Drama
Subject Leader: Miss L Jones
Subject Leader Email Address: lyn.jones@swale.at
Theatre is a mirror, a sharp reflection of society.
YASMINA REZA
Subject Overview
Studying drama gives students skills beyond that of just becoming a performer or working in the entertainment industry, although this is a large part of what we aim to do. Transferable skills such as working as a team, leadership training, communicating effectively and understanding emotions and social issues are equally present and valid for any future career. The drama department is a space where students develop an understanding of the wider world and the creative force within themselves. Confidence, determination, resilience and becoming more open-minded are as important as the knowledge base. At TSS, we take our training seriously with the aim of creating performers, directors, producers and writers of the future. A clear link between the work we are undertaking and industry professionals allows us to make sure that our training and education are of the highest quality.
Year 7
Term 1:
Topic: Acting skills level 1
Students will be developing techniques, creative ideas and concepts. Class assessments will be developed through practical formats at the end of each lesson, and students will look at the qualities of describe, discuss, explain and assess. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques. Students will have a greater understanding of basic physical and vocal acting techniques.
Enquiry Question: What does good acting look like?
Term 2:
Topic: Devising skills level 1
Students will be developing storytelling skills, including decision-making and editing. We will be looking at numerous ways in which stories can start and creative ideas can be developed. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of explore, describe, discuss, explain and assess. Competent, appropriate, and considered selections and developments of knowledge and skills will need to be noted when applying key skills and techniques. Students will have a greater understanding of creating character, layering story, exploring mood and atmosphere and continuing with acting skills development.
Enquiry Question: How can we create well planned plays?
Term 3:
Topic: Scripted work level 1
Students will be exploring textual analysis in relation to collating information and contextualising character and storyline. Class assessments will be developed through tasks set towards the end of each lesson and in a final assessment in week 6. Assessment will focus on the two elements of technique and creativity. Understanding and communicating text will be a focus. Students will have a greater understanding of how to understand the work of others and how to bring text to life.
Students will develop communication skills, including decision-making and the application of these skills, to enhance their effectiveness. We will be looking at numerous ways in which writers can create story and characterisation, including the development of atmosphere and mood and character relationships. Class assessments will be developed through practical formats, and students will be looking at the qualities of explore, describe, discuss, explain and assess. Competent, appropriate and considered selections and developments of knowledge and skills will need to be noted relating to applying key skills and techniques.
Enquiry Question: What information do we get from scripts, and how can we use it?
Term 4:
Topic: Historical context level 1
Students will develop a cross-curricular understanding of key historical context in line with the content taught in TSS history. They will focus on the individual and human stories attached to these historical events, in this case, the witch trials and how women were predominantly treated. Students will use research techniques, planning documentation and discussions based on human response. Students will be developing acting skills alongside creative problem-solving. Challenges will be primarily present in group work to plan, rehearse and perform while respecting historical accuracy and creative voice.
Enquiry Question: How can you effectively plan and deliver a performance to show historical context?
Term 5:
Topic: Design level 1
Students will explore creation work based on understanding text and character, as well as the distinction between costumes and clothing. They will look towards what you can create and what this may communicate. Assessment will focus on drawn tasks, planning tasks and discussion-based oracy tasks. Understanding the role of the designer in addition to that of the performer will be a key development in students’ understanding of the performing arts business.
Students will develop drawing skills alongside creative problem-solving skills. Challenges will be present both autonomously and in group work to plan, design and make key costume pieces to achieve an aim, as well as understanding the stylistic choices of directors to create a visual world on stage.
Enquiry Question: What does a costume designer need to consider and create?
Term 6:
Topic: Genre Murder Mystery
Students will focus on the needs of a specific style with some clear links to the work of Constantin Stanislavski and his focus on naturalism and realism. Students will be delving into how to effectively create clear characters, use and show status in a performance and use a split stage to help develop key narrative points. Assessment will focus on practical performance and rehearsal tasks, planning tasks, and discussion-based oracy tasks. Understanding the role of a director, in addition to that of a performer, will be a key development in a student’s understanding of the performing arts business.
Enquiry Question: How do we define a murder mystery genre? What does it include?
Year 8
Term 1:
Topic: Acting level 2
This unit is focused on developing naturalistic acting techniques. Skills will focus on physical communication (levels, breath control, and posture), vocal communication (pitch, tone, vocal colour), and various acting techniques (interviews, telephone conversations, Stanislavski). Students will be developing techniques, creative ideas and concepts. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of describe, discuss, explain and assess. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques.
Enquiry Question: What does good naturalistic acting look like, and what techniques can be used for it?
Term 2:
Topic: Devising level 2
Students will be developing techniques, creative ideas and concepts. Classes will be looking at Greek theatre techniques, and they will be learning how they can use that information to create a performance based on choral work. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of describe, discuss, explain and assess. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques.
Enquiry Question: How can we devise a piece of choral work based on Greek theatre techniques?
Term 3:
Topic: Scripted work level 2
This unit is focused on developing all techniques studied this academic year in creating new theatre using the script as a stimulus. Skills will focus on stimulus response, developing work from initial ideas and understanding script and character through the eyes of an actor. Specific areas to focus on include teamwork, collaboration of ideas and acting skills through character. Students in this year have also studied or will be studying the original text in English lessons, so they should have a good understanding of the characters, plot and themes. This work will further enhance this understanding for them. Students will be developing techniques, creative ideas and concepts. Class assessments will be developed through practical formats, and students will examine the qualities of describing, discussing, explaining, and assessing. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques, particularly through collaboration and vocal, physical and emotional acting skills. This is aimed to have an impact in such a way that students understand the many layers of a character and how an actor could develop this for performance.
Enquiry Question: What skills are needed to take a script from the page and bring it to life on stage?
Term 4:
Topic: Historical context level 2
Students will continue to develop a cross-curricular understanding of key historical contexts in line with the content taught in TSS History for Year 8. They will focus on the individual and human stories attached to these historical events, in this case, segregation in America and the civil rights movement and how people of colour have moved political boundaries. Students will use research techniques, planning documentation and discussions based on human response. Students will be developing acting skills alongside creative problem-solving. Challenges will be primarily present in group work to plan, rehearse and perform while respecting historical accuracy and creative voice.
Enquiry Question: How can history inform the creation of new drama?
Term 5:
Topic: Design level 2
Students will explore creation work based on understanding texts and characters, as well as the needs of properties for use and meaning. They will look towards what you can create and what this may communicate. Assessment will focus on drawn tasks, planning tasks, building tasks and discussion-based oracy tasks. Understanding the role of the designer, in addition to that of the performer, will be a key development in students’ understanding of the performing arts business.
Students will develop drawing skills alongside creative problem-solving skills. Challenges will be present both autonomously and in group work, involving the planning, design, and creation of key properties to achieve a goal, as well as understanding the stylistic choices of directors to create a visual world on stage.
Enquiry Question: How do designers create props suitable for stage and screen to communicate atmosphere and mood?
Term 6:
Topic: Genre Comedy
Students will be developing specific comedy skills, including decision-making and editing. We will be exploring the creation of a comedy piece within a particular style, starting with research and developing creative ideas through the use of comedic drama strategies. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of explore, describe, discuss, explain and assess.
Competent, appropriate, and considered selections and developments of knowledge and skills will need to be noted when applying key skills and techniques. Students will have a greater understanding of creating a clear genre performance focusing on stand-up, sketch and slapstick.
Enquiry Question: How can comedy be used to engage an audience?
Year 9
Term 1:
Topic: Acting level 3
Students will be developing techniques, creative ideas and concepts. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of describe, discuss, explain and assess. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques. Students will have a greater understanding of basic acting techniques, physically and vocally.
Enquiry Question: How can you add purpose and context to your acting to communicate effectively?
Term 2:
Topic: Devising level 3
Students will be developing storytelling skills, including decision-making and editing. We will be looking at numerous ways in which stories can start from a stimulus and creative ideas can be developed through the use of drama strategies. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of explore, describe, discuss, explain and assess. Competent, appropriate and considered selections and developments of knowledge and skills will need to be noted relating to applying key skills and techniques. Students will have a greater understanding of creating character, layering story, exploring mood and atmosphere and continuing with acting skills development.
Enquiry Question: How can we create compelling performances that link to a specific theme?
Term 3:
Topic: Scripted level 3
Students will be developing different vocal techniques and stage techniques.. Class assessments will be developed through practical formats at the end of each lesson, and students will be looking at the qualities of describe, discuss, explain and assess. Competent, appropriate and considered selections and development of skills will need to be noted relating to applying and demonstrating key skills and techniques.
Enquiry Question: How do we bring scripted scenes to life?
Term 4:
Topic: Historical context level 3
Students will continue to develop a cross-curricular understanding of key historical context in line with the content taught in TSS Year 9 history. They will focus on the individual and human stories attached to these historical events, in this case, the holocaust during the Second World War and how Jewish, political, Roma, Gypsy and gay prisoners were treated. Students will use research techniques, planning documentation and discussions based on human response. Students will be developing acting skills alongside creative problem-solving. Challenges will be primarily present in group work to plan, rehearse and perform while respecting historical accuracy and creative voice.
Enquiry Question: How can you effectively plan and deliver a performance to show historical context from a human perspective?
Term 5:
Topic: Design level 3:
Students will explore creation work based on understanding text and character, as well as the needs of designing sets for use and meaning. They will look towards what you can create and what this may communicate. Assessment will focus on drawn tasks, planning tasks, building tasks and discussion-based oracy tasks. Understanding the role of the designer in addition to that of the performer will be a key development in students’ understanding of the performing arts business. Students will develop drawing skills alongside creative problem-solving skills. Challenges will be present both autonomously and in group work, involving the planning, design, and creation of key properties to achieve a goal, as well as understanding the stylistic choices of directors to create a visual world on stage.
Enquiry Question: How can you use set design to communicate meaning and storyline?
Term 6:
Topic: Genre Horror
Students will focus on understanding aspects of different genres of performance work, namely horror. We will focus on the needs of actors in this type of work and the techniques they may employ when creating this highly specific and well-known film style on stage. The challenge is to break down the style, as it is one that the students are so used to seeing. Understanding the needs of naturalism and how different this is from other styles will be key to their knowledge building. Challenges will be presented for the individual actor and for the group developing the body of the material.
Enquiry Question: What is a genre, and what rules does the horror genre follow?
Year 10
Term 1:
Topic: Component 3, sections a and b preparation, DNA phase 1
Students will be required to analyse and practically explore key scenes from the play text DNA from the perspective of an actor, designer and director.
This unit is an introduction to the Component 3 written exam. It allows students to gain a clear understanding of the narrative, key characters and themes of the text, enabling them to practice exam questions in preparation for Year 11.
Students will have a greater understanding of how to analyse a text and how to approach exam questions from the point of view of actors, designers and directors.
Practice questions will be marked using exam criteria throughout the process.
Enquiry Question: How can we interpret a script to perform, direct and design effectively?
Term 2:
Topic: Practitioners
Students will be required to research key practitioners such as Bertolt Brecht, Steven Berkoff and Frantic Assembly to gain knowledge about their theatre techniques and acting styles. Students will then be required to participate in a series of specific skill-based workshops linked to each of the practitioners’ work, highlighting their understanding.
Students will then be working in groups, focusing on exploring the key themes, historical contexts and applying the skills and techniques of each practitioner in a practical way. Each group will be performing each week to show their knowledge and understanding of practitioners. This culminates with a final performance at the end of the term. This assessment allows students a choice as to which practitioner they choose to use to devise a performance from a given narrative stimulus and is assessed using the Component 1 Edexcel Exam criteria.
Enquiry Question: How can we create compelling performances that explore different practitioner styles?
Term 3:
Topic: Component 2 mock monologues
Students will be required to research, choose, rehearse and perform one chosen monologue from a pre-2000 published text.
This is a mock SOW allowing students to put into practice the skills learnt across Key Stage 3 and during terms 1 and 2, bringing a script to life from page to stage.
Students will be working individually, developing specific skills such as decision making, editing and rehearsing to portray a clear character, tell a clear narrative in a 2-3 minute monologue.
Assessments will be completed through both teacher and peer feedback (Verbal and written) throughout the rehearsal process. Students will be marked against the Component 2 exam board marking criteria.
Enquiry Question: How can we interpret a script to create an effective monologue?
Term 4:
Topic: Component 1 stimulus workshops
Students will be responding to a given stimulus and discussing ideas about key themes, ideas, characters and narratives that might be transferable to performance.
Students will then be working in groups, focusing on different themes and topics derived from the stimulus, creating performances, developing specific devising skills such as editing, amending, communication and quick decision making in preparation for their Component 1 devised exam in the summer.
Assessments are conducted weekly after each performance, focusing on the development of character, performance skills and ideas in relation to the component 1 Edexcel examined criteria.
Enquiry Question: How can we use a stimulus to create an original performance?
Term 5:
Topic: Component 1 devising assessment period
Students will be in groups, developing specific devising skills, including decision-making and editing. We will be developing from the previous term's workshops, looking at creating a 10-20 minute performance piece starting from the Term 4 stimulus and developing creative ideas using drama strategies and key practitioners.
Ideas and processes will be developed through both practical rehearsals and written portfolio coursework questions.
This is an internally marked component, where students are assessed against the exam board's marking criteria in Term 6.
Competent, appropriate and considered selections and developments of knowledge and skills will need to be noted relating to applying key skills and techniques. Students will have a greater understanding of creating a performance with clear intentions, characters, narratives and clear moods and atmospheres.
Enquiry Question: How can we use a stimulus and exam criteria to create an original performance?
Term 6:
Topic: Component 1 Devising assessment period
Students will be in groups, developing specific devising skills, including decision-making and editing. We will be developing from the previous term's workshops, looking at creating a 10-20 minute performance piece starting from the Term 4 stimulus and developing creative ideas using drama strategies and key practitioners.
Ideas and processes will be developed through both practical rehearsals and written portfolio coursework questions.
This is an internally marked component with students being marked against the exam board marking criteria in term 6.
Competent, appropriate and considered selections and developments of knowledge and skills will need to be noted relating to applying key skills and techniques. Students will have a greater understanding of creating a performance with clear intentions, characters, narratives and clear moods and atmospheres.
Enquiry Question: Component 1 – How can we use a stimulus and exam criteria to create an original performance?
Year 11
Term 1:
Topic: Component 3, sections a and b preparation, on DNA phase 2
Students will be required to analyse and practically explore key scenes from the play text DNA from the perspective of an actor, designer and director.
This unit is a continuation and development from Year 10 term 1 to the component 3 written exam. It allows students to gain a clear understanding of the narrative, key characters and themes of the text, enabling them to practice exam questions for section A in their summer exam in Year 11.
To prepare for Section B, Students will attend a live theatre performance of The Woman in Black, enabling them to answer, analyse, and evaluate questions relating to the production elements of that live performance.
Students will have a greater understanding of how to analyse a text and how to approach exam questions from the point of view of actors, designers and directors.
Practice questions will be marked using exam criteria throughout the process.
Enquiry Question: How can we interpret a script to perform, direct and design effectively
Term 2:
Topic: Component 2 scripted preparation, Component 3 preparation
Students will be required to research, choose, rehearse and perform two extracts (monologue or duologue) from a pre-2000 published text.
This component allows students to put into practice the skills learnt across Key Stage 3 and reflect on their mock of this component in year 10.
Students will be working individually or in pairs, developing specific skills such as decision making, editing and rehearsing to portray a clear character, tell a clear narrative in a 2-3 minute monologue or 3-5 minute duologue.
Enquiry Question: How can we interpret a script to create an effective monologue/duologue?
Component 3 – Written exam: How can we interpret a script to perform, direct and design effectively?
Term 3:
Topic: Component 2 scripted assessment
Students will be required to research, choose, rehearse and perform two extracts (monologue or duologue) from a pre-2000 published text.
This component allows students to put into practice the skills learnt across Key Stage 3 and reflect on their mock of this component in year 10.
Students will be working individually or in pairs, developing specific skills such as decision making, editing and rehearsing to portray a clear character, tell a clear narrative in a 2-3 minute monologue or 3-5 minute duologue.
Assessments will be completed through both teacher and peer feedback (Verbal and written) throughout the rehearsal process. Students will be marked against the Component 2 exam board marking criteria by an external examiner.
Enquiry Question: How can we interpret a script to create an effective monologue/duologue?
Term 4:
Topic: Component 3, sections a and b, preparation, DNA phase 2
Students will be required to analyse and practically explore key scenes from the play text DNA from the perspective of an actor, designer and director.
This unit is a continuation and development from Year 10 and 11 term 1 to the Component 3 written exam. It allows students to gain a clear understanding of the narrative, key characters and themes of the text, enabling them to practice examined questions for section A.
To prepare for Section B, Students will attend a live theatre performance of WIB, enabling them to answer, analyse, and evaluate questions relating to the production elements of that live performance.
Using winter mock data, students will have a greater understanding of how to analyse a text and how to approach exam questions from the point of view of actors, designers and directors.
Practice questions will be marked using exam criteria throughout the process.
Enquiry Question: How can we interpret a script to perform, direct and design effectively
Term 5:
Topic: Component 3 final written exam
Students will be required to analyse and practically explore key scenes from the play text DNA from the perspective of an actor, designer and director.
This unit is a continuation and development from Year 10 term 1 to the component 3 written exam. It allows students to gain a clear understanding of the narrative, key characters and themes of the text, enabling them to practice examined questions for section A.
To prepare for section B, Students will attend a live theatre performance of WIB to be able to answer, analyse and evaluate questions relating to the production elements of that live performance.
Enquiry Question: How can we interpret a script to perform, direct and design effectively