Drama
‘THEATRE IS A REHEARSAL FOR REVOLUTION’
Augusto Boal
Drama is a powerful subject that encourages and nurtures the highest order thinking skill – creativity. This is why Drama is such a highly valued subject here at St. Columba’s. As well as specific drama skills, students have the opportunity to develop and apply transferable life skills that will support a successful future for each individual. In drama classes, students will learn to devise, perform scripted plays and evaluate drama work in a safe and structured environment, where they can take risks and express themselves with confidence. Drama is taught by specialist drama teachers that are passionate about their subject and aim to teach in innovative ways. They aim to encourage students to work imaginatively and creatively in a collaborative context. There are extremely high expectations for students to fully participate and challenge themselves in all aspects of drama.
“I really enjoy drama because I like exploring ideas and enjoy doing team building activities. Also, when I go to drama I enjoy learning new topics in a fun way and learning new drama techniques. Drama is exciting and creative and I get to express my thoughts, ideas and feelings.”
KS3 Student
Key Aims:
Students-
- develop a personal interest in why drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study
- work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas
- consider and explore the impact of social, historical and cultural influences on drama texts and activities
- reflect on and evaluate their own work and the work of others
- develop and demonstrate competence in a range of practical, creative and performance skills
- develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of drama
- actively engage in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.
Literacy Intent statement
To enable students to speak and read with confidence and wherever possible to write imaginatively in drama.
KS3 Drama Overview:
Year 7
| Year 7 | |
| Term 1 | Scripted Performance
From ‘page to stage’ storytelling workshops leading to a short scripted performance from a published play text: Short story from Beasts and Beauties. Summative Assessment: |
| Term 2 | Devising
Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Exploration of genre: Mime, Commedia del’Arte, Slap-stick. |
| Term 3 | Understanding Theatre Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Stimulus: Gothic Horror Genre: Mr Fox and Hades Hall. Summative assessment: |
| Term 4 | Scripted Performance
From ‘page to stage’ storytelling workshops leading to a short scripted performance from a published play text: A Monster Calls Summative Assessment: |
| Term 5 | Devising
Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Exploration of genre: Theatre in Education/Forum Theatre AND theme: Anti-bullying. |
| Term 6 | Understanding Theatre Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Stimulus: The Tempest. Summative assessment: |
Year 8
| Year 8 | |
| Term 1 | Scripted Performance
From ‘page to stage’ storytelling workshops leading to a short scripted performance from a published play text: Blood Brothers Summative Assessment: |
| Term 2 | Devising
Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Exploration of genre: Greek Theatre (Medea) |
| Term 3 | Understanding Theatre Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Stimulus: Gothic Horror Genre: Mr Fox and Hades Hall. Summative assessment: |
| Term 4 | Scripted Performance
From ‘page to stage’ storytelling workshops leading to a short scripted performance from a published play text: The Boy in the Stripped Pyjamas (2015). Summative Assessment: |
| Term 5 | Devising
Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Exploration of genre: Verbatim/Didactic Theatre: ‘Extra! Extra! Act all about it’. |
| Term 6 | Understanding Theatre Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Stimulus: Victorian Melodrama (Murder in the Red Barn). Summative assessment: |
Year 9
| Year 9 | |
| Term 1 & 2 | Scripted Performance From ‘page to stage’ workshops leading to a short scripted performance from a published play text: Blue Remembered Hills. Summative Assessment: • Scripted performance of 2 contrasting extracts between 5-7 minutes in total and actors must play a different character in each extract. Monologues, Duologues and groups options. AO1 & AO3 |
| Term 3 & 4 | Interpreting Texts Exploration of how theatre can create meaning for an audience, how they explore social and political themes and how they are brought to life by various creative roles (performance and technical). Students are taught how to become informed members of an audience that can effectively analyse and evaluate the process of theatre making and live theatre. Exploration of text & theme (peer pressure/consequences): Joyriding/Too Much Punch for Judy extract. Summative Assessment: • Workshops that explore various texts and their social, cultural and historical factors. AO5 • Evaluation of a Live Theatre piece (The Container on Digital Theatre) : 2 A4 word processed document, size 12 font, Ariel. AO4 |
| Term 5 & 6 | Devising Devise from a stimulus: Exploration of an extract & theme: Fear and Freedom/Refugees. Summative assessment: • Devised piece between 10 and 15 minutes in length and submit a scripted version of the devised. Finally, a 2 minute spontaneous improvisation. Groups of 4-6. AO1 & AO2 • Viva Voce after each piece AO2 • Challenge: Optional 4 minute spontaneous improvisation based on the characters developed in the drama. AO1Submit a scripted version of the devised piece. AO2 |
KS4 Drama Overview: (Pearson’s GCSE Drama 9-1)
Number & Level of Qualification
Level 1/Level 2 GCSE (9-1)
Examination Board
EDEXCEL (Pearsons)
Course Code:
1DR0
Why study Drama?
This course is ideal for students that love to perform and learn best through collaborative practical work. It is a nationally recognised qualification which provides a choice of routes into further education. It is suitable for those who have a real interest in Drama and Theatre and for those who wish to develop their personal, presentational and evaluation skills. Experienced actors have some advantage but students with little previous experience can develop the skills to succeed if they are prepared to perform play texts and devised theatre to an audience, to apply themselves fully with complete commitment and produce work to tight deadlines. Students will need to be able to learn lines.
Areas of Study:
Component 1-Devising: Students work in small groups and draw upon their drama experience to devise and perform a piece of Theatre in Education. This component provides an opportunity for students to express their own interests and explore social themes that are relevant to them; allowing them to tell their own story about what it means to be a boy in 21st Century Briton.
Component 2-Performance from text: Student will interpret two extracts from a range of play texts choices. They will learn how to bring a text to life – from page to stage – and explore how to best interpret a play to effectively convey the intentions of the text and playwright. Students will perform to an invited audience and to an external examiner.
Component 3-Theatre makers in practice: Students will learn about the various roles in the Theatre world, from stage designers to theatre managers. They will study a set text (DNA by Dennis Kelly) by practically exploring the various elements and steps of staging a production. Additionally, students will learn to enjoy, appreciate and evaluate live theatre through in-house workshops, Digital Theatre online, and West End plays. Students must be committed to attending these theatre events in order to meet the requirement of this component.
How is this subject assessed?
• AO1: Create and develop ideas to communicate meaning for theatrical performance 20%
• AO2: Apply theatrical skills to realise artistic intentions in live performance 30%
• AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed 30%
• AO4: Analyse and evaluate their own work and the work of others 20%
Assessment Structure:
Component 1-Devising (40%): This component consists of 10% practical performance and 30% portfolio (2000 words). Internally Assessed. Assessment Objectives assessed: AO1; AO2; AO4.
Component 2-Performance from text (20%): The focus of this component is a text-based performance. Students will be required to present two contrasting scenes from one play text. Students can choose to perform/design for a monologue, duologue or group piece for each of their extracts. Assessed by a visiting examiner. Assessment Objective assessed: AO2.
Component 3-Theatre makers in practice (40%): This component consists of a 1 hour 30-minute written examination based on the exploration of a set text and the review of a live piece of theatre. Students will be permitted to take notes (500 words) into the examination to support. Assessment Objectives assessed: AO3; AO4.
Additional Information.
The value and benefits of Drama and the skills learned are transferable far beyond a profession in the theatre. A Drama background is a valuable qualification for all employers looking for co-operative, reliable and creative employees. All candidates will develop strong interpersonal and communication skills. This course provides a foundation for students wishing to progress to Level 3 qualifications in Performing Arts or Theatre Studies and for those wishing to pursue a career in the theatre or related industries such as television, film or event management.
Useful Websites and Learning Tools:
www.amdram.co.uk
Useful resource for anyone interested in amateur theatre
www.dramateacher.co.uk
Andrew McCann’s Drama Workshop – a bank of information for improving drama students’ performance results
www.theatremuseum.org
Web site of the National Museum of the Performing Arts
www.drama.ac.uk
Web site of the Conference of Drama Schools – comprising the UK’s 21 leading drama schools
www.edfringe.com
Information on the Fringe at the annual Edinburgh Festival
www.nayt.org.uk
Web site of the National Association of Youth Theatres.
www.vl-theatre.com
International directory of links to drama and theatre resources
www.rsc.org.uk
Royal Shakespeare Company’s web site
www.rada.org
Web site of the Royal Academy of Dramatic Art (RADA)
www.nt-online.org
A guide to current and future productions at London’s National Theatre