Introduction to Drama - What makes a good?

Pupils are introduced to Drama and begin understanding some of the many basic elements required. These included:

• 3 C’s
• Still Image
• Blocking
• Vocal Expression
• Characterisation
• 20’s Rule

 This unit concludes with a Baseline Assessment

Child Labour

Identifying facts from a given scenario with emphasis on:

• Understanding and exploration of characters
• Physical Theatre
• Improvisation
• Role play

Using prior knowledge and understanding, pupils create and develop an individual character whilst learning about:

• The historical context
• Using an extract as a stimulus
• Writing-in-Role

• Choral Speaking
• Creating a performance for peers

Pupils use The Trojan horse story to devise and rehearse a performance

Darkwood Manor

Using the ‘Suspension of Disbelief’ pupils use Darkwood Manor to explore their understanding of:

• Story telling
• Vocal Expression
• Physical Theatre
• Characterisation
• Role play
• Spotlighting
• 4^th Wall
• Cross-Cutting
• Thought-Tracking
• Flashback

Shadow Puppet Show

Pupils are given the opportunity to create and produce their own shadow puppet show. Working in groups, pupils are responsible for:

• Scripting their performance
• Creating the shadow puppets
• Performing for peers

First Half Term

Homeless

Using the stimulus of homelessness, pupils create and develop an individual character. Within this unit pupils will:

• Explore reasons why young people consider running away
• Use relaxation exercises to stimulate imagination
• Writing-in-Role
• Voice over
• Cross-Cutting
• Spontaneous improvisation

The conclusion of this unit is an assessed filmed documentary style interview with pupils ‘in-role’ on location

Entrapment & Interrogation

Using the emotions connected with entrapment, pupils practically explore their understanding of being enclosed and confined. The unit develops into an interrogation scene with pupils developing their understanding of:

• Spontaneous Improvisation
• Flashback
• Cross-Cutting
• Building of Dramatic Tension

Physical Theatre

Pupils will begin to develop an understanding of Physical Theatre and the skills used to explore the movement involved. Throughout this scheme pupils will:

• Spatial Awareness
• Mime
• Stage directions
• Variety of performance techniques including: movement, ensemble work

Pupils begin exploring the use and meaning of traditional language using Macbeth as the text. Pupils will be encouraged to:

• Research the Macbeth story
• Learn lines
• Create and develop a performance

• Stereo-typing
• Sexism
• Working with a script
• The exploration of themes and issues embedded in a play
• Blocking
• Characterisation

Using the skills developed and explored within the previous Scheme of Learning, pupils will be introduced to the stimulus of Isolation. They will views images, read poems and get a concise definition of the word before devising and rehearsing a physical theatre performance

• Devising
• Team work
• Communication
• Spontaneous devising
• Literacy development

First Half Term

Introduction to GCSE Drama

Introduction to expectations through various Drama and improvisational exercises to develop Team work, Communication and Trust between peers.

Pupils develop an initial performance for Opening Evening from a given stimulus along with continuing to develop the following:

• Characterisation
• Explorative Strategies
• Physicality
• Subject specific vocabulary

Mask Work & Physical  Theatre

Essential elements involved in:

• The use of masks
• Communication of Body Language and expression to an audience
• Forms of Physical Theatre

Developing a performance incorporating Mask work and Physical Theatre

Exploring and Devising from a Stimulus (Unit 1)

Pupils will be given a variety of stimulus to explore before using them to devise and rehearse a performance.

In previous years, the Holocaust has been used as an initial starting stimulus.

Exploration of a character through a variety of techniques:

• Prop
• Picture
• Written account

Development of a monologue through Hot-seating and facilitated questioning

Monologues will be brought together and incorporated into a showcase performance for an audience.

Along with this, the performances will be filmed for reflection purposes

In preparation for the assessment of Unit 1 & 2, pupils will be introduced to a script and use the following to explore and develop their understanding of the plot, characters and setting:

• Explorative Strategies
• The Drama Medium
• Elements of Drama

‘Killed’

Examination:

Using the play, ‘Killed’ by The Belgrade Theatre-in-Education Company, pupils explore and develop their understanding of the play as part of their 6 hour examination

First Half Term

UNIT 1: ‘07.07.05’

Examination:

Using the date, ’07.07.05 – The London Bombings’ as the starting stimulus, pupils explore and develop their understanding before devising a performance based upon the stimulus.

UNIT 3:

40% Practical Exam

Examination:

In groups of 3-7, pupils begin exploring, deciding and rehearsing for their final GCSE performance.

Pupils have the opportunity to use a script or devise from a given stimulus.

This examination is assessed by an external examiner who attends a performance on a given date

UNIT 3:

Continued

Examination:

Pupils perform their piece for the externally assessed examination.

The performance is normally just before or after the Easter holidays

Theatre Review

Examination:

Pupils visit the theatre and complete a 2,000 word review of the performance. Within this pupils will need to discuss:

• Acting
• Set
• Elements of the Drama Medium
• Personal opinion upon the overall performance

Continued…

Examination:

Pupils continue rehearsing their performance in preparation for their 40% practical examination.