Drama
In a society in which effective communication is vital, the study of drama develops verbal and non- verbal, individual and group communication skills which are skills for living. Drama enhances students' artistic and creative abilities and gives them a better understanding of themselves and their world. It encourages them to think and act creatively, thus developing critical thinking and problem-solving skills that can be applied in all areas of learning. Through drama, children are encouraged to take responsible roles and make choices – to participate in and guide their own learning.
KS3 Drama
Year 7
| Term 1 | Term 2 | Term 3 |
|
Introduction to storytelling Poetry Abstract Theatre Thought Tracking Pantomime Performance Skills Conventions of the Genre Working with scripts |
Shakespeare: The Tempest (Play)Performance skills Conventions of Shakespearean Theatre Soundscape Physical Theatre Working with scripts Line learning Darkwood Manor Conventions of Thriller/Horror Creating Atmosphere/Tension suspense Use of voiceSoundscape |
Ernie’s Incredible illucinations (Play) Performance skills Responding to script StagingCreating SetDeveloping Characters Hot Seating Monologues & Duologues Freeze Frame Fame & CelebrityCreating AdvertsInterview skills News Desk BackStage Devising /Using stimuli |
Year 8
| Term 1 | Term 2 | Term 3 |
|
Comedy Props and Masks slapstick MimePerformance skills Comedy in unexpected scenarios Le Coq techniques: 7 stages of tension Introduction to Masks: Clocking the audience Comic timing Greek Theatre (Theseus and the Minotour) Conventions of Greek Theatre Gossip and Chorus work Physical Theatre - Soundscape:- creating a Boat / Creating a Monster |
Blood Brother Script Themes in the play:-Identity Vocal and Physical Skills Combat Skills and Physical theatre Always -Non contact Punching Slapping Paired fighting Group combat Exaggeration |
Shakespeare: Romeo & Juliet Themes in the play working with scripts Disrespect/ flash back Fight scene Theatre combat Social Media Devising Working with stimuli |
KS4 Drama
Exam Board:EDEXCEL
The Overview of the course
The course aims to provide students with a variety of dramatic skills, from the perspective of performer, director, designer and audience member. Students are provided with the skills needed to complete the qualification, but more importantly, to help set them up for the future. Confidence, pride, creativity, assertiveness, empathy, a sense of open-mindedness and a hard-work ethic are nurtured and developed via the exploration of play texts, the creation of original dramatic works and the interpretation of performance texts. Your child will learn to work independently, on a one-to-one basis, and as a participant and leader of groups of varying sizes. They will develop important, transferable skills in analysis, reflection and evaluation. All students are required to work hard, but are rewarded for their efforts with a course that it is enjoyable and affirming. Students will attend trips to the theatre and be encouraged to see as much performance art as they can outside of school. We hope our students complete their GCSEs with interests, opinions and passions that stay with them forever.
Course breakdown and assessment methods
The Drama GCSE is broken down into 3 components
Component 1 – Devising - 40% (Performance exam and written portfolio):
The creation of devised piece of theatre in groups. After a period of development and rehearsal, their pieces are performed in our impressive new Drama Studio, complete with professional lighting rig and costumes, to an invited audience of family, staff and other members of the Drama Cohort. They are examined internally and a video sent away to the exam board for moderation. In conjunction with the performance, students are required to keep a portfolio of their work which includes a reflection of the development process, all research and an evaluation.
Component 2 – Performance from Text – 20% (Performance exam):Students perform as a character in two key scenes from the same published play text. Again, these are performed to an invited audience in our Drama Studio. These performances are assessed by a visiting examiner from Edexcel. Students support their practical performances with a written synopsis of their choices behind the characterisation from the perspective of performer. These are taken into consideration by the visiting examiner.
Component 3 – Theatre Makers in Practice – 40% (Written exam):
Section A – Bringing texts to life: In preparation for the 1hour 30 minute written exam, students will explore a play text extensively from the perspectives of performer, director and designer. They will see their visions for the play realised within the rehearsal room and explored fully practically, before putting on their own version of the play for an invited audience of family and friends in our Drama Studio.
Section B – Live Theatre Evaluation: As part of their written exam, students are asked to analyse and evaluate the effectiveness of a live theatre performance they’ve seen.
What can students do at the end of the course?
The life-skills gained within drama are highly respected among many professions including law, Human Resources, teaching, sales and recruitment, media, politics & public office and medical General Practice. A Drama GCSE provides a good first step on the ladder to any of these professions as well as obviously a career in the Performing Arts.
How can parents or carers support?
Parents can support by taking students to see as much as possible; be it theatre, free performance art on the South Bank or museums, to help them broaden their minds and views on the world. Students are required to become creative thinkers and avid researchers. Regular homework is given with this in mind and parents are asked to help ensure students are keeping on top of this. Parents are encouraged to come and see students perform as often as they are able.
