year 7 · 2020. 12. 10. · unit 3: choreography and stage craft lesson 1 date: starter activity:...

1

Year 7 Performing Arts

Name:

Class:

Teacher:

Term Attainment

8 Estimate

Current

Flightpath

To progress further I need to… Teacher

Signature

3

4

2

KS3 Assessment criteria in Performing Arts: Drama & Dance

Please find below assessment criteria that will be used to measure attainment in reports in Drama & Dance:

Appreciation Performing Devising

9

• You can accurately identify a range

of devising skills used to create

successful performances.

• You can use adjectives and suitable

vocabulary to describe performance

elements and strategies with detail

and analysis.

• You can perform

complex pieces with

secure use of a range of

performing skills.

• You can perform with an

imaginative sense of

artistic interpretation and

style suitable for the

genre.

• You can devise creative and

challenging performance pieces

and wok well as an ensemble.

• You can devise pieces that show

appropriate organisation and

structure using the correct

intention.

• You can devise performance work

using a wide range of performance

skills that are suitable to the theme.

8

• You can clearly identify a range of

devising skills used to create




elements and strategies with detail

and some analysis.

• You can perform

challenging pieces with

secure use of a range of

performing skills.

• You can perform with a

creative sense of artistic

interpretation and style

suitable for the genre.

• You can devise challenging

performance pieces and wok well

as an ensemble.


organisation and structure using the

correct intention.


using a range of performance skills

that are suitable to the theme.

7

• You can identify a range of devising

skills used to create successful

performances.



elements and strategies with detail.

• You can perform creative

pieces with a range of

performing skills.


sense of artistic



• You can devise creative

performance pieces and wok well

as an ensemble.


organisation and structure using a

basic intention.


using a range of performance skills

that are suitable to the theme.

6

• You can identify a small range of

devising skills used to create


• You can use some adjectives and

suitable vocabulary to describe

performance elements and

strategies with some detail.

• You can perform

interesting pieces with a

range of performing skills.


sense of artistic



• You can devise interesting

performance pieces and wok as an

ensemble.


appropriate organisation and

structure.


using some performance skills that

are suitable to the theme.

5

• You can identify a range of devising

skills used to create successful

performances.

• You can use suitable vocabulary to

describe performance elements and

strategies with little detail.

• You can perform basic

pieces with some use of

basic performing skills.

• You can perform with an

imaginative sense and


genre.

• You can devise basic performance

pieces and wok well as an

ensemble.


some organisation but lack clear

structure.


using some performance skills.

4

• You can accurately identify a range

of devising skills used to create


• You can use some suitable


elements and strategies.

• You can perform very

basic pieces with an

attempt to use some

basic performing skills.

• You can perform with

sense of imagination and


genre.

• You can devise very basic

performance pieces.


basic organisation but lack

structure.


using few performance skills.

3

Unit 3: Choreography and Stage Craft Lesson 1 Date:

Starter Activity: Choreography Watch the two dance performances. The first performance is inspired by Game of Thrones. The second clip is the dance routine to Watch Me: Whip Nae Nae. Then name three skills they use to make this performance successful:

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Name one dance movement you recognise from the clips:

___________________________________________________________________________ Explain how the music is used successfully with the dance routine:

___________________________________________________________________________

Professional Work: Artificial Things by Stopgap Dance Company What is this dance style called?

What did you like about this dance work?

___________________________________________________________________________

___________________________________________________________________________

What is different about this dance work compared to the inspired Game of Thrones choreography?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Learning Objectives ✓ I will be able to create a movement based routine using a stimulus

✓ I will understand how to create a successful performance piece

✓ I will understand how to use a range of skills and choreographic devices to improve

choreography

4

PROGRESS FURTHER & TASK

☐ Successful use of choreographic devices

☐ Communicated our story well

☐ I worked to the best of my ability

☐ Good use of facial expression

PROGRESS MADE

☐ Make better use of the choreographic devices

☐ Our story wasn’t clearly communicated

☐ I could have been more focused

☐ Better use of facial expression

Practical Task: Solo Choreography/ Solo Mime Step by Step Guide

Success Criteria

✓ A performance that successfully demonstrates the use of choreography or mime

✓ A performance which demonstrates highly developed creativity

✓ A performance which makes interesting use of structure, organisation, and space &

levels

Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria.

Progress made (what did you do well?):

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________ Progress further (what could you do to improve)?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Dance Solo Mime solo

1. Start with a still position – on or off stage. 1. First think of your short storyline- what scenario are

you going to mime?

2. Think about your spatial pathways – where are you going on stage or do you have a formation (line, circle, group, levels, scattered, diagonal, etc)

2. Secondly, start with a still position – on or off stage.

3. Create a motif (short phrases of movements between 8 & 16 counts) to represent your theme/character (relating to your stimulus)

3. Create your short phrase. Remember to make sure your movement, body language and facial expressions are clear.

4. Developing your motif – here is a list of ways that you can change your motif;

* Add new movement * Take movement out * Re-arrange the order

* Change the level or direction * Use a different body part

4. Developing your mime- here is a list of ways you can make your mime more interesting to the audience;

*Large gestures *Use of levels- maybe try sitting on an invisible chair?

*Feature a variety of invisible objects *Use as must of the space around you

5


Starter Activity: Storyboarding your Choreography or Mime

Thinking back to your dance or mime last week, divide your movement into 8 sections. Draw

your spatial pathways and illustrate the movements you designed, and describe them if

needed (even if you are not very good at drawing, stick figures will be fine!)

Learning Objectives ✓ I will be able to improve my movement-based routine using a stimulus or storyline

✓ I will know how to use a range of skills and/or choreographic devices and to apply them

to a choreography or mime piece

6


☐ Successful use of levels and space




PROGRESS MADE

☐ Make better use of level and space.




Professional Works:

‘Emancipation of Expression by BoyBlue

What do you like about this piece?

__________________________________________________________________________________

__________________________________________________________________________________

How would you describe this dance style?

__________________________________________________________________________________

__________________________________________________________________________________

‘Frock’ by Stopgap Dance Company

What do you like about this piece?

__________________________________________________________________________________

__________________________________________________________________________________

How does the choreography show the dancers performing as different gender roles?

__________________________________________________________________________________

__________________________________________________________________________________

Practical Task: First Choreography

Refine your performance so it is sharp and polished.

Think about your spatial pathways and make sure it is clear where you are going.

Success Criteria

✓ A performance that successfully demonstrates the use of choreography or mime

✓ A performance which demonstrates highly developed performance skills

✓ A performance which makes interesting use of structure, organisation, and space & levels

Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria.


__________________________________________________________________________________

__________________________________________________________________________________

Progress further (what could you do to improve)?

___________________________________________________________________________________

___________________________________________________________________________________

7


Starter Activity: Choreography Watch the five dance performances. Choose one to describe, and write it below. ___________________________________________________________________________ Name three skills that make this performance successful:

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Explain how the music is used successfully with the dance routine: __________________________________________________________________________ Fill in the technical skills grid below, to describe the choreography.

Learning Objectives ✓ I will be able to adapt and develop a set motif

✓ I will know how to use a range of skills and choreographic devices and to apply them to

a choreography

8


☐ Successful use of choreographic devices




PROGRESS MADE

☐ Make better use of the choreographic

devices




Practical Task: Developing a motif

• First learn the set motif

• Secondly, change the order of the motif. You might find that you need to include another

movement to get into the next action of the motif, for example you might need to include a

roll to get to the floor to perform a low section of the motif. This is called a transition.

• Develop the motif further by either changing the body parts and/or changing the levels of the

action.

• EXTENTION: Include your own eight counts to the motif, making the motif 16 counts long.

Success Criteria ✓ A performance that successfully demonstrates the use of choreography

✓ A performance which demonstrates highly developed performance skills

✓ A performance which makes interesting use of structure, organisation, and space &

levels

Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?):

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

9


Starter Activity: Recap on the dance technical skills

Can you remember the following definitions for the technical skills used in dance?

Action -_____________________________________________________________________

Space - _____________________________________________________________________

Dynamics - __________________________________________________________________

Analysing a Performance: Chair Choreography

Name a skill the performers use during this performance

___________________________________________________________________________

What feeling do you think the choreographer wants the audience to feel when watching this

dance piece?

___________________________________________________________________________

Analysing a Performance: ET the Mime

Name three skills that make this performance successful: 1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

How does the performer use gestures to demonstrate a storyline?

___________________________________________________________________________

___________________________________________________________________________

Practical Task: Chair Movement Task

First decide whether you will be performing a dance chair choreography, or a mime routine

that will involve a chair.

Learning Objectives ✓ I will be able to use a stimulus to create a routine that illustrates characters

✓ I will know how to use a range of skills to apply them to a choreography or mime

✓ I will be able to perform for a mid-term assessment

10


☐ Successful use of gestures and levels

☐ Communicated my story well



PROGRESS MADE

☐ Make better use of gestures and levels

☐ My story wasn’t clearly communicated



Success Criteria ✓ A performance that successfully demonstrates the use of choreography or mime

✓ A performance that successfully tells a story or creates a mood


Performance Review

Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________ Progress further (what could you do to improve)? ___________________________________________________________________________________ ___________________________________________________________________________________ Teacher feedback (write down what your teacher said, then ask them to sign off): ___________________________________________________________________________________

___________________________________________________________________________________

Chair Choreography Car Journey Mime Routine

1. Start with deciding how your piece will begin. Will

you start on the chair or off stage?

1. Start with deciding how your piece will begin. Will you

start on the chair or off stage?

2. Think about creative ways you can use the chair to

create movement. Start with some interesting arm

gestures.

2. Think about creative ways you can create a storyline by

using a variety of gestures.

3. Create a motif that includes:

• Variety of different gestures

• Spatial pathways including levels

• Creative ways of incorporating the chair

3. Create your short performance where something goes

wrong. Here are some examples:

• The car has a puncture, so you try to fit a new wheel

• Whilst refuelling the car, the car rolls away. • The car is moving too slowly, so you try to find

a creative way to speed it up

4. Developing your motif – here is a list of ways

that you can change your motif;

* Add new movement

* Take movement out

* Re-arrange the order

* Change the level or direction

* Use a different body part

4. Developing your mime- here is a list of ways you can

make your mime more interesting to the audience;

*Large gestures and facial expressions- this will help make

the piece a comedy styled piece.

*Use of levels

*Feature a variety of invisible objects

11


☐ Successful use of teamwork

☐ Interesting development of practical work


PROGRESS MADE

☐ Make better use of time

☐ Development wasn’t engaging



Starter Activity:

There are many examples of choreographers using simple ideas to develop choreography

that anybody can do. These often become popular because they are associated with a certain

piece of music. Watch the following clip and identify as many of the dances as you are able

to:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Practical Task: From Solo to Duo!

Developing your choreography or mime from a solo piece to a duo piece by adding a partner.

• Firstly, get with a partner and label yourselves A and B

• Partner A will teacher their work to partner B. You may need to adapt your work to

include your new partner effectively.

• Once Partner A is confident in knowing the piece, swap over! Partner B teach your

piece to Partner A, remember you might need to adapt your work to include your

partner.

• Rehearse, rehearse, rehearse! Next lesson you will be performing your work to

others to rehearse as much as you can!

Who are the members of your group?

___________________________________________________________________________

Success Criteria

✓ A performance which demonstrates development of your work

✓ A performance which makes interesting use of structure, organisation, space & levels

✓ Use of teamwork to work with a pair and create an interesting piece of work.

Learning Objectives ✓ I will be able to teach my movement work to other students

✓ I will know how to use a range of skills to apply them to a choreography or mime

✓ I will be able to perform for a mid-term assessment

12


Starter Activity: Written Task

In order to make your simple choreography or mime successful, you should be able to teach it to another person easily. Write down several instructions so another person could learn your choreography. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Practical Task: Mime or Choreography

In the same group as last week, review your choreography or mime

Rehearse your practical work to make sure you are ready to perform to another group

Who are the members of the group to whom you taught your choreography or mime?

___________________________________________________________________________ Success Criteria

✓ Demonstrations of encouragement and teamwork

✓ A collaboration which shows the success of the motifs

✓ A joint performance at the end of the lesson

Group Performance Review Provide feedback for your whole group (peer feedback) referring to the specific success criteria.

Progress made (what did you all do well?): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress further (what could you all do to improve)? ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________


___________________________________________________________________________________

Learning Objectives ✓ I will be able to perform my movement piece from last week

✓ I will be able to perform my piece to a high-quality standard

✓ I will be able to give the other students feedback when performing my group’s work

13


Starter Activity: Theatre Productions List any theatre or cinema productions you have seen or heard of:

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Professional Theatre Job Roles Take note of what each theatre job role entails:

Director

___________________________________________________________________________

Performer

___________________________________________________________________________

Stage Manager

___________________________________________________________________________

Front of House Manager

___________________________________________________________________________

Technician

___________________________________________________________________________

Learning Objectives ✓ To be able to understand theatre job roles and how they support the everyday running of the theatre

✓ To watch and analyse a professional work

✓ To begin planning your own theatre production

14


☐ Successful use of job role knowledge



PROGRESS MADE

☐ Make better use of time



Comparing Professional Works

Watch both Peter Pan productions and answer the following questions:

How have different companies explored the same scene in different ways?

___________________________________________________________________________

___________________________________________________________________________

What theatre workers do you think played a vital role to both productions?

___________________________________________________________________________

___________________________________________________________________________

Creative Task: Own Theatre Production- Peter Pan If you were to direct your own production of Peter Pan, you would first need to know the story.

Fill in the following points of areas of the story you think are the most important moments in the story:

1.__________________________________________________________________________________

___________________________________________________________________________________

2.__________________________________________________________________________________

___________________________________________________________________________________

3.__________________________________________________________________________________

___________________________________________________________________________________

Extension Task: Begin Your Script

Over the next few lessons, you will be writing a short script for your own pretend production of Peter

Pan. Use this time to begin your script. Choose one of the important moments you have written above

and write a script for this particular scene.

15


Starter Activity: Peter Pan Re-cap

Thinking back to the story of Peter Pan that we explored last week, write down the key points

from the story.

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Creative Task: Becoming the Script Writer

All good script writers have a plan as to what will be included in the story, what characters

will be included and what each scene will entail. Using the table below, in groups of four,

begin to plan your script for one key scene from the story Peter Pan. This scene can be one of

the scenes you have highlighted in the starter activity.

What scene are you going to write about? Which characters are going to feature in this

scene?

What essential moment happens in this

scene? For example, the audience learn that

Captain Hook is Peter Pan’s nemesis

What key lines must the main characters

say?

Learning Objectives ✓ I will be able to write a helpful plan for my script

✓ I will be able to write a script that links to a professional work

✓ I will be able to consider performance elements when writing a script

16


☐ Successful use of creative ideas

☐ Communicated the story well


☐ Good use of the time given

PROGRESS MADE

☐ Consider ways of making my ideas more creative.



☐ Better use of the time given

How are you going to make sure the

audience understand what is happening in

the scene?

In as little as four words, describe each one

of the characters you have chosen to include

in this scene.

Once you have completed the table, use the lined paper on the next page to write your script.

EXTENTION TASK: Once you have written your script, get yourself into your small group and rehearse

your script.

19


Starter Activity: Analysing Professional Work Name three skills that make this performance successful:

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

Character Profile: Choose a character from your script. Use the character profile to write key

information about this character.

Learning Objectives ✓ I will be able to draw a costume that is suitable for the character

✓ I will able to complete a character profile for a specific character

✓ I will be able to rehearse my script in my group

Name of Character: ______________________________________ Age of character: Height: Hero or Villain: Character traits: Favourite Activity: Favourite Line in the Script:

20


☐ Successful costume design with specific

details given

☐ Correct details given in character profile


PROGRESS MADE

☐ Include more details with the costume design

☐ My details in my character profile too basic


Creative Task: Drawing a Character Costume Draw a costume for the character in the box below. Task Review Provide feedback for a peer (peer feedback) referring to their costume.


__________________________________________________________________________________

__________________________________________________________________________________


___________________________________________________________________________________

___________________________________________________________________________________

21


Starter Activity: The Role of a Set Designer

A set designer is a key member of a theatre production team. What jobs would a set designer be in

charge of:

1. ________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

Creative Task: Drawing The Jolly Roger

As a set designer, your role is to design the pirate ship ‘The Jolly Roger’ from the play ‘Peter

Pan’.

Learning Objectives ✓ I will understand the role of a set designer

✓ I will be able to draw a piece of set that is suitable for the play Peter Pan

✓ I will be able to rehearse my script in my group

22


☐ Successful use of gestures and levels

☐ Communicated my story well


☐ Good use of design skills

PROGRESS MADE

☐ Make better use of gestures and levels

☐ My story wasn’t clearly communicated


☐ Better use of design skills

Practical Task: Script Rehearsal

In your working groups, rehearse your scripted piece. When performing in character,

remember to consider your body language, facial expression and gestures.

Success Criteria

✓ A set design of ‘The Jolly Roger’ that would support the production of Peter Pan

✓ A performance that successfully tells a story or creates a mood


Performance Review Provide feedback for a peer (peer feedback) referring to the specific success criteria. Progress made (what did you do well?):

__________________________________________________________________________________

__________________________________________________________________________________


___________________________________________________________________________________

___________________________________________________________________________________


___________________________________________________________________________________

23


Starter Activity: Analysing Professional Work

Name three skills that make this performance successful:

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Practical Task: Learning a Monologue

As a performer, you will experience a variety of character roles in a variety of productions. As a performer you may be asked to perform a monologue. A monologue is a speech presented by a single character, most often to express their mental thoughts aloud, though sometimes also to directly address another character or the audience (this type of monologue is called a soliloquy). In your groups, you will each perform one of the following set monologues from the production Peter Pan. Decide who will perform as which character and try to learn as much of the monologue as you can, with the aim being to perform as much of the monologue from memory. Don’t worry, you will not be expected to have learnt the whole monologue by the end of the lesson! Peter: Who’s there? Is anyone there? What! (To Tink) The Indians were defeated and Wendy and the Boys have been captured by the Pirates? I’ll rescue her! What? Oh, that’s just my medicine. Poisoned? Nonsense! Who could have poisoned it? I promised Wendy to take it and I’m going to, as soon as I’ve sharpened my dagger. Why, Tink, you’ve drunk my medicine! What’s the matter with you? It was poisoned! You drank it to save my life. Tink. Dear… Tink… your’re dying? Your light is growing faint, and if it goes out that means you’re dead. Your voice is so low I can scarcely hear what you’re saying. You say you think.. you think you could get well again if… if… if what Tink? If children believed in fairies. (To audience) Do you believe? Say quick that you believe. If you believe, clap your hands!

Learning Objectives ✓ I will be able to learn a script set by my teacher

✓ I will know how to use a range of skills to apply them to a monologue

✓ I will be able to perform for an assessment

24


☐ Successful use of performance skills

☐ Interesting development of practical work


PROGRESS MADE

☐ Make better use of rehearsal time

☐ I could have been more committed to

my performance


Wendy: Boy, why are you crying? You say that you are not crying? Oh, yes you are. What is my name? Wendy, Moira, Angela, Darling. What’s yours? Peter Pan, is that all? Oh, it is. In that case, I’m so sorry. Where do you live? The second star to the right and straight ‘till what? What a funny address. I ah mean, is that what they put on your letters? Well if you don’t get letters, you mother must get… You don’t have a mother? Oh, Peter. Hook: How still the night is. Nothing sounds alive. Now is the hour when the children in their homes are a-bed. Compare with them the captive children on this boat. Tis me hour of Triumph! Peter killed at last and all the boys are about to walk the plank! At last, I’ve reached me peak! All mortals envy me- no little children love me. I’m told they play at Peter Pan’s underground den, and that the strongest boy always chooses to be Peter. They force the smallest, weakest boy to be Hook. THE WEAKEST! Lost Boy: I saw Pirates! I saw Indians! Not only did I see Pirates, and Indians, but I saw a wonderfuller thing. High over the lagoon I saw the loveliest, great, white bird. It is flying this way. It looks weary and as it flies it moans, “Poor Wendy”. I think there are birds called Wendies. See, here it comes! Look how white it is. Hey, there’s Tinkerbell. Tink is trying to hurt the Wendy. She says Peter wants us to shoot the Wendy. Let us do what Peter wishes. Out of my way, Tink. I’ll shoot it… I’ve shot the Wendy! Peter will be so pleased! Extension Task: Now rehearse your scripted piece and include each monologue after your scripted scene. Remember, it does not matter if the scene and monologues do not match or make sense, this task is to develop and show an audience your performance skills. Who are the members of your group?

___________________________________________________________________________

Success Criteria

✓ A performance which demonstrates performance skills

✓ A performance which makes interesting use of structure, organisation, space & levels

✓ Use of teamwork to work with a pair and create an interesting piece of work.

25


Starter Activity: Re-cap on Job Roles

Read the following job descriptions below and fill in the job roles that they refer to.

‘I can be on stage as an actor, dancer or singer”

“I am in charge of the lighting and music ques in

a production”

“My job involves designing and creating the

character costumes”

“I am in charge of what happens backstage,

including the backstage crew”

Practical Task: Final Performance

In the same group as last week, rehearse your drama piece

Rehearse your practical work to make sure you are ready to perform to another group

Who are the members of the group?

___________________________________________________________________________ Success Criteria

✓ Demonstrations of encouragement and teamwork

✓ A collaboration which shows the success of a well collaborated performance

✓ A performance that shows a variety of physical and vocal skills

Group Performance Review Provide feedback for your whole group (peer feedback) referring to the specific success criteria.

Progress made (what did you all do well?): ____________________________________________________________________________________________________________________________________________________________________

Progress further (what could you all do to improve)? ___________________________________________________________________________________ ___________________________________________________________________________________


___________________________________________________________________________________

Learning Objectives ✓ I will be able to perform my drama piece

✓ I will be able to perform my piece to a high-quality standard

✓ I will be able to give the other students feedback when performing my group’s work

year 7 · 2020. 12. 10. · unit 3: choreography and stage craft lesson 1 date: starter activity:...

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