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Drama

DramaAs a Drama Department, we aim to stimulate curiosity, interest and enjoyment in Drama and the Theatre and throughout each key stage we support our students to develop their performance,by enabling them to understand how drama and theatre is both developed and performed. We provide opportunities for them to devise theatre by learning how to create and develop ideas to communicate meaning through performance. Students are also able to develop their ability to analyse and evaluate their own work, as well as work which they watch. We believe that Drama provides our students with the ability to learn more about themselves and that we aim to provide students with a better understanding of how we behave, develop relationships and express both our feelings and ideas. We aim for our students to have a lasting curiosity, interest and enjoyment in Drama which they can come back to throughout their lives. Students who do not study Drama past Key Stage Three are still able to take part in extra-curricular opportunities which run throughout the academic year.

Please click here to download the KS3 route map for Drama. 

Extra Curriculum 

  Monday  Tuesday Wednesday Thursday Friday

Lunch 

Studio D41

Musical Rehearsal

Drama Club

Year 7

GCSE Study Support 

Play Club 

Year 10-13

 

Musical Rehearsal 

Lunch

Hall D1

 

Drama Club

Year 7

Improv Club

Year 8-13

   

After School

D41 & D1

  Musical Rehearsal  LAMDA   Musical Rehearsal

 

Key Stage 3 Learning Objectives

Year 7 Core Learning Objectives 

  1. stageONE– students learn with key terminology for Drama and explore its use in a practical context.
  2. Pantomime– students learn the genre conventions of Pantomime and explore a range of texts which exemplify these.
  3. Commedia delle’Arte– students learn the genre conventions of Commedia delle’Arte and explore a range of characters and techniques in a practical context.

Create and Develop Drama

  • Create, develop and refine ideas for a devised piece from a given stimulus
  • Rehearse and refine performance from a scripted piece
  • Work as a soloist, within a duet and a group
  • Use mime to become more familiar with methods of non-verbal communication
  • Use freeze frames to create a range of stereotypical characters
  • Use vocal expression to communicate the emotions in a range of characters
  • Use physical expression to communicate the emotions in a range of characters
  • Use space to support their understanding of status and relationships
  • Experiment with cross-gender roles according to genre characteristics
  • Explore the role of stock characters in creating relatable performance material
  • Employ tension in the creation and development of ideas
  • Describe methods of stage lighting to support/establish tension

Perform Drama

  • Perform scripted material that demonstrates a range of newly acquired skills
  • Perform devised material that demonstrates a range of newly acquired skills   
  • Use comedy as a tool for engaging a range of ages in a single audience
  • Break the fourth wall
  • Use audience participation to encourage audience engagement
  • Use entrances and exits to support character type
  • Use musical underscore to support and stimulate performance
  • Establish time and place through the use of dialogue

Analyse and Evaluate Drama

  • Demonstrate reflective evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
  • Identify a range of performance techniques
  • Make considered suggestions in the setting of targets

Year 8 Core Learning Objectives 

  1. Shakespeare Staged – students receive an introduction to a range of works written by William Shakespeare, considering extracts from each work from the perspective of a performer, director and audience.
  2. Free – students experience working with texts through their study of David Grant’s play ‘Free!’. Extracts are explored from the perspective of a performer, director and audience.
  3. Musical Theatre – students learn the genre conventions of Musical Theatre. They consider extracts from Grease and West Side Story from the perspective of the performer, director and audience.

Create and Develop Drama

  • Rehearse and refine performance from a scripted piece
  • Work as a soloist, within a duet and a group
  • Work within a chorus to support principle characters
  • Choreograph movement in response to music
  • Explore proxemics to support character status
  • Use tableaux to identify moments of great significance in a scene
  • Improvise in the style of a set playwrite
  • Improvise within a range of given circumstances
  • Employ Iambic Pentameter in the exploration of Shakespearian text
  • Employ cross cutting to establish continuity
  • Experiment with thought tracking to inform an audience of a character’s inner thoughts
  • Create a sound scape to support time and location
  • Develop characterisation through hot seating

Perform Drama

  • Deliver scripted material in Elizabethan, naturalistic and non-naturalistic styles
  • Perform as a soloist, within a duet and a group
  • Use a split stage to support a conflicting narrative
  • Sustain tension for the majority of a scene
  • Develop tension through the use of dialogue
  • Use mime as a tool for sustaining character throughout a scene
  • Perform on an End-On stage
  • Use freeze frame as a method of marking the moment

Analyse and Evaluate Drama

  • Demonstrate well considered evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
  • Identify a good range of performance techniques
  • Make well considered suggestions in the setting of targets
  • Analyse the integration of drama and music within a given scene
  • Identify a range of character types within a given script

Year 9 Core Learning Objectives 

Create and Develop Drama

  • Create, develop and refine ideas for a devised piece from a given stimulus
  • Rehearse and refine performance from a scripted piece
  • Work as a soloist, within a duet and a group
  • Create a structured scene of unarmed Staged Combat
  • Develop performance material in the genre of Physical Theatre
  • Prepare war poetry for an ensemble performance
  • Direct their peers during the process of rehearsal
  • Use moments of tension and climax to structure material for public address
  • Tailor performance material to the needs of an audience

Perform Drama

  • Perform devised material that demonstrates a range of existing and newly acquired skills      
  • Perform as a soloist, within a duet and a group
  • Manipulate vocal expression in the delivery of monologues
  • Use direct address to communicate with an audience
  • Multirole between a range of characters in a single scene
  • Deliver performance material with an increasing level of pace
  • Use freeze frames to mark the moment
  • Employ flashbacks and flash-forwards in a non-naturalistic performance
  • Manipulate vocal expression to communicate with a public audience
  • Use physicality to support public speaking

Analyse and Evaluate Drama

  • Demonstrate very good evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
  • Identify a wide range of performance techniques
  • Make reflective suggestions in the setting of targets
  • Analyse scripted material prior to performance
  • Recognise key characteristics of Physical Theatre
  • Recognise key characteristics from a range of plays
  • Identify a range of successful public speakers

 

Key Stage 4 Learning Objectives

Please click here to download the GCSE Drama Student Handbook 

Key Stage 5 Learning Objectives

If you take AQA A-Level Drama and Theatre you will have the opportunity to:

       •   Create, perform and respond to drama and theatre,

•    Develop the creativity and independence to become an effective team player,

•    Explore the relationship between theory and practice in a range of the theatrical styles and periods,

•    Learn how relevant research, independent thought and analysis of live the atre can inform decision making,

•    Experience   the   ways    in   which   theatre   makers collaborate to make theatre ,

     •   Take part in public performances,

     •   Attend theatre trips,

     •   Work with external theatre practitioners,

•    Work as a performer, director and designer of lighting, set, costume and/or sound.

Who Should Study A-Level Drama and Theatre

This subject is for students who have a passion for performance and relish the challenge of creating material for the stage. They value the key skills that performance offers and get excited about analysing the work of others. They may aspire to a career in performance, theatre, media, education, marketing, journalism, law, medicine and social work.

What Grades do i need to study Drama and Theatre at Sale Grammar School? 

You will need to have at least Grade 6 GCSE Drama, plus

Grade 6 GCSE English Language or Literature.

Component 1: Drama and Theatre (40% of A-level)

Written Examination

This component extends your knowledge and understanding of how drama and theatre is developed and performed. It is assessed through a written examination at the end of the two-year course. You will study two set plays, that represent ‘significant drama through  the  ages’ and

‘drama from the 20th/21st    century’. Sale Grammar  School currently opt to study Sophocles’ Antigone and Tennessee Williams’ The Glass Menagerie. You will also analyse and evaluate the work of live theatre makers, giving a personal analysis of the theatrical elements that contributed to its effectiveness. Current Sixth Form students have viewed live material by John Godber, Frantic Assembly, Gecko, Headlong, Paper Birds and the RSC.

Component 2: Creating Original Drama (30% of A-level)

Practical and Written

In small groups, you will devise a performance in the style of a ‘prescribed practitioner’ that is internally assessed and externally moderated by AQA. Students are free to select their own stimuli and the previous Year 13 cohort have developed a piece in the  style of  British playwright and director  John  Godber  called  ‘Dinner  Ladies’ .  You  may contribute as a performer, designer or director and will be expected to keep a Working Notebook of the devising process.

Component 3: Making Theatre (30% of A-level)

Practical and Written

This component is a practical exploration and theatrical interpretation of three extracts, each taken from a different play. The  methodology of a  ‘prescribed practitioner’ (for example Bertolt Brecht) must be applied to Extract 3. You may contribute as a performer, designer or director and your performance/design of Extract 3 will be assessed by a visiting AQA examiner. You are required to keep a Reflective Report that evidences process, analysis and evaluation.

Please click here to download the A-Level Drama Student Handbook