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
Through the curriculum students learn performance techniques such as vocal projection, tone, pitch, pace and diction. Students combine this with spatial awareness, body language, facial expression and movement to convey characters and subtext convincingly. Students learn how to deconstruct play scripts to analyse subtext, historical and cultural context, character motivations and dramatic structure. The curriculum develops student knowledge of how lighting, sound design, set architecture, costume and props work together to create mood, atmosphere and symbolic meaning.
Studying drama gives students skills beyond that of just becoming a performer or working in the entertainment industry. 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.
Year 7
Term 1
Topic: Acting skills, techniques, creative ideas and concepts.
Enquiry Question: What does good acting look like?
Term 2
Topic: Devising skills, storytelling skills, decision-making and editing.
Enquiry Question: How can we create well planned plays?
Term 3
Topic: Scripted work, explore textual analysis in relation to collating information and contextualising character and storyline.
Enquiry Question: What information do we get from scripts and how can we use it?
Term 4
Topic: Historical context, the individual and human stories attached to witch trials and how women were predominantly treated.
Enquiry Question: How can you effectively plan and deliver a performance to show historical context?
Term 5
Topic: Explore the creation work based on understanding text and character, as well as the distinction between costumes and clothing.
Enquiry Question: What does a costume designer need to consider and create?
Term 6
Topic: Genre murder mystery, the needs of a specific style with clear links to the work of Constantin Stanislavski and his focus on naturalism and realism.
Enquiry Questions:
How do we define a murder mystery genre?
What does it include?
Year 8
Term 1
Topic: Acting and developing naturalistic acting techniques.
Enquiry Question: What does good naturalistic acting look like and what techniques can be used for it?
Term 2
Topic: Devising and developing techniques, creative ideas and concepts through the study of Greek theatre techniques.
Enquiry Question: How can we devise a piece of choral work based on Greek theatre techniques?
Term 3
Topic: Scripted work and stimulus response.
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. The individual and human stories attached to segregation in America and the civil rights movement. Examine how people of colour have moved political boundaries.
Enquiry Question: How can history inform the creation of new drama?
Term 5
Topic: Design.
Enquiry Question: How do designers create props suitable for stage and screen to communicate atmosphere and mood?
Term 6
Topic: Genre comedy. Develop specific comedy skills, including decision-making and editing.
Enquiry Question: How can comedy be used to engage an audience?
Year 9
Term 1
Topic: Acting and developing techniques, creative ideas and concepts.
Enquiry Question: How can you add purpose and context to your acting to communicate effectively?
Term 2
Topic: Devising and developing storytelling skills, including decision-making and editing.
Enquiry Question: How can we create compelling performances that link to a specific theme?
Term 3
Topic: Develop different vocal techniques and stage techniques.
Enquiry Question: How do we bring scripted scenes to life?
Term 4
Topic: Historical context. The individual and human stories attached to the holocaust and how Jewish, political, Roma, Gypsy and gay prisoners were treated.
Enquiry Question: How can you effectively plan and deliver a performance to show historical context from a human perspective?
Term 5
Topic: Design and creation work based on understanding text and character, as well as the needs of designing sets for use and meaning.
Enquiry Question: How can you use set design to communicate meaning and storyline?
Term 6
Topic: Genre horror. Understanding aspects of different genres of performance work, namely horror. The needs of actors and the techniques they may employ when creating this highly specific and well-known film style on stage.
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.
Enquiry Question: How can we interpret a script to perform, direct and design effectively?
Term 2
Topic: Practitioners.
Enquiry Question: How can we create compelling performances that explore different practitioner styles?
Term 3
Topic: Component 2 mock monologues.
Enquiry Question: How can we interpret a script to create an effective monologue?
Term 4
Topic: Component 1 stimulus workshops.
Enquiry Question: How can we use a stimulus to create an original performance?
Terms 5 and 6
Topic: Component 1 devising assessment period.
Enquiry Question: 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, DNA.
Enquiry Question: How can we interpret a script to perform, direct and design effectively.
Term 2
Topic: Component 2 scripted preparation and component 3 preparation.
Enquiry Questions:
How can we interpret a script to create an effective monologue/duologue?
How can we interpret a script to perform, direct and design effectively?
Term 3
Topic: Component 2 scripted assessment.
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.
Enquiry Question: How can we interpret a script to perform, direct and design effectively?
Term 5
Topic: Component 3 final written exam.
Enquiry Question: How can we interpret a script to perform, direct and design effectively?
How is this course assessed?
Two non examined assessments and one written exam assessment.
Year 12
Terms 1 and 2
Topic: Unit 4 Performing arts in the community.
Enquiry Question:
What is political theatre and why is it important?
How can we create individual performance work?
How can we communicate concept and purpose?
What are the challenges of solo performance?
Term 3 and 4
Topic: Unit 5 Individual performance commission.
Enquiry Questions:
What performance techniques do I need to acquire to keep an audience entertained?
How can I formulate a clear and concise argument in my written work?
What structure in my work will communicate ‘concept’ most effectively?
Term 5 and 6
Topic: Unit 2 developing skills and techniques for live performance.
Enquiry Questions:
What are the skills and techniques of professional performers?
How can I step out of my comfort zone in rehearsals and performance?
How is this course assessed?
A combination of internal and external assessment.