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Drama

Curriculum vision

Intent

The Drama curriculum aims to develop a students’ understanding of key foundational skills required for performance, whilst developing transferable life skills to prepare them for the world outside of Douay Martyrs.

The curriculum creates a passion and resilience for drama, creation and performance whilst developing a students’ love of theatrical development and/ or performance ultimately becoming independent learners and creative thinkers.

At KS3, emphasis will be on fun, self-expression, passionate teaching, enthusiasm, and the enjoyment of studying a range of fascinating topics exposing the student to a historical, modern, and deeply embedded cultural understanding of Drama.  Students will learn key words and concepts, such as improvisation, with succinct definitions before applying them in performance. Creativity and self-expression is further developed with a focus on key performances styles such as Melodrama and choral delivery from Greek Theatre in addition to contemporary rehearsal techniques such as: Stanislavski and Pinter’s Naturalism and Explorative

The Drama curriculum aims to develop a students’ understanding of key foundational skills required for performance, whilst developing transferable life skills to prepare them for the world outside of Douay Martyrs strategies - techniques to gain a deeper understanding of characters, to explore scenes and to experiment with characterisation, including: role playing, tableaux/still imagery, movement, mime thought-tracking and hot-seating et al.

At GCSE level, our focus moves to developing the key skills required for devising drama, as well as how to interpret play texts. There is a greater focus on consolidating set text, written and presentation skills using technical theatre, among other mediums to enhance a performance. We teach critical thinking and writing skills for analysing ‘live’ performances, coupled with ‘live’ streams and in-person theatre visits.

Our main aim is to encourage our students to become highly competent, flexible, and engaging performers with a strong appreciation of the technical side of theatre and who are able to write confidently about their processes; in addition to being able to speak with clarity and be confident in their understanding of how drama and theatre can work as a system to interrogate our contemporary world

 

 

  Autumn Term Spring Term Summer Term

Year 7

Introduction to Drama

Using a parable espousing the Christian message ‘treat others how you would like to be treated’ the students will learn the foundational skills of Drama. These include basic staging, the importance of exaggerated facial expression, body language, use of voice and space, plus how to work individually and as part of a team, in a creative, fun, and nurturing environment.

Greek Theatre 

Using the myth of ‘Theseus and the Minotaur’ we will explore and develop the foundational skills required for choral performance. These include how to write using rhyming couplets, moving together in synchronisation, symmetry, and canon, in addition to how to be dynamic in their choral vocal delivery. They will also be exploring through dramatic structure and self-expression, abstract staging, and movement in their performance work.

Storytelling

Students will work on how to create dramatic tension through their story development. They will further refine their ability to develop a rounded character for performance, combining their basic staging knowledge with non-naturalistic movement, whilst challenging themselves to create more nuanced, authentic and engaging characters.

 

Year 8 

 

‘Status’ and Interview Skills

Students’ develop an understanding of how ‘status’ is communicated in a myriad of forms in society.

Building on skills and knowledge from Year 7, they will explore how to communicate a solid and secure status through vocal expression and body language through the lens of an interview format.

Melodrama and Commedia dell’arte

Students’ learn the foundational characters of Melodrama, e.g., Hero, Villain and Heroine, movement, exaggeration and use of space. Students’ will also enjoy exploring the world of – Commedia Dell’arte a genre with very clear, simple, and humorous plot lines, usually related to the themes of love, money, or food.  Next, they explore the conventions of Melodrama and Commedia Dell’arte in short, improvised performances using sound effects and a range of performance skills.

 

Interpretation of Text

Students use a short piece of text by Pinter et al to explore the conventions of dialogue and stage directions. They are lead through a series of exercises to explore how to develop a more nuanced and engaging performance.

Year 9

 

Introduction to GCSE Drama [Practical]

Students explore a number of different key conventions and skills which are required in rehearsals and performance. They keep an on-going logbook of their practical work.

Live Theatre Production [Written]

Students will either go to see a ‘live’ performance or view a streaming digital performance. They will create notes for an essay based on their observations.

Set Text: Blood Brothers – Act 1 [Practical]

Students will explore the social, political, and economic background of this play text before embarking on a series of practical exploration of it.

 

 

C1b Written Exam Preparation [Written]

Students complete a series of written tasks in order to prepare themselves for applying their descriptive and analytical skills to an extract from their set text.

Devising Skills [Practical]

Students learn a series of devising strategies before applying them to contrasting stimuli in order to create a piece of self-created and exploratory/experimental drama.

 

 

Devising Log [Written]

Students track each of their explorations and rehearsals in order to create a report of their progress in reflection.

Year 10

 

Set Text: Blood Brothers – Act 2 [Practical]

Students return to this unit and complete Act 2.

C1b Written Exam Preparation [Written]

Students continue to improve on their written preparation.

 

Live Theatre Production [Written]

Students apply their skills to a second ‘live’ or streamed digital performance.

C3: Text Exploration and Rehearsal

Students learn the skills required to develop a monologue or duologue from the page to stage. These are applied to a short performance piece.

 

C2: Devising Exam Preparation

Students explore at least two contrasting stimuli.

They track their progress in a written, typed or audio log.

 

Students begin to run structured rehearsals in order to create their final devised performance.

C2: Devising Exam Performance [Practical]

Students work with the lighting and sound operators to prepare their piece for their first practical exam. This is internally moderated.

 

Devising Log [Written]

Students complete their written report on their processes, reflecting on their journey.

Year 11

 

Live Theatre Production [Written]

Students apply their skills to a third ‘live’ or streamed digital performance.

 

C3: Text Exploration and Rehearsal

Students choose their performance piece of text from a combination of either a monologue, duologue and/or group piece from a play text.

C3: Practical Exam

Students rehearse and perform their two choices from the one play text.  They perform using the lighting and sound equipment in the Drama studio to an external moderator.

 

Written Exam Revision

Students use this time to revise the preparation for their Set Text and Live Production Exams.

Written Exam Revision

Students use this time to revise the preparation for their Set Text and Live Production Exams.

 

 

 

Final Written Exam.

Impact

The impact of the curriculum is to prepare students both practically and academically for the next phase of their educational journey by providing them with the skills (whether artistic, technical, academic, or transferable) needed to flourish at A Level, further study or in the world of work. Students will be able to discuss the merits of different theatrical styles, rehearsal methods employed by a performer, designer, or director; both verbally and through a written format, whilst developing/building on skills they can use/transfer in all walks of life.  They will also be able to reflect critically on their processes and performances in order to grow as a creative and expressive individual. Overall, we aim to equip all students with the comprehension, confidence, and critical analysis to creatively comprehend and articulate any artistic and creative experiences they may encounter in the future.