Year 9 — Drama

Term 1: Teechers

To develop and understand different characters in a GCSE play.

To perform using different explorative strategies.

To understand the practitioner Bertolt Brecht in performance and how his methods are used on stage.

To explore the historical and social context of the play.

To work as a director or production role.

Students work on one extract to perform to an audience

Devising

Using a series of techniques to build and create a piece of Drama

Character

A character is a person, animal, being, creature, or thing in a story.

Vocal Skills

Vocal skills and techniques eg clarity of diction, inflection, accent, intonation and phrasing; pace, pause and timing; projection, pitch; emotional range; song and/or choral speaking.

Physical Skills

Physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers;

Multi Role

Multi-roling is when an actor plays more than one character onstage. The differences in character are marked by changing voice, movement, gesture and body language but the audience can clearly see that the same actor has taken on more than one role.

Explorative Strategies

Explorative strategies are techniques that you can use to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.

Bertolt Brecht

Brecht was a Marxist and made his theatre highly political. ... To do this he invented a range of theatrical devices known as epic theatre.

Director

It's the director's responsibility to set the creative vision for the play. Having a clear vision helps the rest of the team tell the story better. Theatre is storytelling.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

To be able to develop their skills learnt over the one term and apply this to their extract.

Create a supportive community:

To work as a team and to build on production roles.

Term 2: Teechers

To develop and understand different characters in a GCSE play.

To perform using different explorative strategies.

To understand the practitioner Bertolt Brecht in performance and how his methods are used on stage.

To explore the historical and social context of the play.

To work as a director or production role.

Students work on one extract to perform to an audience

Devising

Using a series of techniques to build and create a piece of Drama

Character

A character is a person, animal, being, creature, or thing in a story.

Vocal Skills

Vocal skills and techniques eg clarity of diction, inflection, accent, intonation and phrasing; pace, pause and timing; projection, pitch; emotional range; song and/or choral speaking.

Physical Skills

Physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers;

Multi Role

Multi-roling is when an actor plays more than one character onstage. The differences in character are marked by changing voice, movement, gesture and body language but the audience can clearly see that the same actor has taken on more than one role.

Explorative Strategies

Explorative strategies are techniques that you can use to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.

Bertolt Brecht

Brecht was a Marxist and made his theatre highly political. ... To do this he invented a range of theatrical devices known as epic theatre.

Director

It's the director's responsibility to set the creative vision for the play. Having a clear vision helps the rest of the team tell the story better. Theatre is storytelling.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

To be able to develop their skills learnt over the one term and apply this to their extract.

Create a supportive community:

To work as a team and to build on production roles.

Term 3: Shoe Box project

You will show understanding of different staging and to work from a stimulus, this will then lead to development and creativity of a set design using a shoe box, this will then lead to script work and movie making.

You will work on a script based on Movie and play ideas using the set design.

Finally you will understand the principles of stage design and how it can be used with a working script

To take part in a quiz based on staging

Rehearsal

The process of preparing a production and getting it ready for performance.

Character

A character is a person, animal, being, creature, or thing in a story.

Explorative Strategy

Explorative strategies are techniques that you can use to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.

Devising

Using a series of techniques to build and create a piece of Drama

Script

A written version of a play or other dramatic composition; used in preparing for a performance

Production Role

A lighting designer, sound designer and costume, props, staging, are all roles that form a production.

Role on the wall

Role on the Wall is a strategy that invites students to infer meaning about a character and to visually map the relationship between characteristics (emotions) and actions (behaviors) onto a simple outline of a human figure

Hot-seating

Hot Seating is a strategy in which a character or characters, played by the teacher or a student, are interviewed by the rest of the group.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Development of creativity and collaborative skills.

Create a supportive community:

Develop as creative, effective, independent and reflective students able to make informed choices in process and designing.

Term 4: DNA

To have an understanding of the text DNA, demonstrating understanding of characters and context.

To be able to use explorative strategies confidently in performance.

To build on character development skills such as role on the wall and hot-seating.

To demonstrate an understanding of the themes of the play, leading on to creating your own version of DNA.

To take on a production role for assessment, lighting, set design, costume design and props.

Students to take on a acting or production role for their final performance

Rehearsal

The process of preparing a production and getting it ready for performance.

Character

A character is a person, animal, being, creature, or thing in a story.

Explorative Strategy

Explorative strategies are techniques that you can use to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.

Devising

Using a series of techniques to build and create a piece of Drama

Script

A written version of a play or other dramatic composition; used in preparing for a performance

Production Role

A lighting designer, sound designer and costume, props, staging, are all roles that form a production.

Role on the wall

Role on the Wall is a strategy that invites students to infer meaning about a character and to visually map the relationship between characteristics (emotions) and actions (behaviors) onto a simple outline of a human figure

Hot-seating

Hot Seating is a strategy in which a character or characters, played by the teacher or a student, are interviewed by the rest of the group.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

To build on knowledge and skills learnt from the last term to perform and create a piece of theatre based around a GCSE text.

Create a supportive community:

To work as a team member and to show support to others during the development process.

Term 5: Devising

Continuing on the work from the past year, students should be confident enough to create their own devised pieces based around the stimulus given to them. This is will be very reflective on what GCSE students are studying.

Students to present their scenes to an invited audience to gain experience of the pressure of performance

Audience Awareness

If you repeatedly turn your back to some of the audience when addressing another character then your performance is lost. It is said that you have 'upstaged yourself'. Movement is important because it gives a scene pace and energy.

Blocking

The process of placing performers in a specific space.

Character

A character is a person, animal, being, creature, or thing in a story.

Devising

Devising is a group collaboration in response to a stimulus leading to the creation of an original performance. Devising in drama demands inventiveness, an understanding of the rules of structuring a piece of theatre and a readiness to collaborate

Explorative strategy

Explorative strategies are techniques that you can use to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation.

Physical Skills

Physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers;

Physical Theatre

A form of theatre which emphasizes the use of physical movement, as in dance and mime, for expression

Rehearsal

The process of preparing a production and getting it ready for performance.

Staging

There are many different types of staging, each presenting unique challenges and opportunities when creating a performance: proscenium arch,end-on, in the round, traverse, thrust, promenade.

Stimulus

In drama, stimuli refer to the drama texts, videos and photos, etc available to work with.

Vocal Skills

Vocal skills and techniques eg clarity of diction, inflection, accent, intonation and phrasing; pace, pause and timing; projection, pitch; emotional range; song and/or choral speaking.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Continuing on the work from the past year, students should be confident enough to create their own devised pieces based around the stimulus given to them. This is will be very reflective on what GCSE students are studying.

Create a supportive community:

Students to present their scenes to an invited audience to gain experience of the pressure of performance

Term 6: Devising

Students will use a combination of explorative strategies and skills learnt over the last year to create their own performances. Students are expected to incorporate music and sfx to their devised projects.

Students use all the drama skills they have learnt this year to create a devised piece of Drama, as a final performance piece in Year 9.

Audience Awareness

If you repeatedly turn your back to some of the audience when addressing another character then your performance is lost. It is said that you have 'upstaged yourself'. Movement is important because it gives a scene pace and energy.

Blocking

The process of placing performers in a specific space.

Character

A character is a person, animal, being, creature, or thing in a story.

Physical Skills

Physical skills and techniques eg movement, body language, posture, gesture, gait, co-ordination, stillness, timing, control; facial expression; eye contact, listening, expression of mood; spatial awareness; interaction with other performers;

Vocal Skills

Vocal skills and techniques eg clarity of diction, inflection, accent, intonation and phrasing; pace, pause and timing; projection, pitch; emotional range; song and/or choral speaking.

Devising

Devising is a group collaboration in response to a stimulus leading to the creation of an original performance. Devising in drama demands inventiveness, an understanding of the rules of structuring a piece of theatre and a readiness to collaborate

Physical Theatre

A form of theatre which emphasizes the use of physical movement, as in dance and mime, for expression

Rehearsal

The process of preparing a production and getting it ready for performance

Staging

There are many different types of staging, each presenting unique challenges and opportunities when creating a performance: proscenium arch,end-on, in the round, traverse, thrust, promenade.

Stimulus

In drama, stimuli refer to the drama texts, videos and photos, etc available to work with.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Continuing on the work from the past year, students should be confident enough to create their own devised pieces based around the stimulus given to them. This is will be very reflective on what GCSE students are studying.

Create a supportive community:

Students to present their scenes to an invited audience to gain experience of the pressure of performance