Drama Lower School Curriculum
2 Storytelling: Jason and the Argonaunts Focusing on creating, developing, structuring and communicating narratives. Exploring stories, myths and legends from different times and cultures through the legend of Jason and the Argonaunts.
3 Mask Theatre Pupils are introduced to the skills of performing in full face character masks and learn how to tell a narrative without using dialogue. Builds on physical skills taught in module one.
4 Building a Character: The Titanic Pupils learn about creating and sustaining a character, continuing their work on facial expression, gesture and body language. A dramatisation of the sinking of the Titanic.
5 Exam Module Pupils work in groups to create a piece of drama based on a stimulus provided by the teacher, drawing on the skills acquired in Year 7.
YEAR 8
Genre & Style Extending pupils’ knowledge and understanding of different theatre styles, such as: mime, physical theatre, melodrama, naturalism and abstract/stylised drama.
The Holocaust Developing pupils’ skills in empathy and characterisation through a practical investigation of a historical event.
Directing Exploring different approaches to directing text. Pupils are taught about different stage configurations, use of space and dramatic interpretation.
Exam Module Pupils work in groups to create a piece of drama based on a stimulus provided by the teacher, drawing on the skills acquired in Year 8.
YEAR 9
Theatre Practitioners An introduction to Stanislavski and Brecht, through a practical exploration of their theories on acting and theatre.
Devising Project A ‘taster’ of GCSE Drama. Pupils work to create their own original piece of drama based on a stimulus and theme set by the teacher.
Elements of Drama Developing pupils’ knowledge and understanding of a range of different drama techniques, including: dramatic tension, pause and silence, dramatic irony, pace and intensity, dramatic contrast and structure.
Exam Module Pupils work in groups to create a piece of drama based on a stimulus provided by the teacher, drawing on the skills taught in Year 9.
• To introduce you to studying Drama as a subject;
• To explore how meaning can be communicated without words using face, body and space.
By the end of this module you should:
• Know and understand the rules of behaviour for Drama;
• Be able to work cooperatively with others;
• Understand how to behave as an audience;
• Understand how use of space, body language and facial expression communicate meaning to an audience;
• Understand how meaning can be communicated without dialogue through movement and mime;
• Understand and are able to demonstrate what makes an effective still image;
• Be able to create simple characters in improvisations;
• Be able to reflect upon and evaluate your own work and that of others.
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group tasks;
• Playing roles within group performances;
• Discussing the work you have taken part in and seen performed by others;
• Writing about the drama you have created or watched;
• Writing about the roles that you have played;
• Writing about your understanding of the skills you have learnt;
• Learning the meaning and spelling of key vocabulary.
Speaking and listening, concentration, co-operating, negotiating and responding sensitively.
body language character communication concentration control cooperation eye contact facial expression frozen picture gesture imagination improvisation mime neutral performance role tension states thought-tracking unison sequence still image non-verbal communication
In Drama you are assessed in three different areas: Written , Process, and Practical. Your teacher will assess your work throughout the module. At the end of the module you will complete an assessment task. You will work in small groups to create a short piece of drama using the skills you have learnt.
• To explore the dramatic potential of stories in myths and mythology;
• To develop your drama skills and techniques.
By the end of this module you should:
• Be able to identify and comment on the dramatic potential of a situation in a story;
• Have developed your knowledge and understanding of drama skills and techniques, such as: Soundscape, Hot-seating, Slow motion and Teacher-in-role;
• Be able to select and use different techniques and skills to dramatise stories;
• Have developed your ability to work cooperatively as part of a group;
• Have developed your characterisation skills and ability to remain in role;
• Have developed your vocal projection and expression.
• Be able to reflect upon and evaluate your own work and that of others.
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in practical (improvisation based) drama;
• Performing as an individual or as part of a group;
• Evaluating your own and other’s performances;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
• Will be set every other lesson.
• Will include: Evaluating the drama you have seen and taken part in; Writing creatively about the drama in-role; Writing a newspaper article based on Jason’s story.
Soundscape Voice-over Imagery Teacher-in-role Improvisation Vox pop Characterisation Still image Reportage Hot-seating Directing Interview Facial Expression Timing Newspaper sculpture
Slow motion Sound effects Mime Group Drawing Narration
Your effort grade will be based on your performance throughout the module and the quality of your homework. Your attainment grade will be based on a final assessment towards the end of the module. This will involve you working in a group to improvise a scene using a given story, drawing upon the techniques learnt in the module.
• To explore the performance style of Commedia dell’arte and extend your knowledge of dramatic genre.
By the end of this module you should:
• Know about the history of Commedia dell’arte and be able to identify its characteristics;
• Be able to identify the stock characters and portray them physically;
• Understand what is meant by status and how it can create comedy;
• Be able to create a comic slaptick sequence;
• Be able to understand and demonstrate exaggeration;
• Be able to devise a simple scenario using some of the stock characters in the style of commedia;
• Have developed your improvisation and characterisation skills;
• Be able to research for further information on commedia dell’arte.
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group improvisations;
• Playing roles within group performances;
• Discussing the work you have taken part in and seen performed by others;
• Writing about the drama you have created or watched;
• Writing about the roles that you have played;
• Writing about your understanding of the skills you have learnt;
• Researching information from the internet to create a presentation;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings
Arlechinno Brighella Pantalone Il Capitano Il Dottore Columbina Zanni Lazzi ScenarioS lapstick Half mask Stock characters Status Physical comedy Spontaneous Improvisation Exaggeration Gibberish
Your teacher will assess your progress throughout the module. At the end of the module you will be assessed on your ability to devise a typical commedia scenario using the stock characters.
• To introduce you to various methods of creating a character
• To develop your drama skills so that you can play a wide range of characters
By the end of this module you should:
• Know a range of different approaches to creating a believable character
• Be able to create characters that are different from you
• Know and understand what is meant by a stereotypical character
• Understand how to research and build a three dimensional character
• Understand and have practised the skills of hot-seating and improvisation
• Understand what is meant by character motivation or objective
• Understand how status can affect the character you are playing
• Be able to sustain your character in a basic improvisation
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group improvisations;
• Playing roles within group performances;
• Discussing the work you have taken part in and seen performed by others;
• Writing about the drama you have created or watched;
• Writing about the roles that you have played;
• Writing about your understanding of the skills you have learnt;
• Researching information to help you create a character;
• Creating a character profile;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Character Characterisation Body language Hotseating Improvisation Motivation Intention Facial expression Voice Mannerism Stereotype Sustaining a role Relationships Empathy Character profile Research Role on the wall Gesture Movement Monologue Duologue Status Objective Posture Thought tracking
In Drama you are assessed in three different areas: Written (25%), Process (25%), and Practical (50%). Your teacher will assess your progress throughout the module. At the end of the module you will be assessed on your ability to create a believable, three-dimensional character and sustain that role in a polished improvisation.
• To enable you to understand more about your voice and to develop your vocal skills;
• To explore the media and how radio programmes are put together.
By the end of this module you should:
• Have a fuller understanding and appreciation of Radio as an entertainment and information medium;
• Have a practical understanding of how news, adverts and other programmes for radio are structured and scripted;
• Understand how meaning is modified by such qualities as tone, pitch, volume and pace of voice;
• Understand how words can be spoken to convey specific mood and atmosphere;
• Understand and be able to identify formal and informal registers in speech;
• Be able to communicate character through the effective use of voice;
• Be able to experiment with different ways that voice can create mood and atmosphere;
• Be able to experiment with different vocal registers.
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group tasks;
• Brainstorming and discussions;
• Creating, performing and recording your own radio programme in groups;
• Writing scripts developed from research and devising, using appropriate language to match the person, programme mood and overall style of your radio programme;
• Selecting and using a range of available technical resources for dramatic effect;
• Using key vocabulary when offering feedback or writing about the drama you have participated in;
• Learning the meaning and spelling of key vocabulary.
Speaking and listening, vocal presentation skills, research, devising.
Voice specific Radio terminology accent, articulation, dialect, diction, formal speech, informal speech, intonation, pace, pause, pitch, projection, register, rhythm, tone, vocal range, volume advert, broadcast, documentary, factual, interview, jingle, media, presenter, producer, programme, reporter, sting,
Your teacher will assess your contribution to lessons throughout the module and this will be reflected in your overall effort grade. During the module you will work in a group to script, produce and record your own original radio programme. You will be assessed on your contribution to this project and how well you use your voice.
• To extend your knowledge of different dramatic genres and styles;
• To be able to draw upon a range of different genres when creating and performing;
By the end of this module you should:
• Know and understand the difference between form (how the drama is staged) and content (what the drama is about);
• Understand that there are a wide range of different acting styles;
• Understand the characteristics and conventions of a variety of different dramatic genres;
• Be able to demonstrate your practical understanding of these conventions;
• Be able to select an appropriate genre to match the content of the drama and understand the affect this will have on the audience;
• Be able to recognise the genre of other performances that you see.
• Know and understand the basic social and historical context of selected genres;
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group tasks;
• Brainstorming and discussions;
• Performing spontaneous and rehearsed improvisations;
• Performing extracts from scripts;
• Writing scripts developed from research and devising, using appropriate language to match the genre and style of the drama;
• Using key vocabulary when offering feedback or writing about the drama you have participated in;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Abstract Realistic Comedy Genre Form Naturalism Naturalistic Non-naturalistic Physical theatre Melodrama Mime Slapstick Stereotype Stock characters Stylised Tragedy
Your effort grade will be assessed by your contribution to lessons and through your homework. Your practical assessment in this module will involve you creating a short piece of drama which clearly demonstrates the conventions of a particular genre.
• To develop your ability to work sensitively in-role to explore a serious subject.
• To understand that drama can be a powerful tool for telling people’s stories.
By the end of this module you should:
• Understand the historical and social context of The Holocaust.
• Be able to work sensitively in-role in small and whole group improvisations.
• Be able to interact sensitively with a teacher-in-role.
• Understand how to create and sustain dramatic tension in a piece of drama.
• Have developed sensitivity to creating appropriate mood and atmosphere in your drama.
• Be able to apply abstract or stylised elements to a scene to create a nightmare or dream sequence.
• Have developed skills in characterisation.
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group tasks;
• Brainstorming and discussions;
• Performing spontaneous and rehearsed improvisations;
• Performing extracts from scripts;
• Using key vocabulary when offering feedback or writing about the drama you have participated in;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Empathy Hot-seating Teacher-in-role Still Image Thought-tracking Tension Mime Improvisation
Atmosphere Characterisation Slow motion Repetition Movement
In Drama you are assessed in three different areas: Written (25%), Process (25%), and Practical (50%). Your practical assessment in this module will involve you creating a short piece of drama which draws on the skills you have developed.
• To develop your ability to shape and structure your work for performance.
• To understand the role and function of the theatre director.
By the end of this module you should:
• Know about different types of stage configurations and understand how they affect the relationship between actors and audience;
• Know that blocking a scene refers to the move-by-move decisions that a director makes about where the actors should be throughout the scene;
• Understand that blocking can also be symbolic. For example, a King might be placed on a higher level than a servant.
• Understand what is meant by ‘masking’ and ‘upstaging’ and be able to block a scene making effective use of the space;
• Understand the purpose and function of stage directions and be able to follow them in performance;
• Know the correct drama vocabulary to describe the different areas of a stage;
• Be able to direct the audience’s focus so that it is clear where the main action in a scene is taking place;
• Be able to read and interpret a play script use it to direct a group of other people;
As part of this module you will take part in a number of practical and written activities, such as:
• Taking part in solo, pair and group tasks;
• Brainstorming and discussions;
• Performing spontaneous and rehearsed improvisations;
• Performing extracts from scripts;
• Using key vocabulary when offering feedback or writing about the drama you have participated in;
• Learning the meaning and spelling of key vocabulary.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Auditorium Blocking Director/directing End-on Facing out Focus In-the-round Levels Masking Offstage Proscenium Arch Promenade Staging Stage configurations Stage directions Sightlines
Traverse Thrust Upstaging
Your effort grade will be assessed throughout the module by your contribution to lessons and through your homework. Your practical assessment in this module will involve you working in a group to block a short scripted scene, drawing upon the directing skills you have learnt.
• To gain an understanding and working knowledge of basic theatre technology;
• To consider the effects that elements of design and production have on the audience.
By the end of this module you should have:
• An understanding of why sets are used on stage and how they reflect the action taking place;
• An understanding of how audience ‘read’ a set as well as the actors on it;
• An understanding of how a set can create mood and atmosphere;
• An awareness of the contribution that lighting, sound, costume and props make to a production;
• A technical understanding of how to design and operate simple stage technology, such as lighting and sound;
• An understanding of semiotics.
As part of this module you will be expected to take part in a number of practical and written activities, such as:
• completing solo, small group and whole group exercises;
• brainstorming and discussions;
• selecting and using a range of available technical resources for dramatic effect;
• using key vocabulary when offering feedback or writing evaluations about the drama you have seen or participated in;
• learning the spellings of key vocabulary.
Speaking and listening, research skills, devising, writing about performance.
Performance spaces Set Lighting Costume Sound Proscenium arch Promenade In the round
Traverse Thrust Site specific Period Location Style / Genre Realistic Representational
Props Proxemics Colour Intensity Direction / angle Mood Atmosphere Effects Texture Colour
Material Status Movement Period Music SFX Soundscape Mood Atmosphere
Your teacher will assess your contribution to lessons throughout the module and this will be reflected in your overall effort grade. Towards the end of the module you will work in a group in to create a presentation which incorporates the design elements studied in this module.
• To develop your ability to read and interpret a play script.
• To prepare you for independent work at GCSE level on realising a script in performance.
By the end of this module you should:
• Understand that a play script can be interpreted in different ways;
• Understand how the playwright has structured the play to communicate specific issues;
• Be able to recognise the style and genre within a script;
• Understand that drama based on scripts have subtext (hidden meanings found in the words, silences, and actions of the characters);
• Understand how pace can add life to a script;
• Understand that drama sometimes challenges the audience to think about what they are watching and make a decision about the issues and themes in it;
• Understand the purpose and function of stage directions and be able to follow them in performance;
• Understand how elements of design (set, costume, lighting and sound) can contribute to the meaning of a play;
• Be able to explore key characters, events and themes through practical drama activities;
• Be able to select and use appropriate drama forms to interpret selected scenes.
As part of this module you will be expected to take part in a number of practical and written activities, such as:
• Completing solo, small group and whole group exercises;
• Brainstorming and discussions;
• Researching information relevant to the theme of your drama;
• Writing a comparative essay about your work;
• Selecting and using a range of available technical resources for dramatic effect;
• Using key vocabulary when offering feedback or writing evaluations about the drama you have seen or participated in.
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Abstract/stylised Form Genre/style Forum theatre Hotseating Interpretation Language Naturalistic Non-naturalistic Pace Physical theatre Playwright Plot and subplot Script Stage directions Structure Subtext Themes Objectives Rehearsal Characterisation Dialogue Monologue
Your effort grade will be assessed throughout the module by your contribution to lessons and through your homework. Your practical assessment in this module will involve you working in a group to rehearse and present a short scene or section from a script.
• To introduce you to the practical coursework requirements of GCSE Drama.
• To develop your ability to shape and structure a piece of extended improvisation..
By the end of this module you should:
• Understand the practical coursework requirements of GCSE Drama.
• Understand how to develop a piece of work devised in response to a specific stimulus or theme.
• Understand how to incorporate a scripted element into an improvised piece of drama.
• Be able to create a devised piece of drama, drawing on a range of dramatic styles and techniques.
• Be able to structure your work appropriately.
• Be able to evaluate the effectiveness of your work, and that of others, in both the process of development and the performance.
• Be able to create a character or characters using appropriate vocal and physical skills.
• Be able to compare and contrast your work with drama from other times and cultures.
• Be able to work creatively and cooperatively with others.
As part of this module you will be expected to take part in a number of practical and written activities, such as:
• Completing solo, small group and whole group exercises;
• Brainstorming and discussions;
• Researching information relevant to the theme of your drama;
• Writing a comparative essay about your work;
• Selecting and using a range of available technical resources for dramatic effect;
• Using key vocabulary when offering feedback or writing evaluations about the drama you have seen or participated in;
• Working with others in sharing and developing ideas for dramatic presentation; negotiating effectively with others both in and out of role;
• Extending spoken repertoire by experimenting with language in different roles and dramatic contexts;
• Developing a range of dramatic techniques to explore ideas, issues, texts and meanings.
Freeze frame Thought tracking Chorus Naturalism Flashback Flashforward Monologue Narration Physical Theatre Structure Spit-scene Direct address Hot-seating Devised Thematic Improvisation Stimulus Theme Empathy Research Issue based drama Docu-drama
During the module you will assessed against GCSE CRITERIA and will be awarded marks for your PROCESS, PERFORMANCE and WRITTEN WORK.
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