DRAMA Drama is taught from Years 7 to 11 as follows: 

Years 7 to 9 – one hour per week



Years 10 and 11 – two 80 minute lessons per week

The broad aims of the drama curriculum in Years 7 to 11 are to: 

develop an interest in why drama matters



work imaginatively and creatively in a collaborative context to generate, develop and communicate ideas



learn about social, historical and cultural influences on drama texts



develop competence in a range of practical, creative and performance skills

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go to the theatre and discuss and write about the experience



take part in staging performances

The work suggested for each half term is a guide and may change depending on the dynamic and focus of the group. The play texts listed will be used as necessary, usually only using selected scenes, except when the whole script needs to be studied for the GCSE examination. Throughout the course, students are encouraged to work collaborativly, with focus and commitment to the group as a whole. A work-book will be an integral part of each lesson and homework. In this, students react creatively to work undertaken in class and develop a portfolio of ideas, facts, cuttings and illustrations which can be drawn on at a later stage as stimuli or information.

There is no one lesson style. Students will encounter a variety of approaches which will include:       

an introduction to and explanation of the aims of the lesson warm-up exercises or games focused group activities study of play scripts or of individual scenes personal research, for example into historical styles of theatre plenary discussions and use of the work-book to consolidate work undertaken or to incorporate some self-assessment follow-up homework activities

Students are encouraged to go to the theatre as mjuch as possible.

OUTLINE COURSE CONTENT Year 7 Term 1 First half

Topics covered An introduction to Greek theatre      

Term 1 Second Half

The origins of Greek theatre The lay-out of a Greek amphitheatre Conventions in Greek theatre Masks – design – implications on stage Greek heroes and heroines Greek myths

Medea and Antigone will be used as the basis for some lessons

An introduction to improvisation and role-play Themes: bullying / friendship / tolerance / conflict      

Term 2 First Half

Suggested reading Any Greek drama

Group building and trust exercises Developing a situation from a theme Still image as a starting point for drama Thought tracking Developing an improvisation into a script Stage fighting – some basic techniques

Monologues and choral speaking  

Lord of the Flies (either the novel or a stage version)

Emphasis on voice work using warm-up exercises and voice games Delivering a monologue

Any novel or poem can be used as a starting point for this part of the course.

     Term 2 Second Half

Working with a script     

Term 3 First Half

Working as a group to create a piece of choral drama Using voice to create atmosphere Using a poem as a basis for drama Speaking in a large hall Recording voice

Ernie’s Incredible Illucinations (Ayckbourn) From page to stage – bringing a text to life Characterisation The importance of pace Set and costumes

Telling tales    

Dramatising a fable / fairy-tale / myth Narrating Physical group work Street theatre

Year 7 outdoor performance in the space between the NMC and the Gym Term 3 Second Half

Any other play by Alan Ayckbourn

Final practical and written assessment of the year’s work based on a theme to be decided

Useful resources: Arabian Nights (Cooke) The Pomegranate Seeds (Hayes) Stone Soup (Thain)

Year 8 Term 1 First half

Topics covered An introduction to Commedia dell‘arte     

Term 1 Second Half

    Term 2 First Half

Historical perspective Stock characters Improvisation Lecoq – La Rose des Efforts Using the body to create emotion

An introduction to Melodrama 

The Murder of Maria Marten or The Red Barn (Burton) Stereotypes in drama Designing costume and set The use of music in the theatre Pantomime

Creating a play based on a theme  

Suggested reading There is a vast amount of information on the internet about Commedia dell‘arte

Theme: moral dilemmas Effective script writing

East Lynne Wood The Bells Lewis Black Ey’d Susan Jerrold

The Visit Dürrenmatt

 

Term 2 Second Half

Understanding and interpreting a script       

Term 3 First Half

Metamorphosis (Kafka / Berkoff) Character / Plot Pace Climax and anti-climax Symbolism Mime Set, costume and music design

Creating a radio play     

Term 3 Second Half

Developing a character Climax and anti-climax

Elements of script writing Characterisation through words Story board Cross-cutting Sound effects

Consolidation of work covered in the year:   

What have we learned How have we developed as a group Further improvisation work and exploration of theatrical techniques

Pelleas and Melisande Maeterlinck Hedda Gabler Ibsen The Three Sisters Chekov

Under Milk Wood Thomas A Man for all Seasons Bolt

Year 9 Topics covered Term 1 First half     

Term 1 Second Half

Working with a script      

Term 2 First Half

Epic theatre Brecht Extracts from various plays by Brecht Alienation technique Episodic structure

Amadeus (Shaffer) - extracts Invgestigation of various scenes Rehearsal techniques - the role of the director Designing costumes Designing a set Creating music

Investigating a theme (War)      

Using stimuli to create drama Newspaper reports Poetry Documentary films Soldiers‘ diaries Oh What a Lovely War - extracts

Suggested reading Mother Courage Brecht The Caucasian Chalk Circle Brecht The Resistable Rise of Arturo Ui Brecht

Amadeus Shaffer Equus Shaffer The Royal Hunt of the Sun Shaffer

Mother Courage Brecht Journey’s End Sherriff Henry V Shakespeare

 Term 2 Second Half

Evaluating drama    

Term 3 First Half

Mother Courage (Brecht) - extracts

Theatre visit Different elements of a dramatic performance Theatrical conventions and jargon How to write about a play in the theatre

Shakespeare in the theatre     

As You Like It (Shakespeare) Understanding the plot Interpreting a play in a different period Finding the right style (period or modern) Design set or costumes

 

Continued work on As You Like It Rites of passage - ‘The Seven Ages of Man’ Possible theatre visit (The Globe or Stratford) Written evaluation of theatrical performance

Term 3 Second Half

 

Any Shakespearian play is useful either as a text, on stage or on DVD

Year 10 Term 1 First half

Topics covered Explorative strategies for GCSE Drama        

still image thought tracking narrating hot-seating role-play; cross-cutting forum theatre marking the moment.



Visit to theatre galleries at the Victoria and Albert Museum

Term 1 Second Half 

What is drama? – an exploration of the drama medium Costume; masks and make-up; sound and music; lighting; space and levels; set and props; movement, mime and gesture; voice; spoken language.



An exploration of the elements of drama Action, plot and content; forms;

Suggested reading The Musicians Marber The Queen Must Die Ravenhill Games and After Liverpool Saunders

Totally Over You (Ravenhill) Chatroom Walsh Citizenship Ravenhill Cagebirds Campton

climax and anti-climax; rhythm, pace and tempo; contrasts; characterisation; conventions; symbols. 

Term 2 First Half

Theatrical practitioners   

Term 2 Second Half

Plot / themes / character The playwright’s intentions Theatrical devices used Making choices about performance Rehearsal techniques

Unit 2A assessment  

Any play by Brecht Ubu Roi Jarry

Brecht Stanislavski Artaud

Understanding and interpreting a playscript     

Term 3 First Half

Theatre visit – a visit to a live performance followed by a critical written response – practice

6 x 1 hour sessions working on and interpreting the chosen script Written evaluation of work carried out in these sessions (1,000 words max.)

DNA Kelly Too Much Punch For Judy Ravenhill Find Me Wymark

Term 3 Second Half

Unit 2B assessment  

Visit to live theatre performance Controlled assessment - critical response of 2,000 words max.

Year 11 Term 1 First half

Topics covered Theme: Outsiders 

Term 1 Second Half

Creating drama from stimuli Poetry; artefacts; music; play scripts; live theatre performances; television, film, DVD, video; newspaper and magazine articles; extracts from literary fiction and non-fiction.

Exploring a theme  

Improvisation work on the theme of either Stand Up For Your Rights or Tomorrow’s World How to use different strategies, stimuli, elements of drama for an effective exploration of the theme

The Edexcel brief (published on the Edexcel website in October)

Term 2 First Half

 Preparation for Unit 3 exam Group discussion of the brief  Decision about what sort of performance to prepare for the Unit 3 exam (scripted

Suggested reading The Laramie Project (Kaufmann) Burn (Gearing) Vinegar Tom (Churchill)

Any play which deals with social justivce or human rights

 

Term 2 Second Half

Unit 1 assessment  

Term 3 First Half

or devised or a mixture of both) Rehearsal schedule starts Aim to present work to examiner before half term in February (or possible just after)

6 x 1 hour controlled assessment sessions exploring a theme Written evaluation of exploratory work (2,000 words max.) in controlled conditions

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Final writing up of frontsheets to be completed by 15 May

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Possible second theatre visit and 2,000 word max. essay if necessary