Sources of Australian Law: Statute Law
Exploring the creation and interpretation of statute law by parliament and its relationship with common law.
Key Questions
- Explain the process of creating statute law.
- Analyze the interaction between statute law and common law.
- Evaluate the supremacy of statute law in the Australian legal system.
ACARA Content Descriptions
About This Topic
Devising original theater moves away from existing scripts to give students full creative agency. In this topic, Year 10 students work as an ensemble to create new works using non-linear structures, physical theater, and symbolic storytelling. This aligns with ACARA standards AC9ADR10E01 and AC9ADR10C01, emphasizing the collaborative nature of the arts. Students explore how to communicate themes through movement, silence, and the manipulation of stage space rather than relying solely on dialogue.
This process is deeply reflective of the Australian contemporary theater scene, which often blends storytelling traditions. Students might draw on local issues or personal experiences to build their narratives. Because devising is inherently collaborative, it is the perfect vehicle for active learning. Students must negotiate, problem-solve, and experiment as a group, learning that the best creative solutions often come from the collective 'hive mind' of the ensemble.
Active Learning Ideas
Inquiry Circle: Viewpoints Exploration
Using the 'Viewpoints' technique, students work in groups to create a three-minute sequence using only 'tempo,' 'spatial relationship,' and 'gesture.' They must tell a story about a power struggle without using any words, focusing entirely on physical choices.
Think-Pair-Share: Breaking the Fourth Wall
Students watch a short clip of a play that breaks the fourth wall. They individually write down how it changed their relationship to the story. They then pair up to brainstorm three ways they could use this technique in their own devised piece to engage an audience.
Peer Teaching: Non-Linear Plotting
Groups are given five 'plot points' on cards. They must arrange them in a non-linear order (e.g., starting with the ending) and explain to another group how this structure creates more tension or mystery than a chronological approach.
Watch Out for These Misconceptions
Common MisconceptionA play needs a script and dialogue to tell a story.
What to Teach Instead
Physical theater and visual metaphors can be more powerful than words. Active workshops where students are forbidden from speaking help them discover the narrative potential of movement and stagecraft.
Common MisconceptionDevising is just 'making it up as you go.'
What to Teach Instead
Successful devising requires rigorous structure and editing. By using collaborative problem-solving, students learn that 'throwing away' ideas is just as important as generating them to create a cohesive final work.
Suggested Methodologies
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Frequently Asked Questions
How do I manage group dynamics during a long devising project?
What is the role of the teacher in a student-led devising unit?
How can active learning help students understand non-linear structures?
How do we incorporate First Nations perspectives into devised work?
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