Drama

Year 7

Units Taught

  • Dramatic Conventions (WWII).

Main Skills Developed

Basic performance skills such as how create, develop and sustain a character – focusing on vocal delivery (colouring the text) and physicality/movement. Students will learn how to effectively use still image, transitions, thought tracking, mime, role play, marking the moment and narration through the topic of WWII – Evacuees, Goodnight Mister Tom and The Hunting of the Snark. Students will develop devising skills in terms of script writing in order to add depth to characterisation. They will show a good understanding of stage space and audience.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. Reading around and conducting additional research about WWII and in particular evacuation will allow students to apply context to the texts we study.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://www.bbc.co.uk/bitesize/guides/z6ctyrd/revision/5

https://en.wikipedia.org/wiki/Evacuations_of_civilians_in_Britain_during_World_War_II

Extra-Curricular opportunities

Year 7 Drama Club to start in the new year. Whole School Production and KS3 Shakespeare Ensemble.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Use of texts and specific characters that look at the difference between right and wrong. Exploring moral, social values and beliefs.

 

Year 8

Units Taught

  • Theatre History and Performance Styles.

Main Skills Developed

Students will gain an understanding of how theatre has developed through history. They will focus on Ancient Greek context, Greek Chorus/Ensemble, Greek comedies and tragedies, mask work, classical acting techniques, extracts from Macbeth, Romeo and Juliet and The Tempest and stock characters, structure of a melodrama, use of music in a melodrama and the conventions of melodramatic theatre. They will develop performance skills focusing on how to ‘lift a character off the page’. Devising skills will be explored in terms of script writing in order to add depth to characterisation and to enhance a dramatic style.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. Reading around and conducting additional research about the various styles of theatre and in particular Greek Chorus, William Shakespeare and Sweeney Todd will allow students to apply context to the texts we study.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://www.britannica.com/art/theatre-design/History

Extra-Curricular opportunities

Year 8 Drama Club Thursday 3.20pm – 4.00pm. Whole School Production and KS3 Shakespeare Ensemble.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.

 

 

Year 9

Units Taught

  • Monologue.
  • Devising.
  • Practitioners.
  • Physical Theatre.
  • Performance of Text.
  • Set Text Exploration.
  • Designing Theatre.

Main Skills Developed

Continued development of performance and devising skills and techniques – the Drama ‘toolbox’. Students will write, structure and perform a monologue, creating belief and empathy. Students will have the skills to perform in a range of conventions and styles, accompanied by a good knowledge of how to use them appropriately and effectively. They will interpret these to fit the WWI theme. Through the study of Stanislavski, Brecht and Artaud, students will gain an understanding of the key features of Epic Theatre, Naturalism and Theatre of Cruelty.  Students will practically explore Frantic Assembly techniques including Hymn Hands, Chairs Duet and Round-By-Through as well as studying Laban and Lecoq. Designing Theatre will enable students to explore set, lighting, sound and costume design. They will be practically introduced to the set text – DNA by Dennis Kelly.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. Reading around and conducting additional research about the various styles of theatre and performance will allow students to apply context to the texts we study. Students may wish to use parents as a ‘practice audience’ and would value honest feedback.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://www.bbc.co.uk/bitesize/examspecs/zkvm2sg

https://www.bbc.co.uk/teach/class-clips-video/plot-overview-dna-by-dennis-kelly/zf6kjhv

Extra-Curricular opportunities

Whole School Production and KS3 Shakespeare Ensemble.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.

Year 10

Units Taught

  • Component 1: Devising (including 2000-word Portfolio).
  • Practitioners Revision.
  • Set Text Exploration.
  • Component 2 – Performing Script.

Main Skills Developed

Continued development of performance and devising skills and techniques – the Drama ‘toolbox’. They will focus on Voice - clarity, pace, inflection, pitch and projection and Physicality - use of space, gesture, facial expression, stillness, movement and stance.

Students will undertake work which will give a practical overview of all three of the components from the Edexcel GCSE Drama syllabus. Students will complete Component 1(which constitutes 40% of their final grade). They will practically explore how to devise from a variety of starting points (I Don’t Like Mondays, The Miners’ Strike and Deva Asylum) whilst ensuring their ideas are rooted in practitioner styles. They will further explore DNA through character and staging analysis.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. Reading around and conducting additional research about their chosen ‘starting point’ will allow students to apply context and greater depth to their devised piece. Students may wish to use parents as a ‘practice audience’ and would value honest feedback.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://www.bbc.co.uk/bitesize/examspecs/zkvm2sg

https://www.bbc.co.uk/teach/class-clips-video/plot-overview-dna-by-dennis-kelly/zf6kjhv

Extra-Curricular opportunities

Whole School Production.

Course based intervention.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.
  • Debate forms the basis of many devising and evaluation lessons as well as being the cornerstone of the understanding of characters.

 

Year 11

Units Taught

  • Component 2: Performing Script (externally assessed performance).
  • Component 3: Theatre Makers in Practice:
  • Set Text: DNA by Dennis Kelly (Written exam) – Practical exploration of characterisation, sound, costume, lighting and set design.
  • Live Theatre Review.

Main Skills Developed

Students will enhance their performance skills and complete an externally assessed group or individual scripted piece. They will watch a live performance and analyse and evaluate the ways in which different performance and production elements are brought together to create theatre. They will study a set text from the perspective of a performer, director and designer. They will apply their knowledge in well-structured written responses. This will focus on character and scene analysis, character, structure, content and style as well as interrogating the production elements of set, lighting sound and costume design.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability.  Students may wish to use parents as a ‘practice audience’ and would value honest feedback.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://www.bbc.co.uk/bitesize/examspecs/zkvm2sg

https://www.bbc.co.uk/teach/class-clips-video/plot-overview-dna-by-dennis-kelly/zf6kjhv

Extra-Curricular opportunities

Whole School Production.

Course based intervention.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.
  • Debate forms the basis of many devising and evaluation lessons as well as being the cornerstone of the understanding of characters.

 

 

 

Year 12

Units Taught

  • Practitioner Workshops.
  • Component 3: Theatre Makers in Practice Section B: Page to Stage: Realising a Performance Text.  Study of Equus by Peter Shaffer.
  • Component 1: Devising (including 3000-word Portfolio)

Main Skills Developed

Continued development of Practitioners through research and practical exploration. These include Stanislavski, Brecht, Artaud, Berkoff, Kneehigh, Joan Littlewood, Complicite and Punchdrunk. Students will explore the set text (Equus) as a performer, director and designer. They will consider creative decisions and theatrical choices as theatre makers, dramatic elements, production values, language, genre, form and characterisation. They will enhance their knowledge of set, lighting, sound and costume design. They will apply their knowledge in well-structured written responses. Students will complete Component 1(which constitutes 40% of their final grade). They will devise an original performance piece using one key extract from a text and a theatre practitioner as stimuli (interpret and reposition the stimuli. Devising/ Rehearsing/Performing.) They will complete a 3000-word Portfolio. Students will begin to consider texts for a group and a monologue/duologue performance.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. In-depth research into the practitioners will allow students to apply context to the work we undertake. Students may wish to use parents as a ‘practice audience’ and would value honest feedback.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Drama%20and%20Theatre%20Studies/2016/teaching-and-learning-materials/Practitioner-guide.pdf

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Drama%20and%20Theatre%20Studies/2016/teaching-and-learning-materials/a-level-set-text-guide-equus.pdf

https://www.gradesaver.com/equus

Extra-Curricular opportunities

Whole School Production.

Course based intervention.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Use of texts and specific characters that look at the difference between right and wrong. Exploring moral, social values and beliefs.
  • Debate forms the basis of many devising and evaluation lessons as well as being the cornerstone of the understanding of characters.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.

 

 

Year 13

Units Taught

  • Component 2: Text in Performance.
  • Component 3: Theatre Makers in Practice:
  • Section A: Live Theatre Evaluation.
  • Section B: Page to Stage: Realising a Performance. Study of Equus by Peter Shaffer.
  • Section C: Interpreting a Performance Text. Study of Woyzeck by Georg Buchner.

Main Skills Developed

Students will enhance their performance skills and complete an externally assessed group and individual piece. They will watch a live performance and learn how to analyse and evaluate the actors and production elements and consider the impact of the relationship between all production elements of theatre. They will study Woyzeck (and revise Equus) from the perspective of a performer, director and designer. They will make creative decisions as a director and apply practitioner techniques, original performance conditions to their own concept of a text. They will apply their knowledge in well-structured written responses.

How can parents help to support learning?

Encourage students to complete all Drama homework tasks to the best of their ability. In-depth research into the two set texts will allow students to apply context to the work we undertake. Students may wish to use parents as a ‘practice audience’ and would value honest feedback.

Wherever possible, taking students to the theatre will really engage them in a dramatic environment and promote an interest in our subject. Encourage students to take part in extra-curricular opportunities.

Useful Websites

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Drama%20and%20Theatre%20Studies/2016/teaching-and-learning-materials/Practitioner-guide.pdf

https://qualifications.pearson.com/content/dam/pdf/A%20Level/Drama%20and%20Theatre%20Studies/2016/teaching-and-learning-materials/a-level-set-text-guide-equus.pdf

https://www.gradesaver.com/equus

Extra-Curricular opportunities

Whole School Production.

Course based intervention.

SMSC & British Values

  • Through personal and practical exploration, students are encouraged to empathise with characters and are invited to discuss and compare with their own experiences and personal opinions.
  • Use of texts and specific characters that look at the difference between right and wrong. Exploring moral, social values and beliefs.
  • Debate forms the basis of many devising and evaluation lessons as well as being the cornerstone of the understanding of characters.
  • Application and exploration of theatre practitioners, genres and theatre companies from different cultures and backgrounds. Looking at how their work was shaped due to external factors including, cultural, historical and social situations. Students to reflect and evaluate the impact of these factors and how relevant their principles, ethos and methods are today.