(Left to Right):
Mr Terence Hou | Mr Garry Tang | Ms Angela Lim | Ms Anita Tiwari | Mrs Raquel Koh | Mr Mohammad Danial | Ms Saige Gan
The CHIJ Drama programme was started in Jan 2006. CHIJ Secondary is one of 8 selected schools in that offers drama in the curriculum and drama as an Elective GCE O-Level Exam subject.
Benefits of learning through drama include developing interpersonal and intrapersonal skills in students which are so necessary to effective social and working lives. Students learn through this collaborative art form , to work with each other, developing skills of negotiation, teamwork and harmonious relationships as they recognise qualities individuals contribute to a shared experience. At the end of their course in drama, it is hoped that they become more self-confident as they develop language and communication skills.
Drama provides a safe place for experimentation where students learn that failure is only a part of the journey of experimentation and discovery, not the destination
AIMS OF DRAMA
During the course of study students in CHIJ Secondary will:
- Create, present, and reflect on drama works with confidence, skill, enjoyment and aesthetic awareness
- Express ideas and feelings through the artform of drama
- Respect and value individuals and groups and their contribution to the collaborative processes essential to drama practice
- Work in a disciplined and collaborative way towards a shared goal
- Understand the personal, social and cultural impact of drama through the exploration of local theatre forms and other artistic genres.
LEARNING IN DRAMA
Learning in drama requires an experiential mode of learning that involves active participation in the three domains of making, presenting and reflecting which provide the framework for learning in drama. These are considered interrelated, interdependent and equally important.
- Making involves the active exploration of ideas through the application of the elements and conventions of drama. Students select and structure dramatic elements and conventions to create and shape dramatic action. They work in the forms of improvisation, roleplay, story-telling, and playbuilding to create original works. In this domain students learn to work with ideas, holding some and discarding others as they refine meaning, reframing and delaying final judgement, thus leading to development of the skills of flexible and creative thinking.
- Presenting involves the development of expressive communication processes which may lead to performance. Students apply the elements and conventions of drama to a practical knowledge of dramatic forms and styles as they develop a range of performance skills. In this domain students learn to value the processes of rehearsal and refinement as they work towards a shared goal.
- Reflecting involves interpretation, critical analysis and evaluation of their own and others’ dramatic works. Students demonstrate their understanding of the application of elements and conventions to a range of dramatic forms and styles. In this domain students learn to use the vocabulary of drama to communicate in written and oral forms.
ASSESSMENT IN DRAMA
Objectives of assessment will incorporate the following:
Students should be able to demonstrate understanding of the performance possibilities of text and other stimuli and the differing roles of actor, director, stage manager and technician in their realisation.
Students should be able to demonstrate the ability to devise dramatic material and reflect on its effectiveness.
Students should be able to demonstrate performing skills in drama The above is based on the assessment requirement as stipulated in the IGCSE Examination. However, at lower secondary levels, expectations will be adjusted to suit the capabilities and objectives of the respective levels. However, the IGCSE assessment objectives should be adhered to in when students commence their 2 year IGCSE Drama course in Secondary 3.