The KING’S Medium Term Plan - Drama 2015-2016 · 2019-01-21 · The KING’S Medium Term Plan -...
Transcript of The KING’S Medium Term Plan - Drama 2015-2016 · 2019-01-21 · The KING’S Medium Term Plan -...
The KING’S Medium Term Plan - Drama
Y10 LC2 Programme – 2015-2016
Module Scripted Performance
In this module students will develop their skills as performers through applying knowledge and understanding of drama to
the production of a full length play. Each student will be cast as a character through an audition process, experiencing first
hand the pressures of an audition room. In addition to rehearsing and performing the full length play in front of an open
audience, each student will develop their ability to critically analyse their own performance and the performance of others.
Students will develop their ability to self evaluate and peer assess to high level. In addition to this students will create
strategies to improve their own practice and master the ability to advise and direct others. Students will be working form the
Peter Hall version of ‘Animal Farm’.
Building on
prior learning
Students have developed skills in improvisation and rehearsal techniques over the last learning cycle. They are beginning to
develop their acting skills and understanding how character, setting and objectives impact on acting truthfully. Students have
developed focus skills and understand when and why focus and anarchy should be used. Students have developed skills in
performing with masks and are competent at creating diverse archetypical characters.
Overarching
Challenge
question
Who is the most important, the actor or the audience?
Lines of
Enquiry
Week 1: What does an audition process look like?
Week 2: What is an ensemble production?
Week 3: How do you play naturalistically in an ensemble production? – Task and tactic
Week 4: How do you play the ‘Given Circumstances’? – Give Circumstances
Week 5: How can the ‘Magic If’ help me? – Magic If
Week 6: How do I add colour to my performance? – Dynamic Staging
Week 7: Is acting possible without an audience?
Exam board
links:
Topic
Progress
Statement
Weeks’ 1-5: GCSE Drama (AQA 4240 – Unit 2 – Option 1: Acting) Progress objectives: by the end of this modules students will have developed skills to evaluate their own successes and failures. They will be able to identify good and bad practice and be able to develop strategies to improve their own practice and the practice of others. Students will analyse in detail various scripts from that are studied in the English curriculum. AO1: Create and develop ideas to communicate meaning for theatrical performance. AO2: Apply theatrical skills to realise artistic intentions in live performance. AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. AO4: Analyse and evaluate their own work and the work of others. Students will also develop their skills in answering the Unit 1 part of their course through a midterm and end of term written assessment.
Learning
strategies
Literacy: Literacy will be present throughout every lesson. Every student will engage with a written workbook that will be updated every week. They will be assessed every week and any SPAG issues will be highlighted and corrected as an additional task. In addition to this students will be working with 2 texts that are set texts on many exam boards syllabuses. Numeracy: Students will use numeracy through good timekeeping during activities, organising group numbers and managing their time at home by using their homework planner. Cognitive Acceleration: Cognitive Acceleration strategies included in this learning cycle are: Socratic questioning Higher level reasoning Problematised discussions Developing metacognition through high level inference evaluation
Knowledge and Skills
Understanding the cultural, historical and political importance of two set texts Critical analysis Peer Assessment Self Assessment Character creation Focus development Development of team work skills Development of high levels of inference Development of evaluation and critiquing skills Development of movement and vocal skills
Week 1
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 1: What does an audition process look like?
Students will learn to:
Understand how auditions are conducted
Learn a monologue off by heart
Engage in exercises that aid the understanding of how to deliver monologue
Weekly success criteria across 3 lessons: GP 4 (Theory)
Understand how to emphasise possessive nouns
Understand how to use the add a word on process
Understand how the change of thought process works
GP 5 (Theory)
Use emphasis of possessive nouns
Use the add a word on to process to understand the monologue in more detail
Use the change of thought process to change the colour of your performance
GP 7 (Theory)
Understand which possessive nouns need emphasis and which do not
Use the add a word on process to articulate the effect your delivery has on the monologue
Articulate how the performance has improved by using the change of thought process.
Week 2
3 hours of
lessons plus 1
hour of home
learning each
week
Lesson Hypotheses:
Hypothesis 1 – Monologues are easier to perform than dialogues Home Learning:
Learn monologue by heart
Line of Enquiry - Week 2: What is an ensemble production?
Students will learn to:
Understand what is meant by an ensemble production
Identify a good use of ensemble
Master how to participate in ensemble work
Recognise the importance of music in ensemble work
Create the opening section of Animal Farm
Weekly success criteria across 3 lessons:
GP 4
Understand what is meant by an ensemble production
Understand how music is a benefit to an ensmble
Take part in the opening section of Animal Farm
GP 5
Understand how an ensemble production has benefits
Week 3
3 hours of
lessons plus 1
hour of home
learning each
week
Use music to enrich your performance
Commit to your performance in the opening section of Animal Farm
GP 7
Contribute to the ensemble using focus and energy
Articulate why music is beneficial to ensemble work
Offer suggestions of how to improve the performance of the opening section
Lesson Hypotheses:
Hypothesis 1 – Creating an ensemble is easy
Week 3: How do you play naturalistically in an ensemble production? – Task and tactic
Students will learn to:
Understand the 5 W’s and how to apply them to drama
Understand the meaning of ‘Perfection Partner’
Understand the process of critical analysis
Use Task and Tactic in their performance
Develop skills in actioning
Use voice and movement that suits their character
Weekly success criteria across 3 lessons: GP 4 (Theory)
Understand what the 5 W’s are (AO3)
Understand the meaning of the ‘Perfection Partner’ (AO4)
Understand what is meant by the term critical analysis (AO4)
GP 5 (Theory)
Articulate how to use the 5 W’s in drama (AO3)
Articulate the importance of a perfection partner (AO4)
Articulate how critical analysis works (AO4) GP 7 (Theory)
Explain the 5 W’s for your character in All My Sons (AO1)
Critique your partner effectively in their performance of All My Sons (AO4)
Critically analyse the performance of others and offer them advice on how to improve (AO4) GP 4 (Practical)
Use simple tactics to achieve my task (AO2)
Use simple actioning techniques to play my character (AO1)
Use voice and movement to play a simple character (AO1 & AO2)
GP 5 (Practical)
Use dynamic tactics t achieve my task (AO2)
Use dynamic actioning techniques to play my character (AO1)
Use voice and movement to play a dynamic character (AO1 & AO2) GP 7 (Practical)
Use complex but readable tactics to achieve my task (AO2)
Use complex but readable tactics to play my character (AO1)
Use voice and movement to play a complex character (AO1 & AO2) Lesson Hypotheses:
Hypothesis 1 – A character should always have Aspirations
Home Learning:
Complete the flow diagram entitled ‘My Objective Analysis”
Week 4
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 4: How do you play the ‘Given Circumstances’?
Students will learn to:
Establish the given circumstances of a scene
Establish the given circumstances of a character
Identify how important knowing the given circumstances are
Articulate the given circumstances of ‘Mother’ in the scene Weekly success criteria across 3 lessons: GP 2 (Theory)
Describe what is meant by the given circumstances in a scene (AO2)
Describe what is meant by the given circumstances of a character (AO2)
Describe the given circumstances of ‘Mother’ (AO2)
GP 4 (Theory)
Identify the given circumstances of a scene (AO2)
Identify the given circumstances of a character (A02)
Identify how the given circumstances of ‘Mother’ will aid your playing of the character (ao2) GP 7 (Theory)
Articulate how the given circumstances will effect the way you play a scene (AO3)
Articulate how the given circumstances will effect the way you play a character (AO3)
Articulate how the given circumstances of ‘Mother’ will impact on character relationships (AO3) Further personalised success criteria will be allocated by the perfection partners following the rubric attached below
Lesson Hypotheses:
Hypothesis 1 – To understand a character we need to know the back story
Week 5
3 hours of
lessons plus 1
hour of home
learning each
week
Line of Enquiry - Week 5: How can the ‘Magic If’ help me?
Students will learn to:
Understand the meaning of the ‘Magic If’ process
Identify how the ‘Magic If’ can be used to improve performance
Develop an appreciation for subjective analysis
Weekly success criteria across 3 lessons: GP 4 (Theory)
Understand the meaning of the ‘Magic If’ (AO1)
Understand the meaning of subjective analysis (AO3) GP 5 (Theory)
Identify 3 ‘Magic If’ questions that will impact on your performance (AO1)
Create a realistic subjective analysis of your character (AO3) GP 6/7 (Theory)
Articulate how the 3 ‘Magic If’ questions have impacted on your performance (AO1)
Articulate how the subjective analysis has improved your performance (AO3) Further personalised success criteria will be allocated by the perfection partners following the rubric attached below Lesson Hypotheses:
Hypothesis 1 – It is easy to imagine yourself in the place of a character Home Learning:
Complete the section named: “My Subjective Analysis”
Week 6
3 hours of
lessons plus 1
hour of home
learning each
week
Week 7
3 hours of
lessons plus 1
hour of home
Week 6: How do I add colour to my performance? – Dynamic Staging
Students will learn to:
Peer assess in more detail
Offer constructive advice that improves performance with reference to staging
Develop own performance using the advice of their perfection partner
Align their performance using the complete success criteria
Weekly success criteria across 3 lessons: Personalised success criteria will be allocated by the perfection partners following the rubric attached below
Lesson Hypotheses:
Hypothesis 1 – By helping others to improve, I improve
Line of Enquiry - Week 7: Is acting possible without an audience?
Students will learn to:
Be an appreciative audience member
Apply their knowledge of peer assessment to assess their partners performance
learning each
week
Analyse their own performance in a viva-voce Weekly success criteria across 3 lessons: GP 3/4
Write a basic response to the question
Include some analysis of their performance in their response
Use a writing frame to structure a simple answer
GP 5/6
Write a detailed response to the question
Have a detailed analysis of their performance in their response
Use a writing frame to structure a detailed response
GP 7/8/9
Write a fully detailed response to the question
Have a detailed analysis that makes specific reference to the audience in their response
Use a writing frame to structure a full and detailed response
Lesson Hypotheses:
Hypothesis 1 – A drama essay should be a step by step guide to acting a part
Extended Learning
Learning Cycle Success Criteria
Students will consolidate their learning in their workbooks. They will constantly self evaluate and test their
knowledge through the completion of these workbooks. In addition to this they will be graded on 4 areas each
lesson. Rehearsal, Contribution, Skill and Homework. Each student will be pushed to improve their ability in each
and will be monitored throughout. Workbook is available for viewing by email: [email protected]
Students will be working through the works of:
Stanislavski
Peter Hall
Max Stafford-Clark
Bertolt Brecht
Texts written by Stanislavski are available from Mr Bowden for further research
Needs Work
(GP1-3)
Bronze
(GP4-5)
Silver
(GP6-7)
Gold
(GP8-9)
Voice Little to no variety in pitch,
volume or tone
Words are not always heard they
may be mumbled
The voice does not fit the
character
An attempt is made at changing the
tone, pitch and volume of speech
All words are clear
The voice does not fit the character
completely
The tone, pitch and volume
change throughout and fit with
the script
All words are clear
The voice fits the character
The tone pitch and volume change a lot
during the performance, the actor uses
pauses to raise the tension in the scene and
an attempt is made at using accent
Every word is clear to the audience
Tempo of the scene Very little change in the tempo of
the scene
An attempt to change the tempo of
the scene
A good use of tempo change that
adds excitement to the scene
Tempo changes constantly throughout and
fits with the script
Staging Mistakes are made throughout
with actors being blocked and the
audience view being obscured
The actors always face the audience,
but the staging is dull and
uninteresting
Staging is interesting to look with
the actors using all of the stage
space
Staging is dynamic, with a use of levels,
proxemics and the audience view is never
impaired
Facial expression No attempt is made at changing
facial expressions
Facial expressions are used, but are
either too subtle or too over the top
Natural facial expressions are
used that fit with the script
Facial expressions are used throughout that
complement the script and the character
Understanding It is evident that the actor does not
understand what they are saying
The actor has an awareness of what
they are saying and uses a task that
fits with what they saying
The actor completely understands
what they are saying and this is
reflected in the tactics that they
choose
The actor understands the character and
script in full detail which is reflected in the
choice of tactics used
Physicality No attempt is made at changing
the physicality for performance
The physicality stays the same
throughout
An attempt is made at changing the
physicality but it may be to subtle,
or too obvious to seem realistic
A change of physicality is used
that is clear and not too over the
top
The physicality of the character has changed
and it fits with the profile of the character