Drama

Learning Journey & Sequencing Rationale

The Drama Curriculum enables students to develop a series of performing, directing and production skills; whilst learning about plays, texts, beliefs and artistic works from other times and cultures. Learners will develop an understanding of how to create staging in different styles for a variety of occasions. All lessons have elements of exploration, rehearsal and performance. Written work is structured in bespoke workbooks until the end of year 9, after which the learners will have a combination of workbooks and more formal essays.

Storytelling, Staging techniques, Character development

Year 7 encourages learners to use various staging techniques and narrative devices; this creates a solid foundation for exploring how to create characters, scenes and basic sound/lighting effects. After the joy and spectacle of devising a Pantomime (which incorporates a Theatre visit as a whole year group) we progress to using drama skills as a tool to explore the topic of bullying, linking to our SMSC programme of developing empathy and understanding for different people. Later in the year, learners have the opportunity to act, design for and direct scenes from ‘Ernie’s Incredible Illucinations’ by Alan Ayckbourne. We complete the year with the study of the 19th century style of Melodrama before linking with the English Department to study 17th century scenes from Shakespeare’s ‘Romeo and Juliet’.

Genre, style and structure. Realism and Naturalism

Year 8 is more focused on developing the skills and applications of naturalistic and non-naturalistic drama forms. Using stage space more creatively and effectively, the learners start by developing the comic skills of slapstick, honing their physical control and stamina for more physical and abstract theatre performance. Vocal, physical and original writing skills are stretched further with the development of an original monologue lasting up to three minutes. The learners then apply their knowledge by adapting a fairytale in a particular genre to create more contemporary and engaging performances. The traditional Italian form of ‘Commedia Dell Arte’ ensures that the physicality of performance skills is challenged in equal measure to language choices and vocal capability. A study of the substantially challenging and contemporary text of ‘DNA’ provides ample opportunity for budding actors, designers and directors to apply their learning in a more professional manner. The year ends with practical explorations of how 1900s Hungarian writings of Franz Kafka were adapted to the stage by Steven Berkoff in his fascinating Physical Theatre style.

Adaptation, interpretation and political bias

Starting by reflecting on Berkoff’s adaptation of ‘Metamorphosis’ the learners are taught how to apply their own performance skills to develop their own adaptations of ‘The Tell Tale Heart’ in an abstract theatre style. They will use their discernment to determine how to deliberately affect an audience's perspective. Progressing to the study of a whole text, the learners will explore the musical play of ‘Blood Brothers’ which will be compared to the texts and structures from 3000BC to Shakespeare and to more familiar, contemporary TV tropes. In ‘Let Him have it’ the sensitive depiction of real life events are explored in the context of developing effective scenes through guided research, diligent selection of performance style and application of technical effects for a specific purpose. The summer term invites groups of learners to create their own Devised piece from a range of stimuli decided by the teacher.

Devising to a brief. Designing and Performing for an audience. Analysing and Evaluating

Having developed a flair for Drama, design or directing in the weekly lesson; learners benefit from 3 lessons a week should they opt to study it further. Component 1 of the course enables learners to devise from stimulus Past stimulus have included Medieval rituals and beliefs; the modern obsession with fame and the experience of American immigrants. Students are assessed on their ability to research a topic, extracting dramatic potential and to successfully apply a range of styles (as learned throughout their previous lessons in years 7-9). This performance component will be accompanied with exercises in a workbook and with a more formal essay submission.

The second component is entirely about the craft of acting or designing. Learners will be introduced to up to 10 different texts and will develop two scenes or designs from any one of these texts. Their characterisation through physical and vocal interpretation will be entirely their choice, with the teacher guiding and suggesting many rehearsal processes. Design, candidates will give a presentation about their design and be asked to fully realise the on-stage elements of their Lighting, Sound, Set OR Costume design.

Completing the all round approach, the learners will be tutored throughout the year in how to critically evaluate live theatre performances. There will be 2 live theatre visits and several online performances scrutinized in order to prepare for writing about one of these under timed conditions.

To build on the directorial skills, Learners are expected to develop a fully thought- through and justified interpretation of a key text, applying the skills of lighting, sound, costume and set design to their concept.The practice key texts in year 10 are ‘The Woman In Black’ and ‘DNA’. This ensures that learners are exposed to different styles, cultures and eras of both Dramatic performance and playwright’s intentions.

Adapting the approach. Reflecting on professional feedback. Refining the work. Performing/presenting to a large audience.

The learners will be set a brief and devise their own piece for examination. This will be accompanied by a portfolio of exploration work. The learning is all achieved through the professional feedback of the supervising staff, with learners expected to treat feedback in a professional manner by evaluating it and refining their work effectively.

Learners will be visited by an examiner and assessed on either the performance or design of 2 extracts from a play which contrasts the key text. Candidates CAN opt to design one extract and perform in another.

The learners will present and write about their conceptual approach to the key text and be set longer written and practical assignments wherein they thoroughly justify directing, design and production decisions.

ks3 learning journey

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.