Drama Curriculum Overview

Drama Curriculum Overview

 

 

Autumn 1/2

Spring 1/Spring 2

Summer 1/2

 

Year 7

Topic

 

Introduction to Drama

Greek Theatre

Commedia dell Arte

 

Assessment

 

Execute a performance in a large group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. (AO4)

 

 

Execute a performance in a large group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. (AO4)

 

 

 

Ongoing formative performances each lesson as we explore different stock characters.

 

Final scene performed as summative assessment to camera to allow for written evaluation to follow.

(AO4)

 

 

Extended Learning

Lesson 1-2: Create a Poster with the Word ‘Drama’ in the middle. Detail everything you already know about Drama – this could include: Actors, plays, musicals, films, practitioners, styles, techniques etc.

 

Lesson 3-4:  Write a dictionary definition of the words- creative and collaboration. AND

List 10 skills that make for a strong performance​

 

Lesson 5-6: Bullet point 5 positive things about your performance and 2 areas for improvement. Consider your performance skills and how well they were applied.

Lesson 1-2: research 10 facts about Greek Theatre.

 

Lesson 3-4: Create a Sphinx Mask that can be used in a Greek Theatre performance and displayed.

 

Lesson 5-6: Write a LARA paragraph evaluating your performance. Consider your performance skills and how well they were applied.

Lesson 1-2: Research 10 facts about ‘Commedia Del Arte’.

 

Lesson 3-4: Create a story board or comic of your scene with emphasis on the characters mannerisms.

 

Lesson 5-6: Write a LARA paragraph evaluating your performance. Consider your performance skills and how well they were applied.

 

YEAR 8

MELODRAMA / MIME

 

GROTOWSKI

 

 

PLAYTEXT: ‘LET HIM HAVE IT!’

 

Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

Execute a performance in a large group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. (AO4)

Execute a performance in a large group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. (AO4)

Execute a performance in a large group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. (AO4)

Answer Component 1 (GCSE) styled questioning during the creative process. (AO3/AO4)

Extended Learning

Lesson 1/2: 5 facts about Melodrama/Mime.  

OR

Lesson 1-2: Draw a picture of a fairy-tale character. Describe the character’s personality with 5 bullet points. ​

Find 3 facts about Victorian Melodrama

 

Lesson 3/4: Create a comic strip illustration of your scenes. Include a small explanation of what is going on in each slide. Remember Mime has no dialogue.

OR

Lesson 3-4: Create a script for your scene using dialogue which fits with the style of melodrama. Include language such as: ‘Woe is me​’ and ‘O save me, save me!’ to encourage exaggerated moments.

 

Lesson 5-6: Write a peer-evaluation for their performance. Consider which performance skills were used and their full success.

OR

Lesson 5/6:  Write a LARA paragraph about your performance. This should specifically evaluate what worked well and how effectively Grotowski’s Poor Theatre was used.  (AO4)

Lesson 1/2: Research 1 picture of Grotowski & 5 facts about his work in theatre

 

Lesson 3/4: Create a comic strip illustration of your scenes. Include a small explanation of what is going on in each slide plus any dialogue. 

 

Lesson 5-6: Make a list of 5 positive elements of your performance and 2 things that require improvement. ​This will help when writing your evaluation.

OR

Lesson 5/6:  Write a LARA paragraph about your performance. This should specifically evaluate what worked well and how effectively Grotowski’s Poor Theatre was used.  (AO4)

Lesson 1/2: Research the true-story of Derek Bentley (the last man hanged in Britain). Giving facts about when the death penalty in Britain ended.

OR

Lesson 1-2: Write a detailed paragraph explaining what happens in your scene and why it is unfair. Present a clear understanding of injustice.

 

Lesson 3/4: Create a short, scripted scene between 2 chosen characters which could be put into your performance. 

OR

Lesson 3-4: Write or type up your monologue and specify when it is used in the scene as a stage direction. Edit if necessary to ensure you communicate your character successfully.

 

Lesson 5/6:  Write a LARA paragraph about your performance. This should specifically evaluate what worked well and how effectively your message was communicated to the audience was used.  (AO4)

Year 9

Topic

 

Brecht  - Autumn Term 1

Stanislavski – Autumn Term 2

Devising From A Stimulus – Spring Term

Scripts – Summer Term

Assessment

 

 

 

 

 

 

 

 

 

 

Extended Learning

Execute a performance in a large group.   

Perform to camera and a live audience, implementing the skills and knowledge learnt. Followed by written evaluation of both self and peer assessments in books.  

 

 

 

 

Execute a performance in a large group.   

Perform to camera and a live audience, implementing the skills and knowledge learnt. Followed by written evaluation of both self and peer assessments in books. 

 

 

Execute a performance in a large group. Perform to camera and a live audience, implementing the skills and knowledge learnt.  

  

Assessed Homework Task in Groups taken from the Drama GCSE Component 1 Portfolio assessment. (see below) 

 

Developing a performance in pairs. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books.  

 

 

 

 

 

 

 

Lesson 1/2: 5 facts about Brecht.   

 

Lesson 3/4: Create 2 to 3 placards which can be used in your scene. 

 

Lesson 5/6:  Write a LARA paragraph about your performance. This should specifically evaluate what worked well and how effectively Brecht’s Epic Theatre was used.  (AO4) 

Lesson 1/2: 5 facts about Stanislavski.   

 

Lesson 3/4: Link the Stanislavski technique to the definition. (Objectives, Given Circumstances, Emotional Recall, Magic If, Naturalism

 

Lesson 5/6:  Write a LARA paragraph about your performance. This should specifically evaluate what worked well and how effectively Stanislavski’s Naturalistic Theatre was used.  (AO4) 

Homework Project: 

Assessed Homework Project in which students must complete 4 Homework Tasks in Groups relating to their Devising Process. 

 

Homework 1: Research  

Complete a research task about your given stimuli. 

 

Homework 2: Developing 

Create a presentation of your initial ideas. Indicate key conversations and ideas. Mention early scenes you have created. 

 

Homework 3: Significant Moments 

Identify the significant moments of your process – what scenes have been important for the development of your performance. 

 

Homework 4: Evaluate 

Create a presentation explaining and evaluating your performance.  

(AO2, AO3, AO4) 

Lesson 1-2: Give a definition for each of the following words: Naturalism, Chorus, Still Image, Theme, Physical Theatre

 

Lesson 3-4: Write 5 positive and 2 improvement feedback comments about your performance so that you can improve for your assessment. ​

7 comments in total self-assess

 

Lesson 5-6: Write an evaluation that answers the questions based around the Component 1 GCSE Questioning.

 

 

 

Year 10

Topic

 

Socialisation/ Stanislavski

Component 2 Scripts / The Free9

Meyerhold/ Beckett

Grotowski/ Brecht

Frantic Assembly

Devising from Stimulus / Component 3

Component 1/ Component 3

Assessment

In class mini-assessments done weekly for performance and bi-weekly for written work. Developing a performance in a group. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books

Developing a performance in a group or pair. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. This evaluation is now building towards writing about the process, as well as the performance. This is a key skill needed for the Component 1 coursework. Practise questions for the 4- and 6-mark questions on The Crucible paper.

Developing performances in groups. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. This evaluation is now building towards writing about the process, as well as the performance. This is a key skill needed for the Component 1 coursework.

Developing performances in groups. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. This evaluation is now building towards writing about the process, as well as the performance. This is a key skill needed for the Component 1 coursework.

Developing performances in real assessment groups for Component 1. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. Exploration of The Crucible that builds towards a full mock exam paper.

Developing performances in real assessment groups for Component 1. Perform to camera and a live audience, followed by written evaluation of both self and peer assessments in books. Starting the Component 1 coursework, specifically first 2 questions. Exploration of The Crucible that builds towards a full mock exam paper, including the live theatre evaluation questions.

 

Extend Learning

Lesson 1-2: Write a short paragraph about yourself, why Drama and what you expect Drama to be like.

Lesson 3-4: Create a Glossary at the back of your books and include the key words and definitions you have already learnt and discussed. (improvisation, Performance Skills, Devising)

Lesson 5-6: Research Constantin Stanislavski, collecting 10 facts about him and his practice. Expert: what did Stanislavski believe? What was the main intention of his techniques?

Lesson 7-8: Recap the Stansialvski techniques learnt in lesson.

Lesson 9-10: Create a script for your performance which incorporates the style of Stansialavski’s Naturalism

Lesson 11-12: Write an evaluation which analyses your performance and explains the link and intention of Stanislavski techniques.

 

 

 

 

 

 

 

Lesson 1-2: Read the first 3 scenes of the play The Free9.

Lesson 3-4: Research 10 laws and restrictions in North Korea. Challenge: Research the ‘Kotchejb’ children and provide information.

Lesson 5-6: Read up to scene 7 of the play The Free9

Lesson 7-8: Create a character profile page for each of the characters in our Free9 Duologue

Lesson 9-10: Learn your lines for your Mock Assessment. Come in for at least 2 rehearsals outside of directed lesson time.

Lesson 11-12: Write an evaluation of a Peers performance. Identify strengths and discuss the staging linking with the context.

 

Lesson 1-2: Research Meyerhold: create a revision page with 1 picture and 10 facts about his work in theatre. Include techniques and terminology learnt in class.

Lesson 3-4: Create a monologue which clearly indicates/explores some of the 7 levels of tension. Indicate the changes in tension within the monologue.

Lesson 5-6: Write a detailed paragraph explaining HOW Meyerhold and the Seven Levels of Tension has been used to create a successful performance.

Lesson 7-8: Research Beckett: create a revision page with 1 picture and 10 facts about his work in theatre. Include techniques and terminology learnt in class.

Lesson 9-10: Write a poem and record your mouth speaking the poem clearly. Explore with different vocal skills related to Beckett’s style.

Lesson 11-12: Write a detailed paragraph explaining HOW Beckett has been used to create a successful performance.

 

 

Lesson 1-2: Research Grotowski: create a revision page with 1 picture and 10 facts about his work in theatre. Include techniques and terminology learnt in class.

Lesson 3-4: Find a performance that incorporates Grotowski methods into its production – be ready to justify your answers.

Lesson 5-6: Write a detailed paragraph explaining HOW Grotowski has been used to create a successful performance.

Lesson 7-8: Research Brecht: create a revision page with 1 picture and 10 facts about his work in theatre. Include techniques and terminology learnt in class.

Lesson 9-10: Research a political or social topic and provide information that you can share with the class.

Lesson 11-12: Write a detailed paragraph explaining HOW Brecht has been used to create a successful performance.

.

Lesson 1-2: Update your Glossary with your key words and practitioners.

Lesson 3-4: Recap ‘The Free9’ and finishing reading the entirety of the play.

Lesson 5-6: Bring in 3 different news articles that could be used as a stimulus.

Lesson 7-8: Create a timeline in your books for ‘The Free9’ indicating which scenes are ‘present day’ and to give a clearer outline of their journey.

Lesson 9-10: Watch the video of In-sook talking with a designer and create/draw a plan of a set and lighting design for one of the scenes in The Free9.

Lesson 11-12: Complete a quiz recapping Production Elements and context of The Free9.

 

Lesson 1-2: Create your own Quiz for one of the scenes in the Free9 to test your peers.

Lesson 3-4: Write a review, regarding characterisation and staging for a production of ‘The Free9’. Explain and justify the success of the performance and what changes you would incorporate as a director.

Lesson 5-6: Write a theatre review of a Design element based on a live theatre production. (this homework is to be scheduled for when students see live theatre).

Lesson 7-8: Research your given stimulus and write a log of the conversations had in lessons.

Lesson 9: Create a role on the wall for your character identifying exactly who they are and their impact on the overall story.

Lesson 10: Write a Monologue for your character.

Lesson 11-12: Ensure your log book and Glossary is up to date. Edit and learn your monologue.

 

 

Year 11

Topic

 

Component 1 - Devising

Component 1 - Coursework & Evaluation / Component 3- The Free9

Component 2 - Monologues & Duologues / Component 3 - The Free9 

Component 3 - The Free9 & Live Theatre Evaluation  

Component 3 The Free9 & Live Theatre Evaluation - Finalising Exam

 

Assessment

Summative assessment Component 1 –  

23rd Nov 2021 

Performance assessment to a live audience, implementing the skills and knowledge learnt across KS4. Assessment is filmed.

 

10th Dec 2021  

Final coursework pieces submitted.  

Students will evaluate and explain their progress and performances through a detailed analysis in their coursework. 

 

 

Summative assessment Component 222nd Feb 2022

Perform to an audience their Component 2 monologue or duologue scripts. Assessment is filmed.

Component 3  

22nd Mar 2022 mock exam at the end of the half term. 

 

Formative assessments in class.

Component 3: Practice Mock papers for Live Theatre Evaluation and The Crucible in strict time conditions.

 

Summative assessment - Component 3: Exam paper. 

 

 

Extended Learning

Lesson 1-2: Recap the areas of your devised performance. Schedule and attend at least 2 extra sessions for rehearsal outside of lesson time per week (i.e. break/lunch)

2. Write question 3 of coursework.

Lesson 3-4: Create a role-on the wall / profile for 1 of your characters to ensure understanding.

Lesson 5-6: Finish questions 3 for coursework.

Lesson 7-8: Write question 4 for coursework.

Lesson 9-10: Finish question 4 for coursework.

Lesson 11-12: Write questions 5 and 6, evaluating your performance.

 

Lesson 1-2: Finish Question 5 and 6 of coursework.

Lesson 3-4: Research 10 laws and restrictions in North Korea. Challenge: Research the ‘Kotchejb’ children and provide information.

Lesson 5-6: Re-Read up to scene 5 of the play and think of 10 questions to Quiz your peers.

Lesson 7-8: Create a character profile page for at least 3 characters in Free9

Lesson 9-10: Create a timeline in your books for ‘The Free9’ indicating which scenes are ‘present day’ and to give a clearer outline of their journey.

Lesson 11-12: Learn your lines for ONE of your Component 2 monologues/Duologues.

 

 

Lesson 1-2: Research the play you are performing for Component 2. Write a summary of the events.

Lesson 3-4: Component 2: Create 2 role-on the walls for your character depicting their thoughts, feelings and emotions in both scenes.

Lesson 5-6: Arrange and attend at least 2 extra rehearsals per week for your performance.

Lesson 7-8: Prepare for your assessment.

Lesson 9:10: Component 3: LTE Write a review, regarding characterisation and staging for a live production. Explain and justify the success of the performance and what changes you would incorporate as a director.

Lesson 11-12: Component 3: LTE Write a theatre review of a Design element based on a live theatre production. (this homework is to be scheduled for when students see live theatre).

 

Lesson 1-2: Complete a 4 and 6 marker Question

Lesson 3-4: Complete a 12 mark question

Lesson 5-6: Complete a 9 mark question

Lesson 7-8: Watch the video of In-sook talking with a designer. Complete a 14-mark question.

Lesson 9-10: Answer a 6 and 9 mark question for LTE using a Drama online performance.

Lesson 11-12: Final Revision.