Drama

The aim of Drama is to introduce students to the key skills, conventions and techniques needed to create and reflect on effective performances. In order to develop an understanding of drama we seek to create students who are confident and effective audience members, directors and performers. Students also develop core skills throughout each drama lesson; using resilience, adaptability, creativity, team work and communication skills.

Key members of staff:

Mrs F Finch – Subject Leader – ffinch@stocksbridgehigh.sheffield.sch.uk
Miss L Armitage—larmitage@stocksbridgehigh.sheffield.sch.uk

The aim of Drama at Key Stage 3 is to introduce students to the key skills, conventions and techniques needed to create and reflect on effective performances. In order to develop an understanding of drama we seek to create students who are confident and effective audience members, directors and performers. Students also develop core skills throughout each drama lesson; using resilience, adaptability, creativity, team work and communication skills.
Assessment Information

This will introduce Drama to the learners. This is a short four week unit that will focus on the basic of stage craft and audience awareness. It will set out basic expectations like facing the audience and speaking clearly. It will also introduce the learners to the assessment criteria in drama.

Unit 1 – Story Telling

This unit looks to build basic drama skills whilst focusing on how different stories can be told using various drama conventions. The unit begins with a lesson based on the story ‘Gangsta Granny’ by David Walliams recapping with students the basic drama skills; of body language, facial expression and voice. The unit then looks at developing storytelling techniques using the traditional fairytale of ‘Little Red Riding Hood’ as a starting point and then developing this onto storytelling for the modern day. The unit then looks to develop these basic performance skills by focusing on creating imaginative and engaging adverts. Throughout the unit students will develop their team working and creative thinking skills.

Assessment Areas of Study

  • Group Skills
  • Use of Drama conventions
  • Staying in Role

Assessment Date: November

Unit 2 – The Rockpile

This unit develops learners’ understanding of the process of creating and performing drama. It provides an opportunity for pupils to develop and demonstrate performance skills, knowledge and understanding gained in Unit 1 and will allow them to explore more challenging drama conventions such as Angel and Devil and Cross Conversation.

Assessment Areas of Study

  • Audience Awareness
  • Group Skills
  • Use of Drama Conventions

Unit 3 – Non-verbal Communication – Scripted Performance

In this unit learners will develop an understanding of how body language, facial expression and gesture along with vocal expression, pace, pitch, tone and volume are as, if not more important than words. They will then go on to use their newly developed awareness to interpret a scripted piece which they will perform.

Assessment Areas of Study

  • Audience Awareness
  • Characterisation through Voice and Movement
  • Staying in Role

Assessment Date: May

Unit 4 – Improvisation

In this unit the students will be asked to create short, effective improvisations in response to characters, situations, objects and styles of drama. They will focus on how they can use facial expression, body language and voice in order to create engaging characters and improvisations. Throughout the unit students will focus on their ability to evaluate and peer assess both their own and others work, helping to extend their drama vocabulary. Students will have the opportunity to work with a variety of groups and partners in order to improve their team work and leadership skills.

Assessment Areas of Study

  • Use of Drama Conventions
  • Characterisation through Voice and Movement
  • Staying in Role

Assessment Date: July

This will introduce Drama to the learners. This is a short four week unit that will focus on the basic of stage craft and audience awareness. It will set out basic expectations like facing the audience and speaking clearly. It will also introduce the learners to the assessment criteria in drama.

Unit 1 – Devising

This unit looks at how to create a piece of drama from scratch. They will be introduced to a number of stimuli from song lyrics to paintings and will discuss potential themes that they will develop. The performance will include several drama conventions in order to allow learners to understand that straight forward role play is not the only option.

Assessment Areas of Study

  • Group Skills
  • Use of Drama conventions
  • Staying in Role

Assessment Date: November

Unit 2 – Masks

This unit develops learners’ understanding of the process of creating and performing drama. It provides an opportunity for pupils to develop and demonstrate performance skills, knowledge and understanding gained in Unit 1 and will allow them to explore more challenging drama conventions such as Angel and Devil and Cross Conversation.

Assessment Areas of Study

  • Audience Awareness
  • Use of Drama Convention
  • Characterisation through Voice and Movement

Assessment Date: February

Unit 3 – Scripted Performance (Lion King)

This unit develops students’ understanding of the process of performing a piece of script. It provides an opportunity for pupils to develop skills in interpreting a script and demonstrate performance skills developed in units 1 and 2. During the unit, pupils will explore subtext, levels, volume, proxemics, eye contact and pace and will touch on semiotics.

Assessment Areas of Study

  • Audience Awareness
  • Characterisation through Voice and Movement
  • Staying in role

Assessment date: May

Unit 4 – Macbeth

The Unit introduces students to ways of exploring the creating performances using some of the key themes and characters in the play ‘Macbeth’. Students will explore the themes in the play by creating a movie trailer, will explore the atmosphere created by the witches and how this can be shown in performance and will explore the relationship between Macbeth and Lady Macbeth, using Language from the text to extend the more able. Students will also start to experiment with more abstract performance techniques in order to highlight the madness of Lady Macbeth at the end of the play. Throughout the unit students will work as individuals, pairs and small groups in order to develop their Personal, Learning and Thinking skills.

Assessment Areas of Study

  • Use of Drama Conventions
  • Characterisation through Voice and Movement
  • Staying in Role

Assessment date: July

The aim of Drama at Key Stage 3 is to introduce students to the key skills, conventions and techniques needed to create and reflect on effective performances. In order to develop an understanding of drama we seek to create students who are confident and effective audience members, directors and performers. Students also develop core skills throughout each drama lesson; using resilience, adaptability, creativity, team work and communication skills.
Assessment Information

This will introduce Drama to the learners. This is a short four week unit that will focus on the basic of stage craft and audience awareness. It will set out basic expectations like facing the audience and speaking clearly. It will also introduce the learners to the assessment criteria in drama.

Unit 1 – Urban Legends

This unit looks to engage students through the use of Urban Legends. Throughout the lessons students will use drama conventions such as flashback and news report to re-create well known stories; thinking about how they can create tension and suspense for the audience. Students will then use their creativity, imagination and team work skills in order to create an urban legend of their own – who knows, maybe we will be using their legends to create drama in the future.

Assessment Areas of Study

  • Group Skills
  • Use of Drama conventions
  • Staying in Role

Assessment date : November 2016

Unit 2 – TIE

This unit allows learners to develop a piece of Theatre in Education based on a fairy story. Throughout the lessons students will explore drama conventions such as narration and physical theatre that can be used to engage a Year 3 target audience. Students will use creativity, reflection and team work skills to produce a final performance and drama workshop that will be delivered to Year 3 students from our local feeder schools.

Assessment Areas of Study

  • Audience Awareness
  • Use of Drama Convention
  • Characterisation through Voice and Movement

Assessment date: February 2016

Unit 3 – Scripted Performance (Godber/The fourth year are animals)

This unit develops students’ understanding of the process of performing a piece of script. It provides an opportunity for pupils to develop skills in interpreting a script and demonstrate performance skills developed in units 1 and 2.

During this unit, learners will explore character analysis, multi-rolling and morphing.

Assessment Areas of Study

  • Audience Awareness
  • Characterisation through Voice and Movement
  • Staying in Role

Assessment Date: May 2017

Unit 4 – Film Project

This project is a chance for students to celebrate the creativity and confidence they have gained in all areas of study throughout Key Stage 3. Students will work in groups to create a short film, in a chosen genre, from concept to creation. Students will be assigned roles within the group such as director, actor, camera operator and editor in order to work together to create a finished and polished film.

Assessment Areas of Study

  • Use of Drama Conventions
  • Characterisation through Voice and Movement
  • Staying in Role

Assessment Date: July 2017

Unit 3 – Acting Skills (60 Guided Learning Hours)

This unit is about starting learners on their journey to become an actor. They will be introduced to important acting skills and will learn about the specific demands that acting makes on the body and mind. In particular, they will undertake a programme of regular exercises to help them master the techniques that will enable them to control and use their voice and body to communicate a character or role. As well as physical skills, they will need to use their imagination to create characters or roles. This unit will, therefore, also help them to hone their mental skills.

The focus of this unit is the exploration and development of the learner’s acting skills and the application of these in performance. Learning aim A focuses on the exploration and development of skills during practical activities. This will be evidenced through recordings of milestone practical sessions supported by teacher observations. A unit log can be used by learners on an ongoing basis to identify their strengths and areas for development and to note targets and progress. Although the log can be presented in written form, a blog or video diary is also acceptable. Learning aim B is assessed through the application of the skills learners have developed to an acting role. Learners could work in pairs or small groups on an extract from a published text or on a short devised piece. Evidence should be in the form of a recording of the performance, which could be a classroom demonstration for peers and teachers or a performance to an external audience.

This unit is continually assessed internally.

Summative Assessment Date: 31st March 2017

Unit 2 – Preparation, Performance and Production (30 Guided Learning Hours)

In this unit learners will explore how to develop a performance piece as a member of a fictional performance company. They will take on a specific performing and production role and will prepare for, and produce, a performance by carrying out tasks that are appropriate to their role. No matter what role they undertake, they will also need to explore the performance piece they are working on.

All of their hard work will come to fruition when they present their performance to an audience. They will need to make sure that they understand their responsibilities and that they are personally prepared for the performance, whether that means learning their lines, knowing their cues or making sure that costumes, props and other materials are ready and useable. They should also understand how important they are to the success of the overall production.

The focus of this unit is on the work of a company, not just the individual. It will therefore give them the chance to experience the highs and lows of working as a member of a performance company.

This unit will involve learners in a wide range of activities, many of which will be practical. For learning aim A, evidence of exploration and the development of ideas may include a log of annotated research notes, mind maps and notes from discussions activities. Teacher observations and recordings of discussions and other practical activities will also be useful. Learners undertaking a performance role should produce a performance log, which may include notes on practical activities, rehearsal diaries, character sketches, choreographic notes and annotated photographs. Milestone rehearsals should be recorded and can be used to inform formative assessment feedback. Teacher observation reports will be important in capturing evidence of practical work and individual contribution.

For learning aim B, learners working in a performance role will be assessed on their contribution to the performance piece through their use of acting and performance skills. This will be evidenced through a recording of the live performance(s).

This unit is continually assessed internally.

Assessment for these two units are completed internally. The learner and teacher will produce evidence to support the final summative assessment decision. This will be internally verified and a selection of learners will be forwarded to an external standards verifier who will check all decision for quality assurance purposes.

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