NARRATIVE (How does year 10 fit into the bigger picture?) | Students will explore the fundamental physical, vocal and interpretative skills of Drama - focussing on ‘Sounding like an Expert’ in the key areas of performance, devising and evaluating. They will work with suitable genres, looking at the work of specific practitioners and the styles and techniques applicable to such genre. They will prepare scripted work, devise their own pieces and evaluate the work of themselves and others using the ‘Sound like an Expert’ word bank as an Academic Literacy Tool | ||||||
Learning Standards | Knowledge & Understanding |
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Performing |
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Create and Produce |
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Appraising and Evaluating |
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Character (SMSC) |
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Year 7 Snapshots - An Overview of Year 7
Unit 1 - Introduction to Drama | |
BIG IDEAS /FUTURE YOU | BIG IDEAS - Icon - Juilliard School, Robin Williams Future You - Actor |
Substantive Knowledge (Content | |
Disciplinary Knowledge - Character, Learning habits and Drama Skills & Techniques | REHEARSAL - SAFE, CALM, RESPECT, ENGAGE. Solo rehearsal and independence,Group rehearsal working as a cast. LISTENING AND APPRECIATION– How to be an active listener, listen and describe. PERFORMING – Applying physical skills as an integral part of performance. DEVISING - Using improvisation in performance. DIRT - EVALUATING AND APPRAISING - Identifying physical and vocal skills along with application of techniques used to create a realistic and effective performance. |
Academic Literacy (Tier 3 words, oracy opportunity, extended writing & genre) | Explicit teaching of keywords: WORD WHEEL to note down all of the following keywords. Physical: Facial expressions, Body language, movement, gesture, Vocal: Projection, pitch, use of pause, placing emphasis, pitch, pace Techniques - Freeze frame, Thought track, Proxemics, Levels, Transitions, Processes: Rehearsal, devising, improvising, generating ideas, communicating ideas, developing ideas |
Assessment Activity (Formative, Summative, Progress ladder) | Students will receive feedback on: The effectiveness of the exploration of techniques and skills within the practical workshops. Video recordings and photographs of rehearsals, performances and still images to assess application of skills and techniques. Devising and performing of still images and thoughts tracks along with other improvised and devised performance segments - Filmed for reflection and feedback purposes. Knowledge - Progress Check -Revision and Review Quizzes 1 and 2. Revisit and Review lesson starters. Progress Ladder End of Unit Test. Online Workbook |
Skills: Physical: Facial expressions, Body language, movement, gesture, Vocal: Projection, pitch, use of pause, placing emphasis, pace.
Techniques:
Freeze frame, Thought Track, Proxemics, Levels, Transitions
Processes:
Rehearsal, devising, improvising, generating ideas, communicating ideas, developing ideas
KEY IDEAS: Introduction to the basic requirements of Drama skills.
Style/Genre/Rep: No specific genre - looking at acting skills in general that could be applied to all forms of theatre. Devising tasks responding to a stimulus rather than responding to a piece of repertoire.
Assessment Criteria - 7.1 - Intro to Drama
| | SUPPORT | CORE | EXTEND | |
Performing and Creating Drama | 7.1.1 7.1.2 7.1.3 | I use some vocal skills like pitch, projection, pace and pause to present a character. I can incorporate some drama techniques such as thought-track, proxemics, freeze frames and levels. I usually collaborate with group members by sharing and listening to ideas but get distracted during rehearsals and/or distract others. | I can use my tone, pitch, pace and volume with some attention to detail to present a character. I can effectively incorporate drama techniques such as thought-track, proxemics, freeze frames and levels. I collaborate with group members by sharing and listening to ideas but occasionally get distracted during rehearsals. | • I can use my tone, pitch, pace and volume effectively to present a character. • I can effectively incorporate drama techniques such as thought-track, proxemics, freeze frames and levels. I use rehearsal time effectively to prepare for performance and collaborate with group members by sharing and listening to ideas | |
Knowledge & Evaluation | 7.1.4 7.1.5 | I usually need help to complete written and oral evaluations. I usually try to evaluate my own work and that of my peers and make a small attempt to discuss ‘What went well’ and ‘Even better if’. | My Written and Oral evaluations reflect some knowledge and understanding of all the skills and techniques. I evaluate my own work and that of my peers and discuss: What went well, even better if but I may need advice on how to improve. | My Written and Oral evaluations reflect the knowledge and understanding of all the skills and techniques. • I evaluate my own work and that of my peers and discuss: What went well and even better if and can say why this needs to be improved. | |
Unit 2 - A Christmas Carol | |
BIG IDEAS /FUTURE YOU | BIG IDEAS - Charles Dickens Future You - Stage Manager |
KEY IDEAS | Devising in response to stimulus or a script. Exploring drama techniques within performance whilst understanding the historical context of the era and the treatment of and by the social classes. |
Substantive Knowledge (Content) | Skills: Physical: Facial expressions, Body language, movement, gesture, Vocal: Projection, pronunciation, use of pause, placing emphasis, pitch and clarity Vocal: 5 P’s - Projection, pace, use of pause, placing emphasis, pitch along with tone. Techniques: - Freeze frame, Thought Track, Narration, flashback, off-text improvisation, marking the moment Processes: Generating ideas, exploring ideas, discussions, giving and receiving feedback. |
Disciplinary Knowledge - Character, Learning habits and Drama Skills & Techniques | REHEARSAL - SAFE, CALM, RESPECT, ENGAGE. Solo rehearsal and independence,Group rehearsal working as a cast. Respectful audience. LISTENING AND APPRECIATION– How to be an active listener, listen and describe. PERFORMING – extracts of script from A Christmas Carol applying appropriate style and language for the era. DEVISING - Preparing performance material using a piece of script as a stimulus. DIRT -Reflecting and Reviewing- Identifying physical and vocal skills used to create a realistic and natural performance. |
Academic Literacy (Tier 3 words, oracy opportunity, extended writing & genre) | Explicit teaching of keywords: (Substantive Knowledge) Oracy - Verbal feedback for improvement and reflection using formal language. Using the ‘Sound like and Expert’ Word bank as an academic literacy tool to aid speaking and writing |
Assessment Activity (Formative, Summative, Termly progress Check) | Students will receive feedback on: Rehearsal Skills – Safe, Calm, Respect, Engage, Solo and Ensemble skills Effectiveness of exploration and observational skills and ability to interpret drama and make links to how voice and actions can represent a mood or feeling. Video recordings of rehearsals to assess application of skills and techniques. Performing and devising scenes from A Christmas Carol. Filmed for reflection and feedback purposes. Knowledge - Progress Check -Revision and Review Quizzes 1 and 2. Revisit and Review lesson starters. Self Review (End of Unit) |
| SUPPORT | CORE | EXTEND | |
Knowledge & Understanding | Can name the techniques and skills explored both within performance. Can speak and write about the techniques and skills that have been explored and applied - naming where they have been seen. | Describes the techniques and skills explored both within performance, speaking and writing. Some understanding of how they can be applied effectively, enhancing the scene. Explains how a performer has applied these techniques for a particular effect. | Analyses the techniques and skills explored both within performance, speaking and writing. An awareness of how they can be applied effectively and how they impact the audience. Targets can be set for future performances and explains how these improvements can be made. | |
Performing and Creating Drama | Delivers lines that have been learnt in the right place at the right time using tentative physical and vocal skills to attempt a character that is different to themselves. Devises and improvises drama that uses some simple lines of their own. | Realistic interpretation of the script considering the style of the genre and how the language of the time would be delivered. Uses effective physical and vocal skills to create a character. A thought track is attempted using some simple statements about inner thoughts and feelings When devising dialogue created is useful and appropriate. | Expert performance. Uses physical and vocal skills to an exemplary standard creating a character that is believable. Thought tracks and narration are delivered effectively, providing the audience with additional information. Conscientiously uses techniques such as a thought track that are appropriate for character and to help to tell the story. Dialogue devised is wholly appropriate to the genre and the style. | |
Character (SMSC) | Participates within a performance making simple choices about skills to be applied. Listens to instructions and makes steady progress. | Actively engages in rehearsal, making good progress, working alongside peers with a sense of pride in the success of the group's performance work. Listens to instructions and applies themselves quickly. | Fully immerses themselves in rehearsal making excellent progress. Determined to succeed, producing great performance work both individually and as part of a group. Listens to instructions and applies themselves quickly and with intent. | |
Assessment Criteria - Unit 2 - A Christmas Carol
Unit 3 - Naturalism | |
BIG IDEAS /FUTURE YOU | BIG IDEAS - Method Acting Future You - Choreographer |
KEY IDEAS | Introduction to : Actor Training - Stanislavski's Method(system) - Imagination, Observation, Given Circumstances, Emotional memory, Sense of Truth - Performing a scene from DNA by Dennis Kelly |
Substantive Knowledge (Content) | Naturalism - The work of Stanislavski and the development of his system of Actor Training. Techniques an actor can use to become a better actor. The system he developed to provide Actors with a way of improving character and believability. Imagination, Observation, Given Circumstances, Emotional Memory, Improvisation |
Disciplinary Knowledge - Character, Learning habits and Drama Skills & Techniques | REHEARSAL - SAFE, CALM, RESPECT, ENGAGE. Solo rehearsal and independence,Group rehearsal working as a cast. LISTENING AND APPRECIATION– How to be an active listener, listen and describe. PERFORMING – in a Naturalistic style with no melodrama. Using physical skills as an integral part of performance. DEVISING - Preparing performance material using a piece of script as a stimulus. DIRT - EVALUATING AND APPRAISING - Identifying physical and vocal skills used to create a realistic and natural performance. |
Academic Literacy (Tier 3 words, oracy opportunity, extended writing & genre) | Explicit teaching of keywords: - Naturalism, Observation, Imagination, Given Circumstances, Body Language, facial expressions, sense of truth, Verbal feedback for improvement and reflection using formal language. Using the ‘Sound like and Expert’ Word bank as an academic literacy tool |
Assessment Activity (Formative, Summative, Termly progress Check) | Students will receive feedback on: Rehearsal Skills – Safe, Calm, Respect, Engage, Solo and Ensemble skills Effectiveness of exploration and observational skills and ability to interpret drama and make links to how voice and actions can represent a mood or feeling. Video recordings of rehearsals to assess application of skills and techniques. Performing a scene from DNA by Dennis Kelly in a Naturalistic style with a true interpretation of a character and situation. Filmed for reflection and feedback purposes. Knowledge - Progress Check -Revision and Review Quizzes 1 and 2. End of Unit Test and Feedback and Misconception Grid Revisit and Review lesson starters. Self Review (End of Unit) |
| SUPPORT | CORE | EXTEND | |
Knowledge & Understanding | Knows who Stanislavski was and to name some of the techniques used as part of his 'Actor Training' method. | Identifies the techniques used within Stanislavski's Actor Training Method explaining what they are and how they may be applied. | Identifies the techniques used within Stanislavski's Actor Training Method explaining what they are and how they may be applied. Explains why these methods have been selected as a technique for actor training. | |
Performing Drama | Delivers lines and uses some physical skills to attempt a character that is different to themselves. Uses basic facial expressions and movements to tentatively step into the role of someone else. | Realistic interpretation of the script that is not too melodramatic. Uses effective facial expressions, gestures, movement, body language and vocal intonation to display the mood, personality and given circumstances of your character. | Expert performance, a true interpretation of the script and a real and believable character. Uses physical and vocal skills to an exemplary standard. Makes correct choices in terms of facial expressions, gestures, movement and tone of voice to deliver a convincing performance. | |
Create and Produce Drama | Lines are learnt and are in the right place at the right time. Devises and improvises drama that is believable and naturalistic. | Considers the Naturalistic techniques of Stanislavski to become a believable and realistic character. Improvising and devising shows a sense of realism and makes the audience believe that what they are watching is true to life. | Conscientiously uses Stanislavski system to become a real and believable character. Devising and improvising creates belief in the audience that what they are seeing is true and uses simple and realistic skills. | |
Appraisal and Evaluation | Identifies the physical skills used in performance explaining where they can be seen being used. | Identifies the physical skills and vocal skills being used in performance explaining where they have been used. Explains how a performer has applied Stanislavski techniques and can evaluate how successfully these have been applied. | Identifies the physical skills used in performance and where they are being used. Explains how a performer has applied Stanislavski techniques and evaluates how successfully these have been applied. Targets can be set for future performances and explains how these improvements can be made. | |
Character (SMSC) | Participates within a performance taking instruction from your peers. You can listen to instructions and make steady progress. | Actively engaged in rehearsal making good progress, works alongside peers with a sense of pride in the success of the group's performance work. Listens to instructions and applies themselves quickly. | Fully immerses themselves in rehearsal making excellent progress. Determined to succeed, producing great performance work both individually and as part of a group. Listens to instructions and applies themselves quickly. | |
Assessment Criteria - Unit 3 Naturalism
Unit 4 - Silent Movie | |
BIG IDEAS /FUTURE YOU | BIG IDEAS: Mime - Marcel Marceau Future You - Musical Director |
KEY IDEAS | Features of a silent movie - Mime, gestures, slapstick, stage fighting, melodrama, using an accompaniment to performance, placards, devising, comic effect |
Substantive Knowledge (Content) | History of Silent Movie - 1920’s, Music added to drown out background noise, use of piano, organ, orchestra and then over dubbing Key features of a Silent Movie -Mime, gestures, slapstick, stage fighting, melodrama, using an accompaniment to performance, placards, comic effect, no dialogue Processes used in devising - planning, assigning roles, rehearsal, evaluation, developing ideas. |
Disciplinary Knowledge - Character, Learning habits and Music Skills & Techniques | PERFORMING - Performing devised work using the techniques of a Silent Movie DEVISING - Devising in response to a brief - processes involved in devising Being respectful through the devising process. Giving everybody the opportunity to devise and suggest practical ideas. REHEARSAL - Listening to others viewpoints and ideas with respect. DIRT - EVALUATION AND APPRAISAL - Taking criticism as a way to improve and not personally. |
Academic Literacy (Tier 3 words, oracy opportunity, extended writing & genre) | Explicit teaching of keywords: - Mime, gestures, slapstick, stage fighting, melodrama, using an accompaniment to performance, placards, comic effect Explaining how the devising process worked looking at successes and improvements required. Written Dirt explanations detailing strengths & areas for development with target setting using formal language. Using the ‘Sound like and Expert’ Word bank as an academic literacy tool |
Assessment Activity (Formative, Summative, Termly progress Check) | Students will receive ongoing verbal feedback during rehearsal and following performances. Video recordings made to support feedback and to allow students to review their own work. Performance - Effectiveness of working as a cast and application of key features in performance - video recordings to support feedback and review. Knowledge - Progress Check -Revision and Review Quizzes 1 and 2. End of Unit Test and Feedback and Misconception Grid Revisit and Review lesson starters. Self Review (End of Unit) AP.1 Formal Assessment Task and Rubrix for improvement |
| SUPPORT | CORE | EXTEND | ||
Knowledge & Understanding | Identifies the key features of a silent movie and the processes that are involved in devising a performance. | Identifies the key features of a Silent Movie and the processes used in devising a performance explaining what these key features are. | Identifies the key features of a Silent Movie and the processes used in devising a performance explaining what these key features are. Assesses how successfully these have been used and applied. | ||
Performing Drama | Performance includes all the key features of a Silent Movie. | Performance includes all the key features of a Silent Movie, using gestures and movement in a melodramatic way to add to the humour of the piece. | Performance includes all the key features of a Silent Movie, using gestures and movement in a melodramatic way to add to the humour of the piece. Character is easily identifiable and the physical skills used successfully communicate to the audience. | ||
Create and Produce Drama | Devises performance material using some guidance from others to ensure the correct processes are applied along with the key features of performance. | Devises performance material using different processes to try out idea and then reviews the success, developing the performance as the rehearsal move forwards. Group work is effective and shows progress has been made. | Devises performance material using different processes to try out ideas, reviewing success, developing the performance as the rehearsal moves forwards. Group work is effective and shows progress has been made. Takes the lead in creating performance work which can then be developed by the rest of the group. | ||
Appraisal and Evaluation | Suggests what is a strength and what is an area for improvement in their own performance work. | Identifies the strengths and areas for improvement in both their own and others work, using correct terminology to explain a point. | Analyses the strengths and areas for improvement in work, using correct terminology to explain a point. Sets targets suggesting ways of going about making improvements. | ||
Character (SMSC) | Listens to others ideas respectfully. | Listens to others ideas and develops them with respect for the original idea. | Listens to others ideas and supports others in considering how to develop them further. Takes a lead role in ensuring the rehearsals make progress. | ||
Assessment Criteria - Unit 4 Silent Movie
Unit 5 - Our House | |
BIG IDEAS /FUTURE YOU | BIG IDEAS: Jukebox Musicals - Future You - Choreographer |
KEY IDEAS | Musical Theatre - Triple Threat - Acting, Singing and Dancing - all three skills combined together. Projection, Breathe Control, Alignment(posture), Timing, Characterisation Performance of 'Our House' from the musical 'Our House' written by Ben Elton using the music of Madness. Devising choreography similar to that of the repertoire being explored. |
Substantive Knowledge (Content) | Acting - characterisation - facial expressions Singing - good breath control leads to better singing and projection Dancing - understanding the need for good posture when performed and timing when performing to an accompaniment. |
Disciplinary Knowledge - Character, Learning habits and Drama Skills & Techniques | REHEARSAL - SAFE CALM RESPECT ENGAGE. Group rehearsal discipline. Whole Class rehearsal. PERFORMING – Combining dance and singing and whilst maintaining a character. Applying the skills required to make a performance slick and accurate across the group. DEVISING - Choreography devised is similar in style to the repertoire being explored. DIRT – EVALUATION AND APPRAISAL - Reflection on rehearsal and performance. |
Academic Literacy (Tier 3 words, oracy opportunity, extended writing & genre) | Explicit teaching of keywords - Director, Purpose and Intention, Projection, breath control, intonation, alignment, posture, timing and rhythm, characterisation, facial expressions, gestures, movement, devised repertoire. Written Dirt explanations detailing strengths & areas for development with target setting using formal language. Using the ‘Sound like and Expert’ Word bank as an academic literacy tool |
Assessment Activity (Formative, Summative, Termly progress Check) | Students will receive verbal feedback on: Rehearsal Skills – Safe, Calm, Respect, Engage and Ensemble skills Effectiveness of exploration and observational skills and ability to interpret drama and make links to how voice and actions can represent a mood or feeling. Video recordings of rehearsals to assess application of skills and techniques. Performing the song ‘Our House’ from ‘Our House’ combining the skills of acting, singing and dancing to perform a piece of professional repertoire to a good standard, applying the skills addressed through the unit Knowledge - Progress Check -Revision and Review Quizzes 1 and 2. End of Unit Test and Feedback and Misconception Grid Revisit and Review lesson starters. Learning Journey (End of Unit) AP.1 Formal Assessment Task and Rubrix for improvement |
SPARE
| SUPPORT | CORE | EXTEND | ||
Knowledge & Understanding | Recognises the techniques and skills being worked on within a performance by their peers. | Uses drama vocabulary correctly when talking about performance work they are undertaking. | Uses drama vocabulary correctly and confidently when talking about performance work, explaining how the skills they have been working on have been applied. | ||
Performing Drama | Attempts have been made to combine the skills of singing and dancing to an accompaniment. | Applies the skills of projection and breath control whilst singing, whilst using good alignment and timing when dancing. | Successfully applies the skills of projection and breath control whilst singing, whilst using excellent alignment and timing when dancing. Characterisation has also been applied to performance. | ||
Create and Produce Drama | Choreography devised is similar in style to that being explored. | Attention has been given to the use of dance moves and styles appropriate to the style explored. | Choreography is appropriate to the style explored and uses movement that is similar to that of the repertoire being performed. | ||
Appraisal and Evaluation | Suggests what is a strength and what is an area for improvement in their own performance work. | Identifies the strengths and areas for improvement in both their own and others work, using correct terminology to explain a point. | Analyses the strengths and areas for improvement in work, using correct terminology to explain a point. Sets targets suggesting ways of going about making improvements. | ||
Character (SMSC) | Is able to work respectfully in a group | Works well with others, sharing ideas, listening and responding to feedback in a positive manner. | Encourages and supports others in performance work - often taking a lead role in devising and creating choreography offering support and guidance to others in the group. | ||
Assessment Criteria - Unit 5 Our House
SPARE