KS3 - Drama Student Progress Booklet

Instructions      KS3 - Drama Student Progress Booklet Name:__________________Form______ End of Year 11 Target Grade________  Complete t...
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Instructions 









KS3 - Drama Student Progress Booklet Name:__________________Form______

End of Year 11 Target Grade________



Complete the ‘Achievements’ and ‘Next Steps’ boxes every week for homework. Ensure that you use neat handwriting and the presentation of your work stays at its best. Achievements: Explain what you learnt in the lesson and the skills that you used. Explain the progress you have made since the previous lesson. Give examples and use the key words to help you. Next Steps: Set yourself some targets for the next lesson and explain what you need to do to improve. You might want to write down any verbal feedback the teacher or class has given you during the lesson. Peer Assessment: During each half term, it is up to you to find someone to complete your peer assessment. You can choose which piece of work you would like them to assess you on. At the start of each lesson, have your booklet out in front of you so that you can remind yourself of the improvements you need to make. The teacher will also check that you have completed your homework.

Evaluating

Performing

Creating

Year 7

Heading towards a Grade 1

Heading towards a Grade 2

Heading towards a Grade 3

Heading towards a Grade 4/5 National Expectations

Heading towards a Grade 6

-I can take part in some practical activities, such as games -I need help from a teacher to create a scene

-I can take part in practical activities -I can create my own simple scenes as part of a group -I can use the techniques of Freeze Frame and Mime

-I occasionally contribute ideas. -I can create scenes that can tell a story that is understandable to an audience. -I can use the technique of narration

-I contribute good ideas to a group -I can create pieces of drama that use techniques to enhance and structure the story, for example freeze frames, narration and thought tracking. -I can think of things for my character to say easily.

-I can lead a group and come up with good ideas from a starting point -I can create different genres of drama using many techniques. -I can keep the dialogue (talking) between characters going.

-I participate in a performance without saying anything.

-I can participate in a short performance using voice and movement. -I face the audience when I perform.

-I participate in all performances. - I can perform a basic character I can stay in character for a reasonable amount of time. -I can be heard when I perform

-I think about the audience when I perform and I use the space well. -I can perform a character that is different from me, using voice and movement. -I stay in character all the time, when performing.

- I can say what I like and don’t like.

-I can make a comment about what the piece of work was about -I can talk about why I made certain decisions -I can use basic technical terms

-I can recognise strengths and weaknesses in my own and other peoples work -I can give basic suggestions about how work could be improved. -I can discuss basic themes and issues

-I can evaluate strengths and weaknesses by giving reasons -I can give reasons for why I like something or dislike something -I can explain how work could be improved.

-I can perform different types of characters using language and movement that matches my character. -I use the space purposefully so that there is a reason why I move. -My concentration and focus is very good. -I can evaluate the ways that themes, issues and ideas are used -I can form an opinion and evaluate how characters are shown in performance.

Heading towards an Grade 7/8/9 -I can lead a group as well as supporting others to improve their ability -I can create different genres of drama that are imaginative and thought provoking -I can create sustained dialogue that is realistic and fits with the drama that I am creating. -I can perform imaginative and realistic characters using voice and movement that matches my character. -My performance creates an atmosphere in the classroom that matches the type of drama -I can use accurate and appropriate terminology -I can evaluate work in progress and performances to a good level, giving examples and justifications

Evaluating

Performing

Creating

Year 8

Heading towards a Grade 1

Heading towards a Grade 2

Heading towards a Grade 3

Heading towards a Grade 4/5 National Expectations

Heading towards a Grade 6

Heading towards a Grade 7/8/9

-I can take part in practical activities -I can create my own simple scenes as part of a group -I can use the techniques of Freeze Frame and Mime

-I occasionally contribute ideas. -I can create scenes that can tell a story that is understandable to an audience. -I can use the technique of narration

-I can lead a group and come up with good ideas from a starting point -I can create different genres and styles of drama using many techniques. -I can keep the dialogue (talking) between characters going.

-I can participate in a short performance using voice and movement. -I face the audience when I perform

-I participate in all performances. - I can perform a basic character I can stay in character for a reasonable amount of time. -I can be heard when I perform.

-I contribute good ideas to a group -I can create pieces of drama that use techniques to enhance and structure the story, for example freeze frames, narration and thought tracking -I can think of things for my character to say easily. -I think about the audience when I perform and I use the space well. -I can perform a character that is different from me, using voice and movement. -I stay in character all the time, when performing.

-I can lead a group as well as supporting others to improve their ability -I can create different genres and styles of drama that are imaginative and thought provoking -I can create sustained dialogue that is realistic and fits with the drama that I am creating. -I can perform imaginative and realistic characters using voice and movement that matches my character. -My performance creates an atmosphere in the classroom that matches the type of drama

-I can make a comment about what the piece of work was about -I can talk about why I made certain decisions -I can use basic technical terms

-I can recognise strengths and weaknesses in my own and other peoples work -I can give basic suggestions about how work could be improved. -I can discuss basic themes and issues

-I am sensitive to others when leading a group -I can create and develop inventive pieces of drama using different styles, genres and techniques. -The dialogue I create is developed and well thought out, showing meaning and emotion. -I can perform and develop clearly defined characters, adding depth and consider motivation for a characters actions. -My performance uses voice and movement effectively that it creates and emotional reaction from the audience -I can evaluate decisions made, the process, ideas and skills used in performance with examples and detailed justifications.

-I can evaluate strengths and weaknesses by giving reasons -I can give reasons for why I like something or dislike something -I can explain how work could be improved.

-I can perform different types of characters using language and movement that matches my character. -I use the space purposefully so that there is a reason why I move. -My concentration and focus is very good. -I can evaluate the ways that themes, issues and ideas are used -I can form an opinion and evaluate how characters are shown in performance.

-I can use accurate and appropriate terminology -I can evaluate work in progress and performances to a good level, giving examples and justifications.

Drama Terminology (Key Words) Exploratory Skills Teacher in role Hot seating Role on the wall Thought tracking Diary entries Discussion Research Evaluation Interviewing Role Play Planning Sensitivity Blocking Responding to Stimuli Empathy Character Status

Performance Techniques Tension Improvisation Characterisation Flashbacks Monologues Freeze Frames Mime Narration Re-enactments Non-Naturalism Naturalism Thought Tracking Dramatic Pause Atmosphere Devising Stage Directions Duologues Greek Chorus

Performance Skills

Genres and Styles

Levels Body Language Gesture Facial Expression Movement Characterisation Awareness of Audience Voice projection Tone of Voice Pitch of Voice Accent Exaggeration Staying in Role Use of space Use of Props Use of Costume

Melodrama Mime Media Script Work Forum Theatre Physical Theatre Comedy Commedia Dell’arte Non Naturalism Naturalism and Realism Tragedy Kitchen Sink Drama Pantomime Improvisation

Peer Assessment – When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Half Term 1

Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Did they use any drama techniques? If so, what were they?

Did they use any drama techniques? If so, what were they?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

Overall, how did the performance go?

Overall, how did the performance go?

If the performers had the chance to perform again, what advice would you give?

If the performers had the chance to perform again, what advice would you give?

Half Term 2

Peer Assessment – When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Half Term 3

Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Did they use any drama techniques? If so, what were they?

Did they use any drama techniques? If so, what were they?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

Overall, how did the performance go?

Overall, how did the performance go?

If the performers had the chance to perform again, what advice would you give?

If the performers had the chance to perform again, what advice would you give?

Half Term 4

Peer Assessment – When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Half Term 5

Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense?

Did they use any drama techniques? If so, what were they?

Did they use any drama techniques? If so, what were they?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

How well did they use facial expressions, body language, gesture and levels? How well did they use their voice?

Overall, how did the performance go?

Overall, how did the performance go?

If the performers had the chance to perform again, what advice would you give?

If the performers had the chance to perform again, what advice would you give?

Half Term 6

Drama Progress Booklet

Target Grade:

Half Term 1: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.

Drama Progress Booklet

Target Grade:

Half Term 2: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.

Drama Progress Booklet

Target Grade:

Half Term 3: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.

Drama Progress Booklet

Target Grade:

Half Term 4: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.

Drama Progress Booklet

Target Grade:

Half Term 5: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.

Drama Progress Booklet

Target Grade:

Half Term 6: Unit of Work_______________________________________________________________________________________ Date Week 1

Week 2

Week 3

Achievements – What went well in the lesson? Did you make progress?

Next Steps – What you need to improve.

H2I Teacher Comment

Week 4

Week 5

Week 6

T+ T= T-

QWC Areas to Improve Proof read work thoroughly before handing in Full stops, commas and capital letters – pg 65 in PPM ‘Was/’Were’ mix ups – pg 68 in PPM Vary sentence structure – pg 60 to 61 in PPM Presentation of work – pg 43 in PPM Use more drama terminology (Key words) – front of this booklet



MRI – Reflect on the terms work.