Why do we learn Drama?
Studying Drama allows students to build a variety of skills and attributes that are essential for the working world; developing empathy and understanding in their personal lives, as well as a depth of knowledge and appreciation of theatre, as an art form. Students will develop their confidence, team-working skills, public speaking skills and creativity. Through studying drama, students will be able to problem-solve, tackle issues in the community and world around them through role-play and learn about key theatre practitioners and playwrights; both classical and contemporary.
Where could Drama take me in the future?
Careers benefitting from the study of Drama include Acting, Directing, Stage Management, Theatre Design, Law, Journalism, TV/Radio Presenting, Drama Therapy and any job which involves an element of public speaking or presentation, such as Sales and Marketing. Drama is also beneficial in jobs where people skills and empathy are important, such as Social Care or Counselling.
Head of Department
Roz Jones
Assessment Details
Pupils will complete regular practical assessments, focusing on the use of voice, movement and space in performance, creation of character and the use of theatre styles and conventions, both through devised and script-based work. They will also complete multiple-choice style questions assessing their key knowledge of the subject.
In GCSE, we follow the WJEC Eduqas specification.
Yr10 = 1 devised performance, 900 word Portfolio, 1 controlled assessment – a written evaluation of your final piece.
Yr11 = 1 scripted performance and a written examination focusing on both a set text and a piece of live theatre.
Most lessons will be practical to develop skills and knowledge of theatre, however 70% of overall grade is made up of written assessment.
Year 7 - Drama
| Autumn |
|---|
| How can an actor create tension and suspense for an audience? What impact does the use of stage space have on an audience? |
| The 5 S’s to create suspense (slow, sudden, still, silent, soundscape) The elements of creating a successful still image Physical and vocal skills used in a role-play to create a character: tone, pitch, pace, pause, inflection, accent, volume, facial expression, gesture, posture, movement and body language. Know the different stage types and understand the pros and cons of each types: proscenium arch, theatre in the round, traverse, thrust. Different moods and atmospheres that an audience can experience Audience response |
| Spring |
|---|
| How can movement be used to tell a story? What is a stock character? |
| Understand how mime and movement can be used to communicate a story to an audience Vocal skills - revisited Physical skills – revisited Exaggeration Understand physical theatre as a broad style of theatre Learn the different techniques associated with physical theatre – choral movement, motif, repetition, slow motion, mirroring, people as props Abstract movement Know the different types of stimuli and how these can be used to create ideas for a performance Conventions of Commedia Dell’arte |
| Summer |
|---|
| What is character motivation? How does history influence a playwright? |
| Character motivation Be able to identify character motivation at different points in the play. Rehearsal techniques e.g. role on the wall/hot-seating, including how and why they are used by an actor/director Stage directions – how and why they are used effectively Understanding what is meant by the social and historical context of a play. Know how to identify the social and historical context |
All Year 7 Subjects Next Year 7 Subject - Modern Foreign Languages
Year 8 - Drama
| Autumn |
|---|
| Who are Frantic Assembly, and how do they use movement to tell a story? What is the role of a director in rehearsal? |
| Vocal skills and how they can be used effectively to show the development of a character in a scene Knowledge of key techniques commonly used by Frantic Assembly: chair duets, hymns hands, round-by-through Knowledge of how Frantic Assembly work as a theatre company, and produce work for theatres. Physical theatre techniques: choral movement, motif, slow motion Rehearsal techniques used to explore relationship and character Rehearsal techniques used to develop characterisation Basic features and equipment used in lighting, sound, costume and set design |
| Spring |
|---|
| Who was Bertolt Brecht, and what does it mean for an audience to be ‘objective’? What is the impact of political theatre? |
| Understand the basic techniques and features of Epic Theatre and Political theatre: gestus, archetypes, multi-role, contradiction, breaking the fourth wall/direct address, breaking the tension and comedy. Knowing the different between emotional engagement and remaining objective To have an understanding of what Brecht intended for his audiences. |
| Summer |
|---|
| Who is Steven Berkoff? What is Total Theatre? |
| Knowledge of the key techniques commonly used by Berkoff: exaggeration, direct address, people as props Seven levels of tension Key features of physical theatre: choral movement, shoaling The vocal features often used in Berkovian theatre To have an understanding of what Berkoff intended for his audiences. |
All Year 8 Subjects Next Year 8 Subject - Modern Foreign Languages
Year 9 - Drama
| Autumn |
|---|
| What is the role of a director and actor in rehearsal? What does it mean to completely embody a character? What is the role of a designer? |
| Rehearsal techniques used by Stanislavski to develop characters: emotion memory, animal characteristics Three circles of attention Rehearsal techniques needed to explore a character/character relationships Knowledge of how and why those rehearsal techniques are used, including which techniques would be most appropriate An understanding of the characters and character motivation Technical language associated with: lighting, sound, costume, set and props, staging Style and structure of the play and individual scenes |
| Spring |
|---|
| What are the different ways to devise a piece of verbatim theatre? How is a stimulus used effectively to create new and imaginative material? |
| How to use research to create a piece of verbatim theatre Revisit Brecht for political theatre Using interview techniques to create a piece of theatre Understand the ethical complexities for verbatim theatre How to use a stimulus effectively Correct audience response Characterisation An understanding of the process of creating and realising ideas. How to use a variety of stimuli e.g. photo/poem to create imaginative ideas |
| Summer |
|---|
| How important are stage directions? How can style be incorporated into the performance of a play-text? |
| Mood and atmosphere Finding themes Physical theatre techniques and using a play-text effectively Exploring characters through rehearsal techniques Features and conventions of Frantic Assembly How to create movement and use the stage space effectively with the absence of stage directions. Vocal and physical skills Characterisation |
All Year 9 Subjects Next Year 9 Subject - Modern Foreign Languages
Year 10 - Drama
At GCSE, drama comprises of:
- Component 1: 40% Devising theatre – students work in groups to devise their own performance, using a theatre practitioner/company influence of their choice.
- Component 2: 20% Performance from text – students perform an extract from a play text in a group.
- Component 3: 40% Written examination – students will study a set text and a piece of live theatre.
| Autumn 1 | Autumn 2 |
|---|---|
| Who are the key practitioners? | How can we create ‘highly imaginative’ ideas from a stimulus? |
|
Students participate in weekly workshops exploring different practitioners |
Students are given an exam stimulus and devise a piece of theatre in groups |
| Spring 1 | Spring 2 |
|---|---|
| What is clear and consistent characterisation? | How do we write about theatre? |
|
Students are given a set text which they will explore practically |
Evaluation of performance skills |
| Summer 1 | Summer 2 |
|---|---|
| How can we develop and refine a piece of theatre? | What does a perceptive evaluation look like? |
|
Students use a stimulus to devise a piece of theatre for component 1 |
Evaluation of live theatre and a set text |
All Year 10 Subjects Next Year 10 Subject - Modern Foreign Languages
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Component 1 completion and Evaluation Introduction to Component 3: ‘Noughts and Crosses’ |
Component 3: Understanding the Design and Technical elements of Theatre |
|
How to plan and write an effective evaluation Exploring themes and the social context of a play Characterisation Vocal and Physical Skills Exploring character relationships through the use of rehearsal methods The role of the director |
The role of the design Stage types Design and technical elements: Set design, costume, lighting, sound, special effects, make-up Exploring and evaluating live theatre Understanding how director and designer work together on a production |
| Spring 1 | Spring 2 |
|---|---|
|
Component 2: Performing from a play text |
Component 2: Performing from a play text |
|
Character interpretation Character development Social, historical and cultural context Character relationships Proxemics, levels and audience awareness Understanding the writer’s intentions |
Character interpretation Character development Social, historical and cultural context Character relationships Proxemics, levels and audience awareness
|
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus: Component 3 Written exam preparation | |
|
Revision tailored to specific outcomes in Mock 2 & to individual pupil needs |
|
All Year 11 Subjects Next Year 11 Subject - Modern Foreign Languages