action will I take? etc)
Students shape dramatic action by developing script Q: What new questions do I have?
for DocuDrama performance.
Reflective Questions:
Where do I/we go from here?

(revisit and reframe) Essential

Questions:
 How can OUR performance
challenge, educate and entertain
an audience?

Assessment Marking Guide

Assessment Task Name: Marking Task – Practice Led-Project (Yr 10) Type: Multimodal presentation
 Develops roles for given circumstances and intentions.
MAKING  Plans, directs and produces performance.
 Selects and uses the elements of drama, narrative and structure in devising in order to engage audiences.
Purposeful and effective development of roles and characters for given circumstances and intentions when collaborating to
plan, direct, produce and refine drama in different forms, styles and performance spaces through the discerning selection
A and purposeful and skilful use of:
 The elements of drama
 Narrative and structure
Effective development of roles and characters for given circumstances and intentions when collaborating to plan, direct,
produce and refine drama in different forms, styles and performance spaces through the effective selection and skilful use
B of:
 The elements of drama
 Narrative and structure
Development of roles and characters for given circumstances and intentions when collaborating to plan, direct, produce and
refine drama in different forms, styles and performance spaces through the selection and use of:
C
 The elements of drama
 Narrative and structure
Partial development of roles and characters for given circumstances and intentions when collaborating to plan drama
through the uneven use of aspects of:
D
 The elements of drama
 Narrative and structure
E Fragmented use of roles and characters when collaborating to plan drama