Glossopdale School

-Drama

Curriculum Content: PERFORMING ARTS DRAMA

Aims and ambitions:

Our DRAMA Curriculum is designed to be a powerful learning tool for teaching students about different perspectives, it shows them how to have empathy. By playing with different genres, theatre practitioners’ ideas, drama techniques and skills student will gain creativity and confidence. Drama is the perfect vehicle to develop vital skills of independence, appreciation, concentration, communication, cooperation, creativity and critical thinking through. Knowledge and skills are introduced and regularly revisited, enabling confidence and accomplishment to develop. Drama is taught over three half terms before they move onto the subject of Dance. Students may opt for Performing Arts Acting at KS4, where they have three hours of lesson per work whilst working towards their KS4 qualification.

 

 

  • To develop students’ skills in speaking, listening and communication.
  • To foster their confidence and promote wellbeing and self-esteem. 
  • To learn a set of drama techniques and skills which support presentation skills.
  • Develop empathy skills.
  • Develop appreciation of the art form of drama and theatre.
  • Develop appreciation of theatre practitioner’s work.
  • Develop strong team working skills.
  • Develop imagination and creativity and critical thinking through the application of drama techniques and skills.
  • To foster the students cultural capital and support knowledge from other subjects i.e. History, English and all the Arts.

 

Year group

Topics include

By the end of the year, students should be able to:

7

 

Unit 1 & 2 Drama Skills:-

An introduction to important Drama Skills which will enable learners to become strong and well-rounded performers. Including:

 Game playing, cooperation and teamwork

  • Vocal Skills – projection, tone and diction
  • Freeze frames and thought tracking.
  • Mime and improvisation.    

Assessment: Devised work based on stimuli using at least two theatre techniques

Unit 3 Greek Theatre:-

An introduction to Greek Theatre and its influence on Modern Drama both on stage and television. Learners experience:

  • Greek choral movement
  • Choral speech and narration
  • The myth of Theseus and the Minotaur.

 

Assessment: Retelling of Theseus and the Minotaur, using elements of Greek Theatre.

 

  • Be able to identify a number of drama techniques and skills.
  • Use a range of drama skills and techniques with increasing confidence.
  • Use a range of subject terminology.
  • Be confident with group work skills.
  • Have an understanding of the importance of Greek Theatre.
  • Be able to give an opinion and feedback with a growing level of skill and maturity.

 

8

 

During Year 8, students cover the topics of Darkwood Manor, Brecht and Bullying and Pantomime.

Learners:

  • Build on their existing vocal and storytelling
  • Learn how dramatic tension is created
  • Are introduced to physical theatre
  • Build on empathy skills
  • Are introduced to the methods of the theatre practitioner Brecht.
  • Experience the conventions of Pantomime.

 

 

Assessment:

Assessment 1: Learners devise a scene using physical theatre, narration and storytelling.

Assessment 2: Learners devise a scene using Brechtian Techniques and Mime. Learner can include a monologue breaking the 4th wall.

Assessment 3: Learners prepare and perform a scripted or devised pantomime.

 

  • Will continue develop subject specific language.
  • Continue to build on group work skills, with student getting experience of leading and directing a group.
  • Have an understanding of several of Brecht’s techniques and conventions of theatre.
  • Have an understanding of the conventions of Pantomime.
  • Have further developed drama skills and confidence.

9

 

During year 9, students cover the topics of Horror, Artaud, Surrealism and Expressionism or Romeo and Juliet and an Introduction to T.I. E. (Theatre in Education).

Learners:

  • Consolidate their physical and vocal skills as a performer
  • Take a page to the stage, giving some learners opportunity to take on the role of Director or Technician.
  • Explore how to build tension and climax in Drama.
  • Use physical theatre
  • Be introduced to Artaud and his theories of theatre.
  • Use lighting and sound to create further effect for an audience.
  • Have an introduction to the skills used in T.I.E
  • Use a current issue facing teenagers or society and shape a piece of Theatre in Education.
  •  

Assessment:

Assessment 1: Learners will perform two scenes using a variety of skills and techniques.

 

Assessment 2: A slow motion performance in a surrealistic style with attention to sound and lighting effects.

 

Assessment 3: Learners will devise a piece of Theatre in Education for a target audience on a current issue.

 

 

  • Will continue develop subject specific language.
  • Continue to build on group work skills, with student getting experience of leading and directing a group.
  • Have an understanding of Artaud language of theatre or Shakespeare’s language.
  • Have an understanding of the conventions of Theatre in Education.
  • To understand how to prepare a drama for an audience.
  • Have further developed drama skills and confidence

10

COMPONENT 1- EXPLORING THE PERFORMING ARTS

. They also study the life of a performer and study routes into several jobs within the performing arts field.

  • Topic 1: Drama Skills and Jobs in the Performing arts.
  • Topic 2: Set Piece 1 and Theatre Practitioner’s Skills and Ideas.
  • Topic 3: Set Piece 2 and Theatre Practitioner’s Skills and Ideas.
  • Topic 4: Set Piece 3 and Theatre Practitioner’s Skills and Ideas,
  • Topic 5: Mock of Component 3 – Responding to a Performance Brief.

Assessment:

Assessment: Students prepare their findings and evidence of practical acting work in a PowerPoint Presentation or Essay. Supported by video evidence.

 

 

  • Understand three existing pieces of repertoire and the theatre practitioner influences inspiring the piece.
  • Understand several jobs within the performing arts field, the terms and conditions and pathways into the jobs.
  • Understand the interrelationship between theatre practitioners, repertoire and how jobs and roles would be different in each piece of theatre.
  • Will continue to build on their professional acting skills, and application of drama techniques.
  • Will continue to build on their subject terminology.
  • Will work to a professional standard and produce scenes from the plays studied and apply theatre practitioner’s ideas.

11

COMPONENT 2- DEVELOPING SKILLS AND TECHNIQUES IN THE PERFORMING ARTS 

  • Students develop their acting skills and techniques through a series of practical workshops.
  • Student prepare, polish and perform an existing play for a target audience.

 

Assessment:

Assessment: Students keep an acting log with regular updates on their development. They evaluate the process of preparing a script for an audience, as well as reflect on the final results. The Performance is recorded and marked.

Supported by video evidence of the process of development and preparation, as well as the end result.

 

 

COMPONENT 3- RESPONDING TO A BRIEF - EXAM

  • Students must work in groups and prepare a polished     improvisation for a target audience.
  • Students will support the practical with four written controlled assignments.

 

 

Examination Assessment:

Four written controlled assignments detailing the process of creating the drama and further developing their professional acting skills. The performance created.

  • Will further develop their acting skills, aiming for professional level.
  • Will be able to work with autonomy and make decisions about their play.
  • Will prepare the performance to a high level for an audience.
  • Detail their progress in an actor’s log.
  • Further develop subject terminology and apply it in written work.
  • Further understand the interrelationship between theatre practitioners, repertoire and how jobs and roles would be different in each piece of theatre and have practical application of it.

 

GCSE Key Information

Qualification

BTEC

Exam board

Edexcel

Website link

https://qualifications.pearson.com/en/home.html

Exam structure and content

Component 1 – 30%

 

Component 2 – 30%

 

Component 3 – 40%

 

 

Recommended revision guide

n/a

Extra-curricular opportunities in

 

Performing Arts Trip to London - yearly

Weekly Drama Clubs – one at lunch, one after school.

Opportunitites to perform in whole college productions, and one act play festivals, etc.