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Drama

Introduction

Drama is a practical-based subject that explores texts, theatre practitioners and theatrical styles and genres.  We aim to give students a wide knowledge of theatre and the importance it has in developing life skills, as well as more specialised subject knowledge. 

Students have the opportunity to explore important and thought-provoking issues through performance work.  We want to give our students every opportunity to develop their confidence and challenge their creativity.  We have a strong area with fantastic facilities.  We have a fully equipped theatre with professional lighting rigs and projection equipment.  The subject is taught by Mrs Rolfe and Mr Dunkley, who are both passionate and committed teachers who strive for excellence in our students.

The confidence to communicate and work creatively within a team of peers by:

  • Regularly working in small groups in lessons
  • Creating short pieces of performance work with the groups they are put in
  • Being encouraged to take on roles from a range of different performance pieces

A creative approach when developing interesting theatre performances by:

  • Taking part in a wide range of drama workshops in lessons
  • Exploring a variety of theatre skills, techniques, styles and practitioners
  • Being encouraged to use imaginative theatre techniques when rehearsing performance work

The confidence to stand up and perform short pieces in front of an audience by:

  • Regularly performing work back to class during lessons
  • For older students – performing work to larger audiences, including friends and family

A critical nature that can evaluate strengths and weaknesses by:

  • Evaluating one's own and others' performance work
  • By taking part in written activities that develop critical and analytical writing skills
  • Listening to regular feedback from teachers or peers will help them improve their work

Key Stage 3

Drama is a practical-based subject that explores texts, theatre practitioners and theatrical styles and genres.  We aim to give the students a wide knowledge of theatre and the importance it has in developing life skills, as well as more specialised subject knowledge.  The students get to explore important, hard-hitting issues through the means of performance work.  We want to give our students every opportunity to develop their confidence and challenge their creativity.  We have a strong area with fantastic facilities.  We have a fully equipped theatre with professional lighting rigs and projection equipment.  The subject is taught by Mrs Rolfe, who is a passionate and committed teachers who strive for excellence in our students.

The confidence to communicate and work creatively within a team of peers by:

  • Regularly working in small groups in lessons
  • Creating short pieces of performance work with the groups they are put in
  • Being encouraged to take on roles from a range of different performance pieces

A creative approach when developing interesting theatre performances by:

  • Taking part in a wide range of drama workshops in lessons
  • Exploring a variety of theatre skills, techniques, styles and practitioners
  • Being encouraged to use imaginative theatre techniques when rehearsing performance work

The confidence to stand up and perform short pieces in front of an audience by:

  • Regularly performing work back to class during lessons
  • For older students – performing work to larger audiences, including friends and family

A critical nature that can evaluate strengths and weaknesses by:

  • Evaluating one's own and others' performance work
  • By taking part in written activities that develop critical and analytical writing skills
  • Listening to regular feedback from teachers or peers will help them improve their work

 

KS3 Drama Curriculum

Year 7 students will study the following curriculum in drama:

Autumn1 –  

Intro to drama:

Manor house

Autumn 2 -

Pantomime

Spring 1 /

Spring 2- Script:

Humpty Dumpty

Summer 1 – Genres

Summer 2 –

Fairy tale adaptations

(basic devised)

Creating characters /

characterisation

Linear narrative

structure

 Stage directions Soap-opera Planning devised work

Freeze frames /

still images

 Stock characters

imaginative character

portrayal

 Western

Understanding

the term adaptation

Thoughts aloud

Conventions of

Pantomime as a style

showing character

relationships

Chat show

Applying skills and

techniques / genres

Mime

Structure of a script

and stage directions

Understanding

status

Game show

 Creating characters

Mood / atmosphere

Over exaggerated

characterisation

Proxemics

Silent movie

Applying sound

to performance

Basic physical

theatre

Lighting and

sound roles

Applying techniques

to scripts

Horror

Evaluating own

performance

Sound-scapes

Analysis of

a performance

Learning lines

for performance

Skills and

techniques

  

Vocal and

Physical skills

Scriptwriting

skills

Creating costume

for characters

Style

  

Verbal and written

evaluation skills

    

Codes and

conventions

  

The year 8 students will study the following curriculum in drama:

Autumn 1 –

‘Let him have it’

Autumn 2 –

Brecht 

Spring 1 & 2 –

Scripted Blood

Brothers

 Summer 1 – Masks Summer 2 –  devising from a stimulus

Naturalistic /

realism

 Brecht, Page to stage Clocking the audience What is a stimulus
Stanislavski multi-role, Characterisation Trestle masks

Planning and

developing stories

Emotional

memory

Exaggeration /

gestus

Showing character relationships

applying techniques to scripts

 Centre of weight

Marking the

moment

Imagination, belief,

concentration,

relaxation

Limited costume

design

Exploration of

themes

5 golden rules

of mask work

Basic physical

theatre

Episodic time

structure

Breaking

the 4th wall

Atmosphere

through

voice and

body

Over

exaggerated

physical

movement

Style /

practitioner /

genre
Sound   Learning lines Clowning

Episodic

time

structure
Lighting  

Lighting and sound

for atmosphere

  

Evaluation of own

performance
   

Costume for

characters

  

Lighting and sound

for atmosphere

 

The year 9 students will study the following curriculum in drama:

Autumn 1: Stanislavski method acting WW2 Autumn 2: Stanislavski applied to Script: Hunting of the Snark Spring 1: Brecht and TEECHERs Spring 2: 

Brecht and TEECHERs

 Summer 1: Devising theatre ‘Breaking news’ Summer 2:  Devising theatre ‘Breaking news’

Stanislavski

naturalism

Naturalistic

characters

Political

theatre

Social, Historical,

Political and

Cultural context

 Stimulus

Performance

based on a

stimulus

Relaxation,

concentration,

imagination, belief

 Set design Epic theatre

Character focused

characterisation

Possible news

stories or topical

issues

Lights and

sound

emotional

memory,

 Costume Multi-role

Thrust

staging

Physical theatre

workshops

Stylised

performance

Monologues/

duologues

Detailed

characterisation

Breaking

the 4th wall

 Costumes

Marking the

moment

Understanding the

devising mark

scheme
Expressionism Learning lines

Exploration

of themes

Lighting

and sound

Brainstorming ideas 

Mood boards and

story boards

Episodic time

structure
Magic if

Lighting and sound for

atmosphere and era

  

Page to

stage

Berkoff and

Artaud

Monologues /

narration
      Line learning    

 

KS3 Drama assessments and expectations:

Students will be assessed in two different ways in drama. 

Practical assessments:

They will complete a practical assessment, assessing their ability to work independently and creatively alongside their groups to apply skills and techniques they have learnt to create a performance piece. They will be expected to create imaginative characters that are suitable for the style of the performance and make effective individual contributions to sustaining audience interest throughout the piece. There are two different types of performance works they will take part in; Devising theatre, where they make an original performance based on a stimulus presented and scripted theatre, where the students are required to learn the lines of the text that is being studied. Students are expected to perform these pieces of theatre to a small audience made up of their class. These performances aim to develop confidence with public speaking and prepare them for speaking exams in both English and Spanish. These performances are always marked out of 15 (grading criteria can be seen below):

CJADrama12

 

Students will then be assessed on the final performance they create.  This will be performed to the rest of their class during a lesson towards the end of the term and will be assessed by the class teacher:

Performing:

I can show some use of movement and voice when performing.

 Use basic facial expressions and body language to show a character Performing:

I can demonstrate a role with some commitment and focus.  I can show some use of vocal expression and physicality.

 Use appropriate facial expressions and body language to show a clear character Performing:

I can create a character using vocal expression and physicality and perform confidently to the audience.

 Use posture, gestures and mannerisms to create an imaginative character Performing:

I can perform an engaging and imaginative character using vocal expression, physicality and space.  I can also show clear and appropriate reactions to other performers.

 Maintain imaginative use of posture, gesture and mannerisms which create clear character personality and emotions
To project voice and speak at a pace so you can be heard by the audience To use  make basic use of vocal tone to demonstrate some character emotion To use clear range of pitch, pace and volume to create clear tone and character emotions Maintain a range of pitch, pace and volume to create clear tone and character emotions and maintain an appropriate accent
To face the audience most of the time To face the audience the whole time and avoid blocking other actors To effectively use space to demonstrate character relationships To effectively use space to demonstrate character relationships, status and scene setting.
To stay in character most of the time To stay in character throughout the performance To maintain clear character throughout the performance To demonstrate strong technical control over the character throughout the performance

 

Written Assessments.

Students will also be assessed on their written work.  All written assessment work is similar to the coursework and exam-style questions that are explored in the GCSE course.  Some examples of this written work include:

  • Questions that explore the students’ knowledge and understanding of the text we have studied
  • Questions that explore students' understanding of appropriate atmospheres that should and could be created for extracts from scripts.  Students will need to use descriptive language to show their creative knowledge and understanding, and then be able to analyse why their opinions are correct.
  • Questions that explore the student's knowledge and understanding of key practitioners such as Brecht, Stanislavski, Berkoff and Artaud
  • Coursework styled work includes Storyboards and annotations to accompany the creative choices they have made when creating devised work
  • Creations of mood boards, brainstorms and again, annotations that accompany the creative choices they have made on these illustrative materials.
  • Watching live theatre clips via YouTube and analysing the creative processes used to create effective atmosphere and audience reactions

Homework in Drama

Homework expectations for drama is that all students should use their planners to record the homework set during lessons.  Homework will be set every 4 weeks in drama at KS3 and could be any of the following examples:

  • Written work should be neatly presented and written straight into their exercise books or neatly word processed if preferred
  • Writing scripts for devised performances
  • Costume and make-up design sheets with annotations
  • Key word definition sheets to consolidate knowledge of key practitioners studied
  • Learning lines – this will be a long-term homework – students will have at least 1-2 weeks to learn lines.  This is done successfully by repetition.  The students are encouraged to look at lines with someone for at least 10 minutes per night in order to be successful. Any parental engagement does help this process
  • Collating and collecting appropriate costumes, props, sound/music for the final performance

 

Trips and Visits

In the past, we have run trips to see musicals in London.  These trips will be arranged and offered to students who engage and achieve well in lessons to encourage uptake at KS4 level.  We take students to London to see a production of ‘The Play That Goes Wrong’ as part of the GCSE course to give them the opportunity to analyse and evaluate how live theatre is produced successfully.  This is a hugely popular trip which the students enjoy immensely.

We have also brought in small-scale professional theatre companies like KatMary Productions, who run professional theatre workshops with the students and perform live theatre within our facilities here at school.  This is a brilliant opportunity for our GCSE students to work alongside professional theatre makers and immerse themselves in the theatre-making process.

Students can also take part in extracurricular clubs, building towards events such as the Christmas carol concert and the summer term whole school musical, where we have done full-scale productions of Oliver, Annie and Matilda the musical in the past. This drama club will be held once a week in the theatre with Mrs Rolfe and Mr Dunkley, and all students are welcome to attend. We aim to be inclusive to all for these productions. We also highly recommend that students come and watch our older students' performance evenings, which take place throughout the academic year in our Theatre.  This is a great opportunity for our younger students to gain an understanding of the expectations we set and the level of performance that is required at GCSE and A-level Drama.

 

Useful links to help your students at home:

Drama ks3

 

Key Stage 4

GCSE Drama 

The aim and intentions of our KS3 curriculum is to develop passionate, committed and creative theatre makers who are ready to pursue the subject at GCSE level. The GCSE course we study is EDUCAS Drama and is a nice balance between written and practical work. “Our Eduqas GCSE Drama qualification is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Learners will also attend live theatre performances, allowing them to become informed and thoughtful audience members. By taking part in all these activities, learners will develop a range of essential life skills which will help them succeed in any career they choose.”

The GCSE is broken down into 3 components:

Component 1: Devising theatre: Non-exam assessment: internally assessed, externally moderated 40% of the qualification

Students will be assessed on either acting or design. The students will be placed into groups and will participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner (Brecht, Berkoff, Artaud etc) or a genre, in response to a stimulus set by WJEC. This unit will be completed in year 10, meaning 40% of the course will be completed before year 11.

Learners must produce:

• a final performance to an audience of their piece of devised theatre (15 marks)

• a 750-900 word written portfolio of supporting evidence (30 marks)

• a written evaluation of the final performance or design completed in exam conditions (15 marks)

Component 2: Performing from a Text: Non-exam assessment: externally assessed by a visiting examiner 20% of the qualification.

This unit will be completed in Year 11 and will be presented to the visiting examiner in the spring term. Students will be assessed on either acting or design. Students will study two extracts from the same performance text chosen by Mrs Rolfe or My Dunkley and will learn the lines and interpret the character, applying appropriate style and performance skills learnt over the course of studying drama. Students will be expected to write a short artistic intentions form showing they understand the text and the character they are playing. Otherwise, this is a purely practical element of the course, so ALL 60 marks will be based on their final performance in front of the visiting examiner from the EDUCAS board.

Component 3:  Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification

For this written examination, students will be taught to answer 2 sections of the paper:

Section A will see the students study the set text of ‘I Love You Mum – I Promise I Won’t Die’ by Mark Wheeller. They will explore the text practically in year 10 and then learn and develop their written skills to enable them to answer the exam questions.

Section B is a live theatre review where the students will be taken on a trip to see a theatre production (for example, ‘The play that goes wrong’).  The students will then learn how to analyse and evaluate the success of the theatre makers, including sound, lighting, costume, set design, as well as the actors themselves.

Drama VCM

Homework in Drama

Homework expectations for drama are that all students should use their planners to record the homework set during lessons.  Homework will be set every week. Some examples of homework set are:

  • Written research on practitioner/themes of the play, which should be neatly presented and written straight into their exercise books or neatly word processed if preferred
  • Coursework corrections and exam practice questions
  • Learning lines – this will be a long-term homework – students will have at least 5 weeks to learn lines. This is done successfully by repetition.  The students are encouraged to look at lines with someone for at least 10 minutes per night in order to be successful. Any parental engagement does help this process.
  • Collating and collecting costumes, props, sound/music for final performance work

 

Trips and Visits

We run a trip to see The Woman in Black every year for the students to prepare them for Section B in Component 3 in the GCSE.  We take the A-level students to see other plays, some plays we have seen in the past for the A-level include ‘The Curious Incident Of The Dog In The Night-time’, ‘War Horse’ and ‘Things I Know to Be True’.  We also highly recommend that students come and support the other KS4 and 5 students' performance evenings, which take place throughout the academic year in our Theatre

Useful links to help your students at home:

https://www.youtube.com/watch?v=A9mbfRiZ2Bk&t=2s

 

Visual Curriculum Map

YR7 11 DRAMA

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