KS3 Drama

Drama is an inspiring and practical subject. Programmes of study promote an involvement in and enjoyment of drama, as performers and/or designers. Additionally, it provides opportunities to attend live theatre performances and develop thoughtful and informed skills as an audience member.

Term 1

The first term is focused on the skills and techniques that are used and how they create different effects for the audience. Students are assessed on their interpretation of a poem.

  • The concept of Drama and the 4 Cs (confidence, communication, co-operation & co-ordination.)
  • The concept of working as a team.
  • The ability to communicate with their peers.
  • The dramatic convention of freeze frame (still image).
  • Focus, gesture and facial expression.
  • Interpretation of a poem.
  • Still image and narration to present an interpretation of the poem.

Term 2

The second term is focused on developing these skills and interpreting a play by Shakespeare. Students are assessed on their extended performance.

  • The relationships between the characters in Hamlet / Romeo and Juliet.
  • The sub-text of these relationships and interpretative skills.
  • Soliloquy study, interpreting the language and to use this to inform performance.
  • Character and scene construction. To reflect in role as a character from Hamlet or Romeo and Juliet.
  • Iambic rhythm and how it is used in Shakespeare’s language.
  • To create a soliloquy and a performance of the soliloquy for assessment.

Term 3

The third term is focused on the use of all the skills learned and developed using combinations of mediums and strategies to create effective and meaningful work.

Styles, genres and practitioners.

  • Epic theatre and Brecht: used to make the audience think. A range of devices to remind the viewers that they are watching theatre and not real life.
  • Musical theatre: song, dance and dialogue to tell a story.
  • Naturalism and Stanislavski: to use naturalistic performances that are as realistic as possible and study method acting.
  • Physical theatre: techniques such as movement, mime, gesture and dance and to explore complex social and cultural issues.
  • A scripted performance and to write a reflective review of the development phase and the performance.
Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
The main Drama Skills and Techniques

 

Assessment focus –

A: performance / storyboard using freeze frame and flashbacks and flash forwards.

B: performance / storyboard of a poem using freeze frame and conscience alley.

C: performance /storyboard of a script extract using freeze frame and thought-tracking / hot seating.

 

Masks

 

Assessment focus –

A: create a mask design based the study of Ancient Greek Theatre and an evaluation.

B: create a mask design based on the study of Japanese Noh theatre, or Nohgaku (能楽) and an evaluation.

C: create a mask design based on Postmodern Theatre. Example: Saul Steinberg paper bag masks and an evaluation.

Costume and Props

 

Assessment focus –

A: design costumes for a character from a classic story / play and write an evaluation.

B: design futuristic costumes for a play set in a particular historical context and write an evaluation.

C: design surreal or post-modern costumes for a character.

 

Styles, Genres and Practitioners

 

Assessment focus – A: view / perform and evaluate an example of Epic theatre and Brechtian theatre.

B: view / perform and evaluate an example of Stanislavski and Naturalism theatre.

C: view / perform and evaluate an example of Physical theatre and Musical theatre.

 

 

 

Shakespeare and the Theatre

 

Assessment focus – performance / storyboard of performance from a Shakespeare play.

A: Romeo and Juliet – love, loyalties and emotions.

B: The Taming of the Shrew – gender and misogyny, social hierarchy, identity and marriage.

C: Hamlet – hierarchy, family, revenge, corruption; religion, politics, appearance and feminism.

Scenic / Stage Design

 

Assessment focus – study, evaluate and create a scenic design.

A: King Kong, the professional scenic designs include a 2,000-pound animatronic puppet.

B: Beetlejuice, the professional scenic designs include a giant sandworm that lives in the walls. 

C: Alice in Wonderland, the professional scenic designs include a surreal ceiling of falling clocks.