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YEAR 9 DRAMA PROGRAMME OF STUDY

2015 to 2016

WEEK DATE YEAR 9 1 TH 3 SEP COMMEDIA 1

2 M 7 SEP COMMEDIA 2 3

M 14 SEP COMMEDIA 3

4 M 21 SEP COMMEDIA 4

5 M 28 SEP COMMEDIA 5 6 M 5 OCT COMMEDIA 6 + TEST 7 M 12 OCT COMMEDIA 7 8 M 2 NOV SECRET ANNEXE 1

9 M 9 NOV SECRET ANNEXE 2 10 M 16 NOV SECRET ANNEXE 3 11 M 23 NOV SECRET ANNEXT 4 12 M 30 NOV SECRET ANNEXE 5

13 M 7 DEC SECRET ANNEXE 6 + TEST 14 M 14 DEC SECRET ANNEXE 7

WED 6 JAN POP CULTURE 1

17 M 11 JAN POP CULTURE 2 19 M 25 JAN POP CULTURE 3 20 M 1 FEB POP CULTURE 4 21 M 8 FEB POP CULTURE 5

22 M 22 FEB POP CULTURE 6 + TEST 23 M 29 FEB POP CULTURE 7

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25 M 14 MAR PERFORMANCE 1 26 M 21 MAR PERFORMANCE 2

27 TUE 12 APR PERFORMANCE 3 28 M 18 APR PERFORMANCE 4 29 M 25 APR PERFORMANCE 5

30 M 2 MAY PERFORMANCE 6 31 M 9 MAY PERFORMANCE 7 32 M 16 MAY YEAR 9 PRACTICAL PERFORMANCES 33 M 23 MAY NO CLASSES

34 M 6 JUN TRESTLE MASKS & PHYSICAL THEATRE 1 35 M 13 JUN TRESTLE MASKS & PHYSICAL THEATRE 2 36 M 20 JUN TRESTLE MASKS + PHYSICAL THEATRE 3 37 M 27 JUN TRESTLE MASKS + PHYSICAL THEATRE 4

38 M 4 JUL TRESTLE MASKS & PHYSICAL THEATRE 5

COMMEDIA MODULE 1

Focus

Centre of weight

Commedia dell’arte

Masks

Scenarios

Rehearsal

Performance

This project looks at a theatrical genre. At the end of the project, students devise and perform a scenario involving five main commedia dell’arte characters, using masks.

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Aims

The aims are to: develop students’ understanding of a theatrical genre use mask and movement confidently develop confidence for performance.

Learning outcomes

By the end of this project, students are expected to have: developed an understanding of commedia dell’arte created and used their own mask in rehearsal and performance realised that a character can be developed from physical elements as well

as through emotions created and performed a stock character.

Skills

The skills covered in this project include (but are not limited to) the use of body language to create character.

Techniques

The techniques which are covered in lessons in this project include: centre of weight clocking the audience commedia dell’arte mask work passing the focus.

Vocabulary

The key words which are used in this project include: centre of weight clocking the audience commedia dell’arte lazzi mask passing the focus rehearsal stock character.

Text

The text which students encounter during this project includes that which they come across when doing research, information about commedia dell’arte characters and masks.

Cross-curricular links

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This series of lessons has cross-curricular links with History and Art and Design. Assessment criteria

Students should be assessed in this project on the extent to which they: understand the stock characters develop an original plot demonstrate knowledge of using masks in performance.

Web sites

Web sites which could be used for further information on this topic include:

Commedia dell’Arte

History of Commedia dell’Arte

www.delpiano.com: Carnival of Venice: La Commedia dell’Arte

I Sebastiani Commedia Troupe

I Sebastiani: Scenarios On-Line

Trading Faces

Trestle Theatre Company

Drama in Schools (Second Edition) strands

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). Level 4: Responding Demonstrate an awareness of some theatre traditions from different times

and places, eg Kathakali dance drama, Greek or Tudor theatre Level 5: Responding Relate, compare and contrast their work with drama from other times and

cultures Level 6: Responding Discuss and give reasons for their preferences in drama, based on their

knowledge of theatre past and present, eg the use of stock characters drawn from commedia dell’arte

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THE SECRET ANNEXE MODULE 2 This project explores the issues surrounding Jews in the Second World War. It explores issues such as family relationships and the loss of privacy. At the end of the project, students perform an improvisational and educational piece of drama based on a theme in this project.

Aims

The aims are to: explore the issues work on character development create and perform improvisations based on a script understand and use a variety of techniques and skills.

Learning outcomes

By the end of this project, students are expected to have: gained knowledge about the position of young Jewish people in the Second

World War learnt about the techniques used in creating a character used a script for performance and/or as a basis for improvisation.

Skills

The skills covered in this project include (but are not limited to) awareness of teacher-in-role (TIR), hot seating, prepared improvisation, role-on-the-wall, still image, thought tunnel and thought-tracking.

Techniques

The techniques which are covered in lessons in this project include: abstract drama character development forum theatre improvisation mime role-on-the-wall spotlighting still image thought tunnel.

Vocabulary

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The key words which are used in this project include: abstract drama forum theatre improvisation performance rehearsal role-on-the-wall self-evaluation spotlighting still image subtext thought tunnel.

Text

The text which students encounter during this project includes a script (The Diary of Anne Frank by Albert Hackett and Frances Goodrich, published by Samuel French Ltd, 1956) or The Diary of a Young Girl: Definitive Edition (Penguin, 1997) (the prose version of Anne Frank’s diary). Alternatives to this textual stimulus are provided if the above diary (in prose and/or play format) is unavailable. Students may also encounter text during their research on the topic.

Cross-curricular links

This series of lessons has cross-curricular links with Citizenship, History and English.

Assessment criteria

Students should be assessed in this project on the extent to which they: develop appropriate drama techniques develop a character in performance help to create a group improvisation, and perform in it.

Web sites

Web sites which could be used for further information on this topic include:

Anne Frank Museum Amsterdam

Anne Frank Center

Anne Frank Diary Reference

Drama in Schools (Second Edition) strands

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This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). Level 4: Responding Discuss the themes or issues in the drama and the way they were presented Level 5: Making Explore and interpret ideas, issues and relationships in their drama work,

and structure it using appropriate dramatic forms, eg documentary drama, and conventions such as the use of the aside

Interpret and rehearse extracts from a range of scripted plays Write scripts or short plays based on devised work, using appropriate

theatre conventions Level 5: Responding Compare different interpretations of the same text, eg extracts from two

videos of the same play Level 6: Making Devise dramas in various forms, based on a range of challenging issues and

themes Create and represent clearly defined characters from the written work, add

depth and consider motivation

POP CULTURE MODULE 3

Soap opera

Marking the moment

Improvisation

Storyboarding

Audience

Performance

Evaluation

This project looks at popular culture and television. At the end of the project, students present a reality television show of their own devising to a specific audience.

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Aims

The aims are to: demonstrate that drama includes a variety of genres and styles develop drama for a specific audience increase confidence for performance develop improvisation skills.

Learning outcomes

By the end of this project, students are expected to have: created an appropriate role for the genre developed a piece of drama based on a television show developed confidence for performance, especially in monologues and

duologues. Skills

The skills covered in this project include (but are not limited to) hot seating, interviewing, marking the moment, passing the focus and still image.

Techniques

The techniques which are covered in lessons in this project include: duologue improvisation marking the moment monologue passing the focus performance rehearsal sequencing still image storyboarding.

Vocabulary

The key words which are used in this project include: cliffhanger climax duologue improvisation marking the moment monologue peer assessment self-evaluation

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sequencing soap opera spotlighting stereotype storyboard.

Text

The text which students encounter during this project includes textual stimuli and an extract from a reality television show.

Cross-curricular links

This series of lessons has cross-curricular links with Citizenship, English and Media Studies.

Assessment criteria

Students should be assessed in this project on the extent to which they: participate and perform with different techniques, eg monologues and

duologues develop a performance for an audience use an appropriate style for the genre in performance develop an appropriate character.

Web sites

Web sites which could be used for further information on this topic include:

ITV Celebrity Love Island

Big Brother

Hell’s Kitchen

five: The Farm

EastEnders

Coronation Street

Emmerdale

Drama in Schools (Second Edition) strands

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003).

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Level 5: Making Explore and interpret ideas, issues and relationships in their drama work,

and structure it using appropriate dramatic forms, eg documentary drama, and conventions such as the use of the aside

Level 5: Performing Improve and refine their acting, directing or technical contribution through

the rehearsal process Level 5: Responding Relate, compare and contrast their work with drama from other times and

cultures Level 6: Making Give and accept suggestions and ideas during the rehearsal process Make plays which employ symbolic representations or effects to

communicate meaning Level 6: Performing Make good use of available technology to enhance and support their

productions

PERFORMANCE MODULE 4

Stimuli

Sequencing

Character development

Rehearsal

Peer assessment

Improvements

Performance

This project looks at creating a performance. At the end of the project, students show a rehearsed presentation lasting up to 15 minutes on a topic of their choice, which includes techniques that have been developed over the course of Key Stage 3.

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Aims

The aims are to: create an improvisation of up to 15 minutes in length enable all students to have a role in a performance help students develop more confidence in performance.

Learning outcomes

By the end of this project, students are expected to have: created a role understood how to create a performance developed a performance based on a topic.

Skills

The skills covered in this project include (but are not limited to) hot seating, still image and thought-tracking.

Techniques

The techniques which are covered in lessons in this project include: hot seating peer assessment rehearsal sequencing thought-tracking.

Vocabulary

The key words which are used in this project include: hot seating peer assessment rehearsal sequencing thought-tracking.

Text

The text which students encounter during this project includes topic ideas for improvisation.

Cross-curricular links

This series of lessons has cross-curricular links with Citizenship and English. Assessment criteria

Students should be assessed in this project on the extent to which they: present different techniques get involved in the rehearsal process

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create an appropriate and meaningful character in the performance. Web sites

Web sites which could be used for further information on this topic include:

An Actor’s Resource for Basic Technique

www.theatrecrafts.com

The Diary of Just So by Simon Greiff

Drama in Schools (Second Edition) strands

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). Level 5: Making Combine their skills and knowledge of drama to devise plays of different

types for different purposes Level 5: Performing Improve and refine their acting, directing or technical contribution through

the rehearsal process Level 6: Making Give and accept suggestions and ideas during the rehearsal process Level 6: Performing Make good use of available technology to enhance and support their

productions Level 6: Responding Use correct terminology to describe their own work and begin to analyse

how actors, technicians and directors have achieved specific effects or communicated ideas, emotions and feelings