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Introduction to Drama
Students will learn the key skills and techniques that they will build upon. They will be introduced to short extracts of text and a variety of stimuli whilst also learning the importance of co-operation, communication and concentration.
Focus will be placed upon students considering more than just acting and will begin looking at how they can stage their performance. Students will be encouraged to select drama techniques which will bring their superhero to life.
Students will develop their own character based on their knowledge of an Evacuee. Students will look at The Lion, The Witch and The Wardrobe, Goodnight Mister Tom and other World War Two sources. Focus will be placed on the use of voice and movement to engage the audience.
Charlie and the Chocolate Factory
Students will study extracts from Charlie and the Chocolate Factory and focus on being able to perform a variety of characters in a believable way. Students will be encouraged to explore ways to engage their audience and interact with others on stage.
This theatre technique makes the students think about how they can get educate their audience. Using the style Theatre in Education students will look at the Victorian era and develop a performance to engage a younger audience.
Focusing on the practitioner Stanislavski, students will explore the rehearsal techniques he developed in order to immerse themselves into a role. Once they have explored his concepts, students then apply these ideas to a scripted performance.
Students will explore a variety of stimuli which include images, a poem and sound effects. They will then select different styles and techniques to develop their ideas into a performance. Time will be spent considering how to structure a performance so that the audience is able to relate to and connect with the piece.
Using extracts of text students will look at monologues, duologues and group performances. They will explore the use of space and start to experiment with technical features such as lighting, projection and sound. Students will be required to demonstrate a range of emotions as part of this topic requires and partake in a court room trial.
Looking at this play set in the 1960-70s we encourage students to look at the historical context. Following the main characters of Eddie and Mickey from childhood to adolescence, students have to demonstrate their ability to use voice and movement whilst also focusing on developing smooth scene transitions.
Style and Genre
Each week students will look at the conventions and techniques of different styles and genres across many historical periods. Building up a knowledge bank of how theatre can be realised and structured, which will be invaluable for them at GCSE.
Woman in Black
Students will go and see the Live Theatre performance of Woman in Black and will then study the text aiming to develop their analytical skills in reviewing theatre, preparing them for the step up to GCSE if they chose to continue studying Drama in Year 10.
Each class of Year 9 students will be given a different musical and will prepare scenes from this musical in preparation for the showcase. The Year 12 subject reps will then judge each musical and then select the group of students who have prepared the most creative interpretation. Prizes are given for the best showcase.
Examination Board: EDUQAS
The course aims to provide experience of Drama in its widest sense: ranging from exploration and improvisation to a polished production. Through creation and performance, students will also acquire specialised theatrical skills in acting, design and direction. But, perhaps even more importantly students should also gain in self-confidence, personal insight, management and interpersonal skills.
Component 1: Devising Theatre Non-exam assessment: internally assessed, externally moderated 40% of qualification
Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by EDUQAS. Learners must produce:
- a realisation of their piece of devised theatre
- a portfolio of supporting evidence
- an evaluation of the final performance or design.
Component 2: Performing from a Text Non-exam assessment: externally assessed by a visiting examiner 20% of qualification
Learners will be assessed on either acting or design.
Learners study two extracts from the same performance text chosen by the centre.
Learners participate in one performance using sections of text from both extracts.
Component 3: Interpreting Theatre Written examination: 1 hour 30 minutes 40% of qualification
Section A: Set Text
A series of questions on one set text from either
- War Horse, Michael Morpurgo, adapted by Nick Stafford
- DNA, Dennis Kelly
Section B: Live Theatre Review
One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
Why study Drama?
As well as a deserved emphasis on practical development, students will be expected to develop the critical and analytical techniques essential to designers and directors in this art form. Drama embraces all types of learning styles and in every lesson we aim to teach in a visual, kinesthetic and auditory way.
Further information about the course can be obtained from Miss Dennett, Head of Drama Department.