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Drama

SUBJECT:

Drama

 

 

 

Teaching, Learning and Curriculum Principles.

 

‘We must all do theatre, to find out who we are, and to discover who we could become’ – Augusto Boal

 

‘Actors are agents of change… a film, a piece of theatre, or a book can make a difference. Can change the world.’ – Alan Rickman

 

 

Drama has been in our society to both educate and entertain since 6th Century BC. Drama has the potential to challenge, question and provoke change. It is fully inclusive and equips students with positive communication skills and opportunities to collaborate creatively with their peers which, in turn, can lead to moments of improved self-esteem and self-expression. Through Drama, students can obtain transferable skills that employers most demand: commitment, dependability, self-motivation, team work, written and oral skills and self-management. Equipped with these skills, students can become more confident in adapting to different situations on stage and transfer them into everyday life. This is why Drama has a lasting impact and continues to inspire.

 

YEAR GROUP

SCHEME or QUALIFICATIONS

AUTUMN

TOPICS

SPRING

TOPICS

SUMMER

TOPICS

ASSESSMENT

 

7

 

Intro to Drama

Establishing rules of working in a Drama space, learning to work effectively with others, developing confidence and trust, identifying performance techniques

 

Pantomime

Applying vocal and physical skills to a scripted performance

Mischief Theatre

Evaluation of an extract of live theatre – ‘The Play That Goes Wrong’. Exploration of bringing a script from page to stage with a focus on characterisation and slapstick comedy. Introduction to theatrical design and production elements

 

 

 

Theatre in Education

Students will be guided through the process of creating and performing a piece of Theatre in Education. They will: establish a stimulus and devise a narrative, apply appropriate drama techniques to suit a target audience, perform to their target audience, develop analysis and evaluation skills

 

This will happen at assessment points throughout the year using the KS3 assessment criteria.

 

Autumn:

 

AO3:

Knowledge & Understanding

 

AO2:

Apply theatrical skills

 

Spring:

AO2:

Apply theatrical skills

 

Summer:

AO1:

Create and develop ideas

 

AO4:

Analyse and evaluate

 

8

 

Lord of the Flies

Exploration and study of the characters, themes and ideas within the play adaptation of ‘Lord of the Flies’. Students will discuss and empathise with the moral dilemmas that arise from the plot and create an alternative ending in the form of a radio play

The Sinking of the Titanic

Through the exploration of the Titanic, students will use historical facts and real life passenger accounts for a devised piece/monologue. They will develop their naturalistic acting skills to bring passengers to life convincingly

 

The Lion King

A careers-based project. Students will the musical theatre production of The Lion King. They will explore context, form different theatrical roles and work as a mini production team – focusing on the role of costume, puppet and mask designers as well as performers

 

This will happen at assessment points throughout the year using the KS3 assessment criteria.

 

Autumn:

AO4:

Analyse and evaluate

 

Spring:

AO1:

Create and develop ideas

 

AO4:

Analyse and evaluate

 

Summer:

AO2:

Apply theatrical skills

 

AO3:

Knowledge and Understanding

9

 

The Crucible

Students will explore The Crucible as a play text, looking at key themes, scenes and characters to gain an understanding of the story and character relationships. Students will be able to make links between historical events. Bringing a scripted scene to life through the development of naturalistic performance skills

 

 

The Curious Incident of the Dog in the Night-Time

A careers-based project exploring different roles in the theatre through the exploration of The Curious Incident of the Dog in the Night Time. Working as a team with a focus on set, lighting and sound design.

 

Theatre Around the World

Exploration of how drama has developed through time and space. Students will explore different theatrical elements and cultures to inform a devised piece.

This will happen at assessment points throughout the year using the KS3 assessment criteria.

 

Autumn:

AO4:

Analyse and evaluate

 

Spring:

AO2:

Apply theatrical skills

 

AO3:

Knowledge and Understanding

 

Summer:

AO1:

Create and develop ideas

 

AO4:

Analyse and evaluate

 

10

GCSE

AQA

Drama

 

(Pre-GCSE – after rollover Summer term)

Mini-Component 2 – Devising Unit, Performance styles and practitioners

The exploration of key practitioners and their performance styles – Brecht, Stanislavski, Berkoff, Artaud. Students will have the opportunity to use the skills and techniques associated with these through a series of workshops.

Students will be required to develop a stronger understanding of devising off script in preparation for the GCSE devised piece at the end of year 10.  They will be introduced to further history of practitioner theory to enable them to develop the skills required for performing at GCSE level.

 

Component 1 – Section A

Preparation for Section A of the written exam – practical and written exploration of theatre roles, theatre layouts and stage positioning.

 

Component 1 – Section B

Study of a Set Text ‘Blood Brothers’

Exploration of the play Blood Brothers in a practical way to consider vocal/physical skills needed for characterisation and transfer this into written exam answers. Students will focus on skills required for this section of the exam: design, vocal/physical/spatial interactive acting skills, analysis and evaluation.

Mini-Component 3 – Texts in Practice

Mini mock exam for Texts in Practice component using Blood Brothers as play extracts.

Students will become familiar with the assessment criteria used for Component 3 and understand how to gain marks for their understanding of a playscript and how they can utilise acting skills to successfully bring characters and extracts to life from page to stage.

 

Component 2 – Devising Unit

Students will learn how to create and develop ideas to communicate meaning in a devised theatrical performance.

Students will draw on and demonstrate a practical understanding of the subject content listed in knowledge and understanding.

 

They are expected to:

- carry out research

  • - develop their own ideas
  • - collaborate with others
  • - rehearse, refine and amend their work in progress
  • - analyse and evaluate their own process of creating devised drama.

For assessment, students must produce an individual Devising log documenting their devising process and an analysis and evaluation of their contribution.

 

Component 2 – Devising Unit

Devised performance and completion of Devising log. There are three parts to this – response to a stimulus, development and collaboration, analysis and evaluation.

Students must learn how to contribute to devised drama in a live theatre context for an audience. They must contribute as either a performer or designer.

Students must draw on and demonstrate a practical understanding of the subject content listed in knowledge and understanding.

 

They will develop their ability to:

  • - create and communicate meaning
  • - realise artistic intention in devised drama
  •  

For assessment, students must perform or create realised designs for a devised duologue or group piece.

Component 3 – Texts in Practice

Research and study given play extracts to learn over summer.

This will happen throughout the year from the evidence that pupils create using the GCSE assessment criteria provided by AQA.

 

11

GCSE

AQA

Drama

Component 3 – Texts in Practice

Year 11 will use this term to embed and apply the previous skills and techniques explored in the course in to a final piece of scripted theatre. They will research plays to perform by working practically in small group on a range of techniques to prepare them for the exam.

After researching a wide range of suitable material, they will move forward with a selected play that they will work on in groups to prepare for a performance exam in front of a visiting examiner. They will need to show all aspects of knowledge in drama following the journey of page to stage, incorporating the full requirements of a professional performance.

 

Component 3 – Texts in Practice

Practical exam with external examiner.

 

Component 1 – Section C

Students will watch a piece of live theatre as part of an extra-curricular trip in order to form their knowledge and understanding of live theatre evaluation. Teacher support will be given in terms of drawing upon analysis and evaluation skills that they have already practised, using sentence starters and writing frames. They will become familiar with the assessment criteria through regular self/peer assessment and teacher feedback.

 

Component 1 – written exam

Following their performance of the final scripted play, the group will begin to move forward with the study of the written exam paper. Students will have seen professional plays throughout the course, organised by the school and they will work through a process of reviewing and analysing all aspects of these performances. This will prepare them for the performance review section of the exam and they will be encouraged to see as much theatre as possible to help them with this unit. Having evaluated their work throughout the course, the students will be led through the self-evaluation section of the exam paper, which asks students to critically evaluate their part in a piece of theatre, from the rehearsal stages to the final performance. This will take place through the use of both written and practical sessions.

Revision for the written exam

Final preparation for the written exam. Students will be set exam questions to work on and revision sessions, where they will work through the questions to reinforce the writing style and content that is required for the written exam.

 

This will happen throughout the year from the evidence that pupils create using the GCSE assessment criteria provided by AQA.