Drama

Curriculum

Year 10

 Drama Schemes of Work: Curriculum Mapping.

Year 10

GCSE Early Start Scheme

Unit Title

Acting Skills Development & Drama Terminology

Key Question

How do I use vocal skills, physical skills, facial expressions and staging terminology to enhance my acting, create character and staging and communicate with an audience?

Threshold Concepts

Acting skills will be developed through three key concepts; vocal, physical and facial acting. Stage Configuration and Stage Directions are essential elements to understanding an actor’s movement, positioning and interaction and communication with the audience whilst on stage. Students will have a good understanding of the essential skills an actor 

Link to Prior Knowledge

Students who have taken LAMDA exams or taken part in College productions will have some understanding of acting skills and terminology.

Year 10

Autumn Term and Spring Half Term 1

Unit Title

Component 2: Devising Drama (practical) 40% of the course.

Key Question

1.      How do I use a stimulus and improvisation to devise an original piece of drama?

2.      How do I structure this devised piece so the plot is accessible to my audience?

3.      How do I fully utilise my learnt knowledge of vocal skills, physical skills and facial expressions to create and perform my devised drama, engage with and communicate with an audience?

Threshold Concepts

Devising skills using stimulus and improvisation; spontaneous and polished. In addition to further develop acting skills in all improvisation exercises. Students explore three varied stimuli on the theme of ‘Secrets and Lies.’  In practical exploration of these stimuli students will understand how to structure an improvisation using the significant structural techniques learnt. Exploration of the stimuli are develop understanding of how to create a plotline and character. Students will have practical experience of devising; the processes of dramatic intentions, research and the selection, rejection and development of material to achieve dramatic intentions. Preparation for performance will be a developing concept. In addition, students will understand and write the Devising Log that documents the devising process, focusing on Section 1: Dramatic Response to a Stimulus (including research).

 

Link to Prior Knowledge

Students will have an understanding of acting skills; vocal, physical and facial which will be utilised in creating character in their devising work. In addition, knowledge of stage configuration and communicating with an audience will be an essential part of the devising process. 

Year 10

Spring Half Term 2 and Summer Full Term

Unit Title

Component 3: Texts in Practice (practical) 20% of the course. EXAM

Key Question

1.      How do I choose two challenging extracts to perform from a scripted play that will allow me to achieve my personal best in this examined GCSE performance?

2.      How do I fully utilise my learnt knowledge of performance skill to perform my examined scripted extracts to communicate my dramatic intentions to an audience, including an examiner?

Threshold Concepts

Students will explore key scripts and exploring key extracts and elements that enable a good script choice for acting development and examination.  Students are taught the basics of Stanislavskian and Brechtian Technique. In addition, they learn the importance of casting, genre, acting style including the acting demands of the extracts, period, cultural, social and economic context, plot, act and scene, character, Dramatic Irony, climax and denouement, using their script choices. Using this informed knowledge, students make script choices and create their dramatic intentions for their scripted, examined performance.

 

Stanislavski: Naturalistic acting, creating a ‘truthful’ performance.

Brecht: Non-naturalistic acting, a sense of acting not ‘being’ the character.

Link to Prior Knowledge

Students will have an understanding of acting skills; vocal, physical and facial, knowledge of stage configuration and communicating with an audience. In addition, this scheme will build upon students group work, the processes of creating dramatic intentions, research and the selection, rejection and development of material to achieve dramatic intentions. Preparation for performance will be a developing concept, following the devising unit.

Year 10

This next scheme is ongoing, taught alongside Comp 2 and Comp 3 schemes.

Taught in the single lesson.

Unit Title

Component 1: Written paper set text Blood Brothers 22% of GCSE.

Component 1: Written paper Live Theatre Review 16 % of GCSE.

Key Question

1.      How do I learn to interpret Blood Brothers through practical performance and ensure that I create and communicate the artistic meaning of the script in performance and in written response?

2.      How do I apply my learnt knowledge and understanding of Blood Brothers and of design and performance skills to my examined written paper to achieve my personal best?

3.      How do I apply my knowledge and understanding of theatre and performance to write a structured live theatre performance review in my written exam?

Threshold Concepts

Students will learn to interpret the play practically learning RP and Scouse accents for acting development.  Students will understand the relationship between accent, nature and nurture, politics and class. They will analyse and explore the acting skills needed to create the different ages portrayed in the play and the importance of character relationships. The dramatic intentions of the playwright and how an actor uses their skills to interpret those dramatic intentions for an audience is a key concept.

** Live Theatre work starts in Year 10 if a suitable performance has been attended by the group in Year 10 – if not it is delivered in Year 11. ** Students will study and research the chosen Live Theatre play, see and experience it ‘live’ and then consider the production in terms of the Dramatic Intentions of the Theatre Makers involved.

Link to Prior Knowledge

All concepts taught throughout Year 10 will consolidate the learning and knowledge for the students to complete this component successfully.

Knowledge and sequencing rationale

Acting Skills Development & Drama Terminology is taught primarily to develop a skilled based and ‘language of theatre’ terminology as KS3 Drama is not a discreet subject at EC. Therefore, this is the essential ‘tools of the trade’ for GCSE Students and knowledge and skills needed to utilise in all components of the GCSE course.

 

Component 2: Devising Drama (double) & Component 1: Written paper set text “Blood Brothers” (single) are taught simultaneously to gain knowledge and skills in two areas:

·         Stimulus and improvisation based devising drama in which students create their own dramatic intentions, words, character and plot.

·         Practical and analytical exploration of the scripted play in which students interpret a playwright’s dramatic intentions, words, character and plot.

 

In Year 10 Comp 2 Devising Drama is in essence their 1st attempt, their trial exam devising experience. Students will develop their knowledge and skills in devising in Year 11 when they create a 2nd extended and more in depth devising project.

 

Component 3: Texts in Practice – examined scripted performance work.

Students will develop their practical and analytical exploration of the scripted play after completing their devised project. They will extend the repertoire and knowledge of scripted plays of different periods, genres and identify a play that they can perform with a partner that suites their casting potential, acting preferences and has enough challenge for their exam.

 

By the end of year 10 students will have:

·         Gained acting knowledge skills (knowledge of Brechtian and Stanislavski’s methods) and have a wide knowledge base of acting and drama / theatre terminology. (All components)

·         Gained structural and practical knowledge of devising drama, stimulus based and improvisation based. They will have completed their first Devising Drama as a basis upon which to build in their 2nd Devised Drama in Year 11. (Component 2)

·         Gained practical and analytical knowledge of interpretation techniques of the scripted play in both Component 1: “Blood Brothers” and in Component 3: Texts in Practice.

·         Students will have gained a wide range of knowledge and skills in all components of the GCSE course upon which to build in Year 11.

 

Year 11

Year 11

Autumn Term and Spring Term first half term

Unit Title

Component 3: Texts in Practice (practical) 20% of the course. EXAM Dec /  Jan.

Key Question

1.      How do I prepare both my scripted extracts to allow me to achieve a high band and my personal best in this examined GCSE performance?

2.      How do I fully utilise my learnt knowledge of acting skills to perform my examined scripted extracts communicating my dramatic intentions to the audience and the examiner?

Threshold Concepts

Students will study and prepare to present their chosen key extracts (monologue, duologue or group performance) from the same play in an examination with an invited audience. The full focus of this exam is on acting skills, interpreting and creating characters and conveying their chosen dramatic intentions to the audience. Students will experience and learn from ‘work in progress’ performances and critical evaluation from staff and peers. In addition, design skills including costume, lighting, use of sound as well as technical and dress rehearsals will enhance the student’s preparation for the examination deadline. Component 3 is completed when examination has concluded.

Link to Prior Knowledge

Students will have already chosen their working groups and plays and will have cast accordingly, decided whether they are working in a Stanislavskian or Brechtian style in accordance with their chosen play. All prior knowledge of acting skills; staging skills, communicating meaning to an audience will be in full use in this scheme.

Year 11

Spring Second Half Term – Summer term PERFORMANCES APRIL / MAY.

Runs in parallel to the Component 1 Written exam unit.

 

Unit Title

Component 2: Devising Drama (practical) 40% of the course.

Key Question

1.      How do I use a chosen stimulus, improvisation, structuring techniques and performance skills to devise an original piece of drama building on and exceeding the standard of the work created in Year 10?

2.      How do I achieve a high band GCSE original Drama in a Brechtian or Stanislavskian style, that will achieve me my personal best in this 40% unit of my GCSE?

Threshold Concepts

Students will fully utilise and build upon their devising skills and improvisation techniques learnt in Year 10 Devising. Students are presented with and explore three varied stimuli on the theme of ‘21st Century Teenager.’ Students will build upon and extend the devising skills learnt in Year 10 using the challenging 21st Century Teenager’ stimuli to create a band 1 polished improvisation. The time scale for devising is reduced, therefore the critical skills of dramatic intentions, research and the selection, rejection and development of material to achieve dramatic intentions are geared towards the deadline. Students work is documented in a ‘Devising Log’ comprising of three sections; Dramatic response to stimuli, Development and Collaboration and finally Analysis and Evaluation. Component 2 is completed when examination has concluded.

Link to Prior Knowledge

Students studied stimulus interpretation and improvisation techniques, dramatic intentions and the devising process in Year 10 which will fully support this second devising project. In addition, work on the Devising Log was explored in a reduced form. Students practical experience in all areas of acting in Year 10 has been extensive and continual and all of those skills combine here to develop a more confident, knowledge and skill based understanding of performance.

Year 11

Ongoing, taught in single alongside Comp 2 and Comp 3 schemes.

Spring Term – Major focus after the Scripted Unit has been examined.

 

Unit Title

 

Component 1: Written paper set text Blood Brothers 22% of GCSE.

Component 1: Written paper Live Theatre Review 16 % of GCSE.

 

Key Question

1.      How do I interpret Blood Brothers for a practical performance and ensure that I create and communicate the artistic meaning of the script in performance and in written response?

2.      How do I apply my learnt knowledge and understanding of Blood Brothers and of design and performance skills to my examined written paper to achieve my target and personal best?

3.      How do I apply my knowledge and understanding of theatre and performance to write a structured live theatre performance review in my written exam?

Threshold Concepts

KQ 1 and 2: Students will consolidate their understanding of the play, themes and practical demands of “Blood Brothers.” Students will extend their knowledge creating thematic character relationships and plot development links between scenes within the play.

KQ 3: Students will gain an understanding of the process of studying a play, researching the plot, characters relationships and social, cultural and historical period of that play and then seeing a live theatre version of the play. They will research with then exploring the dramatic intensions of the Theatre Company / Director or Production team. Their analysis will culminate in an informed understanding of the possibilities of a play in reading / research and the interpretative possibilities of the play created by theatre makers of the live version of the play.

 

Link to Prior Knowledge

Students have studied the play “Blood Brothers” in Year 10 and will build on their significant knowledge gained, enhancing their understanding by making theatrical and analytical connections between key scenes, themes and character development within the play.

Knowledge and sequencing rationale

Component 3: Texts in Practice – examined scripted performance worth 20% of the course.

This element of the course is examined first – 20% of the course. Students learn the important skill of ‘this performance’ counts, exam procedure and understand that at this point 20% of the course is complete.

 

Component 2: Devising Drama   – Coursework performance and written Log worth 40% of the course.

This element of the course is examined after the scripted (in the spring term or early summer) – 40% of the course. Students consolidate the important skill of ‘this performance’ counts. They have developed their acting significantly in their scripted unit and all of those skills are fully utilised here as they make their mark with their own original work. Marks are shared with students – however they are aware that all marks can be changed by AQA moderators.

 

Following the completion of these practical exams – focus on written work, use of terminology, essay and exam structure / timing and final revision is the focus:

 

Component 1: Written paper examined in early May – AQA.

 

Sequencing rational into A’ Level Drama and Theatre Studies.

As we study AQA A ‘Level Drama and Theatre Studies at EC also, the GCSE course structure compliments the course structure at A ‘Level and all knowledge learnt will be fully utilised and developed on during this course.

 

The three elements of GCSE are also taught at A Level:  Devised and Scripted performance with set texts and live theatre based written work. Further emphasis is place on the social, cultural and historical setting of plays and the impact of theatre practitioners and companies. In addition to the actor’s perspective the role of the director and designers becomes an examined part of the written paper.

 

 

Within the Drama Department students are encouraged to have a sense of the importance and value of creativity, drama, theatre and the arts within our society. They understand that acting  is a challenging yet rewarding profession; it is a vocation not a vehicle for fame and Drama GCSE and A Level Theatre Studies are the academic and practical training for further education or employment. Students are challenged to achieve their personal best, set high standards and to take a fully active part in being responsible for their learning and for the learning of others. The group work nature of the subject encourages students to work collectively and independently, negotiating with and supporting others whilst working to deadlines; all key skills for life. Dramatists cannot imagine world without creativity, imagination, social interaction or just applause for a job well done. In a world where the spoken word is reduced to texts Drama brings the art of conversation, dialogue and character to life, allowing us to view the world around us through the scenes presented on a stage. as Shakespeare wrote…

“All the world’s a stage, And all the men and women merely players”

Curriculum

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Key Stage 5

Drama Staff