Year 7
Greek Theatre
Year 7
Design 1a
Physicality - Learning to use body language in a more complex way in their characterisation Vocal - Learning to become aware of the voice in performance - Pitch, Tone and Volume, and how to reflect the character's emotion in both the physicality and voice of the performer
Stage Combat - Learning to choreograph a fight sequence Vocal - Exploring dynamics of the voice through Shakespeare's language Line Learning - Marking the script
Greek theatre, the role of the chorus in Greek plays, Greek myths
Students are introduced to stock characters within Commedia dell'arte and experience the cartoon style of Melodrama in performance to develop futher understanding of the elements of modern Pantomime and explore comic timing
Elizabethan/Jacobean - Begin an appreciation of Shakespeare's language and the conventions of Mime & Physical Theatre - Further their understanding of story telling through mime, still image the day and movement sequences
Staging
Arena staging - looking at how Greek theatres were designed and any comparisons to venues we use today. Levels - Learning how to hide meaning within productions
Stage Directions - Learning the areas of the stage
Blocking, Diagonals and shaping - Students are learning how to hide meaning within their staging in terms of character relationships and power. Students learn to create interest by shaping their floor-space
Process
As the first unit of work for Year 7's the focus is on getting used to the space, and working in a practical way. Being able to demonstrate drama terminology both practically, and through group discussions. At the end of the unit they are introduced to the rehearsal process: production meeting, rehearsal, run through.
Rehearsal Process - Learning baisc steps and the expectations during rehearsals: production Audition - Students are learning the professional etiquette and how to conduct themselves during Devising - Experiencing the process of interpreting a variety of stimuli, rehearse and develop ideas meeting/warm up, rehearsal, review. Students will also experience a dress rehearsal and final run- an audition. Students are developing an awareness of the importance of researchfor their Design - Learning how to interpret, create a vision and experiencing the redrafting process and make creative decisions through performance
Style/Genre
Knowledge
T.I.E
Introduction to freeze frames, how to change our body language, facial expressions and gestures to show different emotions. Use of narration and choral speaking.
Practitioner Skill
Timeline Role Purpose
Question Practitioner Exposure Repetoire Oracy
Various
Makeup, Props, Costume - Learning how to create coherence within their vision and to focus upon their intent
625BC - 438 BC
16th, 17th & 20th Century - Developing an awareness of the repertoire and genre in context
Gaining a basic understanding of the responsibilities of both an actor and a producer.
Actor & Designer - Learning the responsibilities of being an actor and begin to develop an awareness of the role of Designer
Actor / Fight Choreographer / Casting Director - Students continue to explore the responsibilities of these roles and their place within the entertainment industry
Entertain & Educate - Learning that Greek theatre usually told stories with morals to maintain a civilised society. Although it is a form of entertainment, it also has the power to teach.
Entertain & Educate - Learning that Pantomime is usually performed during the Christmas and/or Entertain & Provoke - Students are learning that Shakespeare not only entertained his audiences, Educate & Provoke - Learning performance has the power to both educate, provoke and create Easter period and that although it is a form of entertainment, it also has the power to teach. but also challenged much of the ideas of the day with his plays change within an audience
Term 1 - Quiz will contain questions on the knowledge learned this term. Achieving below 80% will require a re-sit and support will be given through free private tuition classes
20th Century - Learning to use their understanding of current affairs and their own personal opinions in the development of theatre to send a message to their audience Actor - Students are developing their awareness of the responsibilities of an actor within a production company and the consideration of dramatic intentions within scenes
Designer - Learning the roles and responsibilities of working in the Production department
Term 2 - 80% of the Quiz will contain questions on the knowledge learned this term and 20% of the knowledge learned last term. Achieving below 80% will require a re-sit and support will be given through free private tuition classes
Term 3 - 70% of the Quiz will contain questions on the knowledge learned this term and 30% of the core knowledge from prior learning. Achieving below 80% will require a re-sit and support will be given through free private tuition classes
Performance - Experiencing the responsibility of delivering a number of performances of up Performance - Experiencing the responsibility of delivering a five minute performance in a group to three minutes in a group Design - Designing a costume using the pantomime elements and annotate outlining rationale Written - producing an annotated photo of their rehearsal outlining the dramatic skills and and intentions conventions they have used: body language, gestures, levels etc.
Performance with fight sequence and also experiencing the responsibility of delivering a three minute group audition Create an annotated script which include: initial thoughts, dramatic intentions and marking the script for performance
Performance - Inclusion of theatrical conventions and a three minute phyiscal theatre performance (small group) Role on the Wall - Learning to consider and communicate the inner thoughts of a character in written analysis
Annotated Portfolio - Compiling a portfolio of the design process including drafts and reworked ideas alongide final designs
Consider - How would the world change if everyone took responsibility for themselves?
What do you feel is Shakespeare's greatest contribution to the world?
How much power do we have to change the world?
To what extent can we hide meaning within our work?
Can we teach through comedy?
Sophocles,
Cambridge Arts Theatre
Shakespeare
Berkoff Ignition Women / Ignition Men Tall Stories
Greek myths, plays: tragedies and satyr,
Cinderella
Romeo & Juliet
What does it mean to be a man? - Ignition
Various
Group presentations - being able to deliver a pitch in front of an audience.
Dramatic Intentions - Learning that there are conscious intentions behind the choices an actor and designer makes. Learning to develop an awareness of the audience and learning to give explanations for their choices
Professional Introductions & Dramatic Intentions - Learning audition etiquette and giving explanations for dramatic choices
Professional responses - learning to articulate the intention of the piece
Creative Intentions - Learning to present their vision giving reasons for their choices
Discuss the cross gender role playing within Pantomime Discuss stereotypes - male saving females
Discuss the role of women in theatre companies (or lack thereof) but how Shakespeare gave females strong characters within his plays
Dependent on the students' discussion
Learning how to break stereotypes through costume and make up and how specifc styles may have influed the culture of the day
Actor (small theatres) - Gaining an awareness of the varied salaries within theatrical contracts
Jobbing Actor - Gaining awareness of repertory theatre through companies such as the RSC
Discover how only men played roles of both men and women in theatre. Challenging perceptions Discover how going to watch theatre festivals had the same level of occasion as sporting events in Greece. Career
Designer - Learning to access the imagination to develop a vision of the bigger picture
Learning the various stage types alongside their benefits and challenges Further challenge the students ability to hide meaning within their work
16th Century - Students learn basic conventions of the day including the theatre spaces and audience's relationship to the performers
Knowledge Quiz
Learning Demonstration
Improvising - Learning to use rehearsed improvisation to develop a story Theatrical Conventions - Learning several theatrical conventions which aid the telling of a story Learning basic physical theatre strategies to create symbolism within their storytelling
Costume - Students gain understanding that knowledge of characters aid the development of a vision for the design elements of the character
Design
Assessment
Shakespeare
Students are learning how to be a professional actor. Students are learning about theatre Students are continuing to explore their voice through shakespeare's text. Students are learning throughout history starting with Greek theatre and its origins. Students are learning that Students are learning the basic processes for devising theatre. Students are developing their Students consolodate the prior knowledge gained during this year by reflecting upon their Students are learning emotions and feelings can be reflected in both our body language and voice. to extend their physical awareness through body and stage combat. Students are learning to physicality tells a story about a character and situations. Students are developing an awareness of prior knowledge of hidden meaning and symbolism by layering it into staging - semiotics and understanding of storytelling and beginning to consider how to develop an overarching vision for Students further develop their awareness of their physicality through their Pantomime roles. develop further awareness of staging and the use of levels, entrances and exits and the hidden their own physicality and what information it may give an onlooker, and also how to script proxemics. Student are learning to consider their understanding of storytelling and the clarity of a given production. Students begin to consider crerative intentions by continuing to build upon Students are beginning to explore the many expressive aspects of the voice and its relationship meaning within shaping the floor space. Students are learning how to mark a script for narration for an audience to imagine the action. Students will learn the stages within the devising their message. Students are developing their awareness of Purpose by creating a performance their understanding of hidden meaning and symbolism through joining up their thinking in a with body language. performance and to consider the intention of the writer. Students are learning to begin to and rehearsal process. Students will demonstrate their knowledge through short performances which both entertains and educates the audiene. variety of design platforms. consider the motivation of the character within a scene. and an annotated written task.
Aim
Cultural Capital
Pantomime
Theatre Film TV - Curriculum Map WEB UPDATE.xlsx
T.I.E Deviser & Actor - Gaining awareness of the responsibility of the role of an actor/performer within a devising or physical theatre company.
Designer - Learning the power of a Royalty Income, learning business opportunities within creative companies