drama - purcell · pdf filedeveloping an improvisation into a script stage fighting –...
TRANSCRIPT
DRAMA
Drama is taught from Years 7 to 11 as follows:
Years 7 to 9 – one hour per week
Years 10 and 11 – two 80 minute lessons per week
The broad aims of the drama curriculum in Years 7 to 11 are to:
develop an interest in why drama matters
work imaginatively and creatively in a collaborative context to generate, develop and communicate ideas
learn about social, historical and cultural influences on drama texts
develop competence in a range of practical, creative and performance skills
go to the theatre and discuss and write about the experience
take part in staging performances
The work suggested for each half term is a guide and may change depending on the dynamic and focus of the group. The play
texts listed will be used as necessary, usually only using selected scenes, except when the whole script needs to be studied for the
GCSE examination.
Throughout the course, students are encouraged to work collaborativly, with focus and commitment to the group as a whole.
A work-book will be an integral part of each lesson and homework. In this, students react creatively to work undertaken in class
and develop a portfolio of ideas, facts, cuttings and illustrations which can be drawn on at a later stage as stimuli or information.
There is no one lesson style. Students will encounter a variety of approaches which will include:
an introduction to and explanation of the aims of the lesson
warm-up exercises or games
focused group activities
study of play scripts or of individual scenes
personal research, for example into historical styles of theatre
plenary discussions and use of the work-book to consolidate work undertaken or to incorporate some self-assessment
follow-up homework activities
Students are encouraged to go to the theatre as mjuch as possible.
OUTLINE COURSE CONTENT
Year 7
Topics covered Suggested reading
Term 1 First half
An introduction to Greek theatre
The origins of Greek theatre
The lay-out of a Greek amphitheatre
Conventions in Greek theatre
Masks – design – implications on stage
Greek heroes and heroines
Greek myths
Any Greek drama Medea and Antigone will be used as the basis for some lessons
Term 1 Second Half
An introduction to improvisation and role-play Themes: bullying / friendship / tolerance / conflict
Group building and trust exercises
Developing a situation from a theme
Still image as a starting point for drama
Thought tracking
Developing an improvisation into a script
Stage fighting – some basic techniques
Lord of the Flies (either the novel or a stage version)
Term 2 First Half
Monologues and choral speaking
Emphasis on voice work using warm-up exercises and voice games
Delivering a monologue
Any novel or poem can be used as a starting point for this part of the course.
Working as a group to create a piece of choral drama
Using voice to create atmosphere
Using a poem as a basis for drama
Speaking in a large hall
Recording voice
Term 2 Second Half
Working with a script
Ernie’s Incredible Illucinations (Ayckbourn)
From page to stage – bringing a text to life
Characterisation
The importance of pace
Set and costumes
Any other play by Alan Ayckbourn
Term 3 First Half
Telling tales
Dramatising a fable / fairy-tale / myth
Narrating
Physical group work
Street theatre Year 7 outdoor performance in the space between the NMC and the Gym
Useful resources: Arabian Nights (Cooke) The Pomegranate Seeds (Hayes) Stone Soup (Thain)
Term 3 Second Half
Final practical and written assessment of the year’s work based on a theme to be decided
Year 8
Topics covered Suggested reading
Term 1 First half
An introduction to Commedia dell‘arte
Historical perspective
Stock characters
Improvisation
Lecoq – La Rose des Efforts
Using the body to create emotion
There is a vast amount of information on the internet about Commedia dell‘arte
Term 1 Second Half
An introduction to Melodrama
The Murder of Maria Marten or The Red Barn (Burton)
Stereotypes in drama
Designing costume and set
The use of music in the theatre
Pantomime
East Lynne Wood The Bells Lewis Black Ey’d Susan Jerrold
Term 2 First Half
Creating a play based on a theme
Theme: moral dilemmas
Effective script writing
The Visit Dürrenmatt
Developing a character
Climax and anti-climax
Term 2 Second Half
Understanding and interpreting a script
Metamorphosis (Kafka / Berkoff)
Character / Plot
Pace
Climax and anti-climax
Symbolism
Mime
Set, costume and music design
Pelleas and Melisande Maeterlinck Hedda Gabler Ibsen The Three Sisters Chekov
Term 3 First Half
Creating a radio play
Elements of script writing
Characterisation through words
Story board
Cross-cutting
Sound effects
Under Milk Wood Thomas A Man for all Seasons Bolt
Term 3 Second Half
Consolidation of work covered in the year:
What have we learned
How have we developed as a group
Further improvisation work and exploration of theatrical techniques
Year 9
Topics covered Suggested reading
Term 1 First half
Epic theatre
Brecht
Extracts from various plays by Brecht
Alienation technique
Episodic structure
Mother Courage Brecht The Caucasian Chalk Circle Brecht The Resistable Rise of Arturo Ui Brecht
Term 1 Second Half
Working with a script
Amadeus (Shaffer) - extracts
Invgestigation of various scenes
Rehearsal techniques - the role of the director
Designing costumes
Designing a set
Creating music
Amadeus Shaffer Equus Shaffer The Royal Hunt of the Sun Shaffer
Term 2 First Half
Investigating a theme (War)
Using stimuli to create drama
Newspaper reports
Poetry
Documentary films
Soldiers‘ diaries
Oh What a Lovely War - extracts
Mother Courage Brecht Journey’s End Sherriff Henry V Shakespeare
Mother Courage (Brecht) - extracts
Term 2 Second Half
Evaluating drama
Theatre visit
Different elements of a dramatic performance
Theatrical conventions and jargon
How to write about a play in the theatre
Term 3 First Half
Shakespeare in the theatre
As You Like It (Shakespeare)
Understanding the plot
Interpreting a play in a different period
Finding the right style (period or modern)
Design set or costumes
Any Shakespearian play is useful either as a text, on stage or on DVD
Term 3 Second Half
Continued work on As You Like It
Rites of passage - ‘The Seven Ages of Man’
Possible theatre visit (The Globe or Stratford)
Written evaluation of theatrical performance
Year 10
Topics covered Suggested reading
Term 1 First half
Explorative strategies for GCSE Drama
still image
thought tracking
narrating
hot-seating
role-play;
cross-cutting
forum theatre
marking the moment.
Visit to theatre galleries at the Victoria and Albert Museum
The Musicians Marber The Queen Must Die Ravenhill Games and After Liverpool Saunders
Term 1 Second Half
What is drama? – an exploration of the drama medium
Costume; masks and make-up; sound and music; lighting; space and levels; set and props; movement, mime and gesture; voice; spoken language.
An exploration of the elements of drama Action, plot and content; forms;
Totally Over You (Ravenhill) Chatroom Walsh Citizenship Ravenhill Cagebirds Campton
climax and anti-climax; rhythm, pace and tempo; contrasts; characterisation; conventions; symbols.
Theatre visit – a visit to a live performance followed by a critical written response – practice
Term 2 First Half
Theatrical practitioners
Brecht
Stanislavski
Artaud
Any play by Brecht Ubu Roi Jarry
Term 2 Second Half
Understanding and interpreting a playscript
Plot / themes / character
The playwright’s intentions
Theatrical devices used
Making choices about performance
Rehearsal techniques
DNA Kelly Too Much Punch For Judy Ravenhill Find Me Wymark
Term 3 First Half
Unit 2A assessment
6 x 1 hour sessions working on and interpreting the chosen script
Written evaluation of work carried out in these sessions (1,000 words max.)
Term 3 Second Half
Unit 2B assessment
Visit to live theatre performance
Controlled assessment - critical response of 2,000 words max.
Year 11
Topics covered Suggested reading
Term 1 First half
Theme: Outsiders
Creating drama from stimuli Poetry; artefacts; music; play scripts; live theatre performances; television, film, DVD, video; newspaper and magazine articles; extracts from literary fiction and non-fiction.
The Laramie Project (Kaufmann) Burn (Gearing) Vinegar Tom (Churchill)
Term 1 Second Half
Exploring a theme
Improvisation work on the theme of either Stand Up For Your Rights or Tomorrow’s World
How to use different strategies, stimuli, elements of drama for an effective exploration of the theme
The Edexcel brief (published on the Edexcel website in October)
Any play which deals with social justivce or human rights
Term 2 First Half Preparation for Unit 3 exam Group discussion of the brief
Decision about what sort of performance to prepare for the Unit 3 exam (scripted
or devised or a mixture of both)
Rehearsal schedule starts
Aim to present work to examiner before half term in February (or possible just after)
Term 2 Second Half
Unit 1 assessment
6 x 1 hour controlled assessment sessions exploring a theme
Written evaluation of exploratory work (2,000 words max.) in controlled conditions
Term 3 First Half
Final writing up of frontsheets to be completed by 15 May
Possible second theatre visit and 2,000 word max. essay if necessary