The performing arts allow students to embrace and explore a diverse range of techniques and skills, from creative expression, problem solving, collaboration and reflection to building confidence in the pursuit of excellence. These positive outcomes are only possible through establishing a unique learning environment that fosters a supportive place for students to explore their own creativity and to develop the necessary dramatic skills. The Ruyton Drama programme, in both areas of Curricular and Co-curricular, has continued to pursue the development of creating a positive and respectful culture for all participants.
Curriculum
2010 saw the return of VCE Drama to the Curriculum. Enrolments in both Drama electives doubled and the performance calendar became a vital, vibrant document of students showcasing their talents. Year 7 students explored a range of theatrical genres from the very beginning of theatre in Ancient Greece through to horror and suspense. Year 8 students investigated techniques in developing dramatic storytelling and honed their skills in satire, caricature and theatre of transformation.
Students involved in the Year 9/10 elective, Performance to Production, participated in the prestigious Monash Schools Theatre Festival with their self-devised work titled Edit. Workshop for a Dramatic Performance students mounted a production of the comedy This Telephone Will Explode. All performance projects from Years 7-10 allow students to have ownership of the work they present through the requirement that they are responsible for devising/interpreting, directing and designing all aspects of the task. Such skills are vital in the preparation for VCE.
The act of taking on a role encourages students to gain a deeper understanding of the diverse behaviours and personalities that comprise society. Depending on the context, students may need to undertake wider research and, in so doing, find themselves delving into previously unexplored lines of enquiry. Research and planning are integral to the successful completion of both the Ensemble and the Solo Performance tasks. The Unit 2 Ensemble Performance students investigated the notion of arranged marriages with a focus on migrant brides, whilst the Unit 3 Ensemble students looked at a failure of justice – the true story of Colin Cambell Ross, the first person in Australia to receive a posthumous pardon almost 100 years after being hung for a crime he did not commit. Students successfully extracted material that contained dramatic interest from their research. All ensemble groups are to be commended for their sensitive and intelligent interpretation of the stimulus material and careful balance of comic and dramatic content.