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Drama

Drama

Year 7

 

Year 8

 

Year 9

 

Year 7

  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.

Year 7 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
  • 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 
 
  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.

Year 8 Core Learning Objectives

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
 
  1. warHEAD – students consider the theme of war from a psychological approach, exploring the effects of conflict as a stimulus for dramatic performance. Students experience physical theatre, war poetry and devise performance in response to war art.
  2. John Godber– students receive an introduction to a range of works written by contemporary playwright John Godber. They consider extracts from each work as a performer, director and audience before devising in the style of the practitioner.
  3. DNA – students experience working with texts through their study of Dennis Kelly’s ‘DNA’. They consider the play as a whole and focus on specific extracts from the work as a performer, director and audience.
  4. Devising Drama – in small groups, students draw upon skills acquired throughout the Key Stage 3 programme to develop a short devised performance from a range of given stimuli.
  5. Pick ‘n Mix – in this final unit of work, students are able to choose their own lesson activities in a celebration of Key Stage 3 Drama. They have the option to perform musical theatre, Shakespearian monologues, design set and costume, recreate famous film scenes and movie posters, write poetry, review live performance and participate in many other acting and non-acting Drama activities.

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