When creating a successful teaching unit teachers must include a variety of activities and approaches the engage all learners equally. Every student has their own strengths and weaknesses; stemming from personal, cultural, social and educational backgrounds without a variety of activities in the classroom only a select few will grow and learn. Drama relies on the practicality of learning to extend performative skills, production skills and theoretical knowledge. Critically assessing the teaching unit Contemporary Australian Theatre Practise (Albury High School, 2010 - 15) requires examination of its teaching and application broken into the following sections. Applications of authentic pedagogical approaches, stage appropriate activities, ability
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Drama classes are in most cases largely diverse due to smaller enrolments in 2014 6.3% of students studied drama in Stage 6 (BOSTES, 2014) many schools do not have the enrolment to streamline classes resulting in resulting in a range of literacy and educational backgrounds. “Having students with very different learning capabilities in a class can be an advantage to the teacher. A diverse range of thinking by students will create a learning atmosphere that is more creative and open ended.” (Moffat, 2010, p. 253) Gifted and Talented students are described as students who “have above average general ability; high motivation to achieve in certain areas and a high level of creativity” (Moffat, 2010, p. 266) Gifted and talents students are not a burden to the classroom, they often are able to provide unique insight into group discussions as they often have “different interests from their peers” (Moffat, 2010, p. 266) Teaching unit for classes with gifted and talented students must be flexible and imaginative to allow for the student to remain engaged. The sample unit, however does not outline any options for flexibility; many early activities are large group discussions which are beneficial for most students gifted and talented students are often “not extended and as a result, they become bored and frustrated” (Moffat, 2010, p. 266) teachers of this unit should consider short discussions integrated with self-directed research, and performative
Drama classes are in most cases largely diverse due to smaller enrolments in 2014 6.3% of students studied drama in Stage 6 (BOSTES, 2014) many schools do not have the enrolment to streamline classes resulting in resulting in a range of literacy and educational backgrounds. “Having students with very different learning capabilities in a class can be an advantage to the teacher. A diverse range of thinking by students will create a learning atmosphere that is more creative and open ended.” (Moffat, 2010, p. 253) Gifted and Talented students are described as students who “have above average general ability; high motivation to achieve in certain areas and a high level of creativity” (Moffat, 2010, p. 266) Gifted and talents students are not a burden to the classroom, they often are able to provide unique insight into group discussions as they often have “different interests from their peers” (Moffat, 2010, p. 266) Teaching unit for classes with gifted and talented students must be flexible and imaginative to allow for the student to remain engaged. The sample unit, however does not outline any options for flexibility; many early activities are large group discussions which are beneficial for most students gifted and talented students are often “not extended and as a result, they become bored and frustrated” (Moffat, 2010, p. 266) teachers of this unit should consider short discussions integrated with self-directed research, and performative