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Drama

 

Learning Journey & Sequencing Rationale

Drama is a subject full of possibilities for developing critical thinking and advancing more in-depth understanding of the world we live in through the eyes of others. In the Drama department, we encourage active analysis of the expression of social and moral change across history and cultures. The study takes the form of practically exploring how and why storytelling has become a central part of learning in all cultures. Students will develop their skills of communicating meaning through the development of characters and situations based on a range of visual and text-based stimuli . In addition to developing their own performances , learners will study a range of play texts from the Greek theatre of 3000.B.C to contemporary performance texts including  the appropriate physical, linguistic and vocal performing styles of each era. The delivery of the lessons is always through practical exploration and builds the skills of each learner to confidently capture their ideas through discussion and collaboration. Learners are assessed on their ability to perform on, or design for,  the stage and to effectively analyse in writing how and why playwrights, actors designers and directors make key decisions in the realisation of their works. 

 
 

unit overview - autumn term 1

Subject: Drama ‘The Tell Tale Heart’

Skills

  • Explore how to adapt a novella for the stage
  • Apply the specific style of Steven Berkoff to an adaptation
  • Use Multi-Role acting as  modelled by Steven Mallatratt’s adaptation of Susan White’s ‘The Woman In Black’
  • Develop the skills required for acting in Physical Theatre

Knowledge

Performance skills.

  • Physical Theatre
  • Create a devised performance which captures the style of a specific genre of acting.
  • Rapid adaptation of physical expression to capture, maintain and switch between identifiable character ‘types’
  • Use of ensemble acting  in the style of Lecoq
  • Participation in an assessed performance combing stylisation, Character-narration, split staging
  • Successfully juxtaposing elements and medium to create deliberate impact

Key skills:

  • Proxemics are used to create relationships between characters on stage.
  • Staging and the use of space is considered and justified (in lessons and in written evaluation
  • Rapid character changes and working as part of an ensemble
  • Evaluation of performance elements and their impact
  • Justified choices of diegetic/non-diegetic effects to support teh meaning

Extended Writing:

  • A portfolio consisting of initial ideas; a record of the Implementation of taught skills and justification of style choices i s required

PLUS

  • Evaluation of performance; analysing the skills and design applied to the piece; including how successful the performance has been in creating impact.

Rationale

The Tell Tale Heart is a short Novella which is easily digested. It has the central theme of a person in denial of their brutality towards another, whilst having excellent passages which can be adapted into character narration.

At GCSE level, learners need to have experience of different writing genres AND of various theatrical styles of communicating authorial and directorial intention.

Using The Woman In Black as  Partner text is ideal in demonstrating how multi-role and narration can be used successfully.

The Learners will have previously studied Berkoff in Year 8 and will be able to integrate this prior learning, recognising the need to stylise, choreograph and create visual impact with the material for maximum effect.

This topic is an engaging start to the new year for Year 9 and culminates in cross class performance opportunities which can be linked to the study of Gothic Horror in English

unit overview - autumn 2 

Subject: Drama ‘Blood Brothers’

Skills

  • Explore how to characterise different social classes sympathetically
  • Apply the specific use of the liverpudlian accent to the spoken dialogue
  • Use the text as a platform to discuss social inequality
  • Develop fully thought through characteristics for at least two characters in writing and in performance
  • Accurately apply physical and vocal interpretations from the point of view of director and performer

Knowledge

Performance skills.

  • Dialect of liverpool
  • How to perform as characters of varying ages and abilities from (7- 42)
  • Directing the action for maximum impact
  • Stage positioning and the use of cross-cutting for impact
  • Application of the use of Naturalistic acting (Stanislavski’s ‘system’)
  • Participation in an assessed performance as a group, individual or pair

Key skills:

  • Proxemics are used to create relationships between characters on stage.
  • Staging and the use of space is considered and justified (in lessons and in written evaluation
  • Evaluation of performance elements and their impact
  • Devising role play from theme and character
  • Justified choices of staging for a section of text

Extended Writing:

  • A portfolio consisting of extended thought tracks in role as two characters (or the same character at two points in the play)
  • A 10 mark question justifying how to stage a section of text as an actor
  • A 10 mark question on Design or directing
  • Evaluation of performance; analysing the skills and design applied to the piece; including how successful the performance has been in creating impact.

Rationale

The Tell Tale Heart is a short Novella which is easily digested. It has the central theme of a person in denial of their brutality towards another, whilst having excellent passages which can be adapted into character narration.

At GCSE level, learners need to have experience of different writing genres AND of various theatrical styles of communicating authorial and directorial intention.

Using The Woman In Black as a  Partner text is ideal in demonstrating how multi-role and narration can be used successfully.

The Learners will have previously studied Berkoff in Year 8 and will be able to integrate this prior learning, recognising the need to stylise, choreograph and create visual impact with the material for maximum effect.

This topic is an engaging start to the new year for Year 9 and culminates in cross class performance opportunities which can be linked to the study of Gothic Horror in English

unit overview - spring 2

Subject: ‘Let Him Have It’

A Guided Devised piece in the style of Drama GCSE Edexcel Component 1

Skills

  • Collaboration with others to create response scenes
  • Development of characters and scenes based on historic events
  • Use of Drama methodology to explore bias and prejudice
  • Application of various styles to affect audience perspective

Knowledge

Exploring different styles to deliberately affect an audience’s perspective

  • Consider the application of Verbatim Theatre
  • Develop multi-role acting capability
  • Create a sense of empathy through careful use of language
  • Devise a performance using at least 6 dramatic conventions in a combination of styles

Key Skills:

Mime, Slow motion, Abstract/ensemble movement, Freeze, Flashback, Split staging, Monologue, Absent-focus, Narration, Stylisation, Naturalism, Verbatim, scripting, Multi-role

Rationale

Critical reasoning to develop deliberate bias

  • Learners will work in various combinations to explore the staging possibilities based on the true story of the hanging of Derek Bentley.
  • They will develop editorial skills and the art of ‘deselecting’ material in favour of creating a clearly reasoned message for an audience.
  • Taking the initiative for their own work, learners will increasingly be asked to justify their stylistic and staging choices in relation to their chosen intention.
  • The topic explored the British Legal system and educates learners regarding the roles of Barristers, Police officers and solicitors. Learners will assume the mantle of each of these during the explorations - considering the appropriate use of language to reveal nuances of bias and/or corrupted systems.
  • Structuring and editing work to a specific brief is a fundamental skill of any modern job role.
  • This scheme particularly encourages the application of prior learning alongside some critical reasoning based on the available evidence.

co-curricular programme

Click on the link to view the range of co-curricular activities being run by the Drama Department

/school-life/extra-curricular

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.