We aim for students to have a number of opportunities to improve upon their speaking and listening skills within the drama curriculum. Students will combine practical skills with creative thinking to create and perform different forms and styles of drama work. They learn to solve problems as individuals and as members of a team.
We aim for students to respond with ideas and evaluative suggestions to improve the drama work, challenging expectations where appropriate. They learn to understand and demonstrate the social and group skills necessary for drama to take place (listening, cooperation, observation and concentration).
Students will understand how the use of space, voice and movement can communicate specific or general meaning in performance. Students are also given the opportunity to learn about a wide range of theatrical forms, styles and practitioners.
Students undertake a range of drama projects that develop their use of working with different forms and styles of drama. Students have the opportunity devise their own performances and begin to learn about the technical side of theatre. Year 9 projects will allow students to perform solo drama, with students undertaking a thought-provoking monologue project. We aim for KS3 to be fun, engaging and challenging!
This dynamic course gives the students the opportunity to study a wide range of themes, issues and theatrical styles. The BTEC Performing Arts Extended Certificate is equivalent to 2 GCSE’s and gives students the chance to work on scripted plays and learn about the technical side of theatre. Pupils are also given the opportunity to devise their own performance pieces, whilst working with our on-site theatre technician to develop sound and lighting skills.
This demanding course offers enormous satisfaction to those students who are ready to meet the challenge of a detailed study of Drama and Theatre, particularly those who have studied Performing Arts in Year 10 and 11. Students taking the subject at AS are required to complete a detailed study of two plays from contrasting time periods. In the second half of the year, students take part in a full scale performance piece and also perform either a monologue or a duologue for a visiting external examiner. In the A2 year students devise their own performance in line with a theatre practitioner and in the second half of the year they are required to do a written exam around a set text.
Drama Extended Project Details
Year 7 = Produce a poster with a variety of photos of theatre companies and briefly describe each company. The poster will then be displayed in the Drama area.
Year 8 =Create a leaflet based on a specific drama style. The leaflet will then be displayed in the Drama area.
Year 9 =Identify an actor/director that inspires you. Produce a biography ‘Facebook’ page about them, which will then be displayed in the Drama area.
Adverse Weather Projects - Drama
- 1. How can you show status in a role? (ensure to use drama words)
- 2. Create your own scrapbook for the character of ‘Jamie’. Ensure to include family memories, pictures, letters and school reports
Write an eye witness account from the point of view of the amateur cameraman who witnessed the Rodney King Police attack. Ensure to give your opinion on the incident and explain why you feel this way.
Imagine you are Willy Wonka.
- 1. Design your own unique invention for a candy product- present idea to group with justification as to why it would sell.
‘Issue based theatre is about understanding the issue at the heart of the drama. It is not about understanding the person who is experiencing the issue?’
Answer this question, with reference to your own performance. Use your research to justify your response (500 words)
Design a mood board of the following:
- 1. The vocal skills needed to effectively play a role
- 2. The physical skills needed to effectively play a role
- 3. Your role within your performance piece- with reference to its relevance to the aims of the piece.
Update Exploration Notes document for ‘Two’ and ‘A Streetcar Named Desire’. Ensure you include practical examples of the workshops you have taken part in. Analyse the dramatic elements with relation to your knowledge and understanding of the play.
Finish your SWED. Ensure to answer each question and relate to the performance outcomes of yourself and the others