Character Virtues Cross Curricular Links Assessment Points Subject Specific Skills CEIAG Links
Drama Curriculum Map
Planning, Question: How can I apply my promoting/pitching & Underlined = Deeper development of knowledge in responding to industry evaluating commission? Unit 3 Performing Arts in earlier skills / knowledge Practice Progression to next stage of learning: A Level Drama & Theatre BTEC Performing Arts Performing Arts Colleges eg CAPA / MADD
Unit 3: Performing Arts in Practice
English, History, Geography & PSHCE
Devising Components of Style
Direct Address, Breaking the Fourth Wall, Realism & Physical Theatre
Styles & Genre
Question: What are the key styles/genres/theatrical movements in Theatre History? Exploring practitioners such as Brecht, Stanislavski, Boal & Frantic Assembly.
Reflection Deliberation Respect
Question: How can we increase tension in a story? Exploring War of the Worlds, making decisions and creating tension/fear for the horror genre
PSHE Themes
10
Refugee Crisis
Responding to Stimulus
Stimulus, Devising & Improvisation Question: Can I apply my knowledge to acting in/directing a play? Students will study the play ‘Face’ from the role of both an actor and director.
‘Face’ The Play
Question: How do I tell a story with no speaking? Looking at how theatre impacted early film. Exploring key techniques involved with mime and creating comedy
• • • • •
Mime Slapstick Clocking the Audience Synchronisation Stock Characters
English – The Tempest English - Shakespeare Y7 Question: Can I tell a Shakespearean story effectively? Students will explore plot, character, status & relationships
PSHCE – Key Themes • Educating the Audience Direct Address, Narration, News Reports & Adverts
The Tempest
• Exaggeration • Character relationships • Atmosphere
Theatre in Education Question: Where did Theatre start? Students will explore key conventions of Greek Theatre to understand its impact on modern day
Greek Theatre
RE: Greek Mythology History: Ancient Greece
Unison Choral Speaking • Exaggerated characters • Ensemble performance Exaggeration
A Christmas Carol
• Storytelling English – Key Text • Characterisation History – Victorian Era • Creation Question: How can I apply core Drama skills to a given Narration story? Flashback Exploring ‘A Christmas Carol’ by Charles Dickens using Cross-cutting the key skills involved in storytelling and character. Status
Community Active Citizen Responsibility Emotional Intelligence Relationships
Question: Can I make my audience think? Naturalistic performing of the story of Rose Blanche, challenging stereotypes, creating tone/atmosphere and making our audience think.
Still image, slow motion & naturalism
Silent Movies
Question: Can Drama educate an audience? Exploring various themes (bullying, peer pressure, mental health etc.) and using TIE techniques to educate the audience.
Community Active Citizen Emotional Intelligence Relationships
Warden X Characterisation Vocal Skills Physical Skills Directing
English, PSHCE & Art (Costume Design element)
Melodrama
Responsibility Emotional Intelligence Relationships
Carl White
English, History, Music & Art
9
Creating Fear & Tension 7 levels of tension Physical Theatre
Music English - Key Novel/Play
Community Active Citizen Emotional Intelligence Relationships
Question: How do I devise my own piece of Drama? Students will explore various stimuli, Question: How can I create Drama from scratch? Attentiveness PSHCE Self control partake in whole Students will explore a range of stimuli & use Homelessness Reflection class improvisation their knowledge of drama conventions & Refugee Crisis and have the performance styles to devise a piece of theatre Confidence opportunity to create a story.
Missing Dan Nolan
War of the Worlds
Response to stimuli, applying a chosen style & Devising/Creating.
Question: How can I create an atmosphere with a script? Page to stage exploration of a text, Characterisation whole class discussion, characterisation & Directing creating a suitable tone.
Creating the right tone/atmosphere Characterisation
English PSHCE History
11
Devising Drama
Unit 1: ‘Performing’
Performing various extracts Wide range of acting skills Effective contribution
Attentiveness Self control Reflection Confidence
Question: What makes good Theatre? Students will explore various stimuli/scenarios and use their knowledge of style to devise a performance
Unit 1 Performing Theatre
Exploring Text
Play Attentiveness Confidence
Unit 2: ‘Creating’
Playwright intentions, deconstructing text, Willy Russell, Social & Historical context Honesty Question: How can I perform an extract Kindness from Blood Brothers thinking about Forgiveness character, setting & context?
Characterisation Given Circumstances Staging
Question: How do I bring a text to life? Preparation of Unit 1. Exploring a range of texts to practice the process.
Question: How do I devise a whole performance from a single stimulus? Unit 2 Creating Theatre
History – Victorian Britain WW2
Rose Character exploration, Blanche creating tone & atmosphere,
• Historical accuracy • Creating atmosphere
A Monster Calls
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A Victorian Child Emotional Intelligence Community Bravery Friendship
Question: How do I transfer a play from page to stage? Using a text to perform a scripted story; Question: How can History inform applying all key skills. my character/performance? • Characterisation • Storytelling • Learning Lines
Exploring what life was like as a Victorian child through Drama.
7
Intro to Drama Freeze Frame Narration Cross-Cutting ThoughtTracking
• Characterisation • Storytelling Question: How do I create high quality Drama? Introducing students to the core knowledge in Drama to use throughout KS3