• 4.1.3 devises and enacts drama using scripted and unscripted material.
• 4.3.1 identifies and describes elements of drama, dramatic forms, performance styles, techniques and conventions in drama.
• 4.3.3 describes the contribution of individuals and groups in drama using relevant drama terminology.

• 5.1.3 devises, interprets and enacts drama using scripted and unscripted material or text.
• 5.3.1 responds to, reflects on and evaluates elements of drama, dramatic forms, performance styles, dramatic techniques and theatrical conventions.
• 5.3.3 analyses and evaluates the contribution of individuals and groups to processes and performances in drama using relevant drama concepts and terminology.

• information and communication technology
• literacy.

In the centre of the room place a large sheet of butcher's paper, markers and an assortment of scripts.

Students will:

1. read and review the scripts
2. brainstorm and write down anything they note about the script form and structure. This may include:
   1. titles of scripts
   2. layout
   3. page numbers
   4. dialogue.
3. discuss students' notes on the butcher's paper.

Use the butcher's paper as a starting point for student learning. As students progress through the tasks they can add to this sheet of butcher's paper which will be placed on a wall or accessible space in the classroom.

At the beginning of a script, key information is provided to performers, directors, designers and dramaturgs. As a class review a selection of scripts and determine if the following information is presented:

• title page
• dramatis personae
• scene list
• time.

1. Review slides 5-10 of the supporting Page to stage PowerPoint (PPTX 6.21 MB) highlighting how the conventions of a script provide a clear picture from the playwright and provide us with more information to create the 'world of our production'.
2. Highlight the Drama-specific terminology to foster literacy and build students' vocabulary. If these are new terms it may be beneficial for students to develop a glossary of key terms in their logbooks.

Now students are aware of the key conventions of scripted drama ask them to log onto a scriptwriting software such as Celtx.

Students will:

• create a new project by adjusting the contentless scene to include all of the conventions of a script covered within the workshop OR by adopting the role of a playwright and create a new scene. Within their scene they must include the following conventions of a script:
  • title page
  • dramatis personae
  • scene list
  • time
  • scene description
  • stage directions
  • dialogue
  • end scene designations.

Students will:

• contribute any new information they have learnt to the mind-map created at the beginning of the sequence
• respond to the reflective question: what are the conventions of a script and why are they important?
• encourage students to use their workshop experiences to support their findings.

Access to www.celtx.com