scheme of work

							SCHEME OF WORK
Year Group: 10 Unit of work/ Term: 3b General Aims: Title / Topic / Theme: Duration of Scheme: 6 weeks Weekly hours/lessons: 2 hrs 30 mins

Music Based Devising

To provide opportunities for pupils to:  Demonstrate their ability in and knowledge and understanding of the practical skills necessary for the realisation of a presentation to an audience.  Respond to the stimulus showing understanding of dramatic potential.  Take part in different styles of performance All pupils will have learned:  That the performance should seek to communicate the themes that connect the stimulus material in an appropriate form to an audience.  In order to achieve the ‘variety’ that the syllabus demands a performer must employ a range of physical and vocal skills to create and sustain a characterisation.  To evaluate the effectiveness of their own and others work Most pupils will have learned:  Stimulus material and drama skills must be imaginatively interpreted to present the content to the audience in an engaging and interesting way.  To be successful they must consider their audience throughout the whole project. Dramatic form should depend upon the content and how it might be best communicated to the audience.  That to evaluate the effectiveness of their own and others work they must analyse the development process Some pupils will have learned:  Devising theatre requires the performer to take risks and be brave in their application and interpretation of drama skills, knowledge and understanding. To succeed they must shoe creativity and flair throughout the devising process.  Drama can be used to communicate with an audience in a variety of different ways. By using drama skills with control and purpose the performance can achieve a lasting impact upon the audience.  That to evaluate the effectiveness of their own and others work they must analyse the development process and compare it to the performance itself

Learning Outcomes:

Stage/ Week/ Lesson 1

Outline Plan

Assessment

Opportunities / Links
Inclusion; KS3 literacy & numeracy; Key Skills; ICT; Citizenship, etc.

Resources

Introduction to project:  Explain to the group that they will be using Music as a stimulus to base different styles of performance on  The different styles will be:  Dance-Drama  Mime/Tableaux  Dramatic Scenes Dance-Drama:  Discuss the style of Dance-Drama  What does it involve?  How is it similar to Physical Theatre?  Techniques to use:  Balance  Rhythm  Opposition  Teacher to model a situation  Pupils to listen to music- ‘Stan’  In groups of approx. 4 pupils must create their own Dance-Drama piece  Must contain:  Recognisable characters  Recognisable storyline  Must NOT be just movement/dance    Share work Evaluate what worked and why? What was easy/difficult about this task?

Informal formative of group work

Key Skills: working together ICT: use of CD player Literacy: possible new vocabulary Differentiation: auditory, kinaesthetic

CD: ‘Stan’ by Eminem CD player

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Mime/Tableau  Re-cap on last week- Dance-Drama  What did you learn?  Discuss the style of Mime/Tableau  What do they involve?  What are the basic ingredients of mime work?  Teacher to model a situation  What are the basic ingredients of a tableau?  Teacher to model a situation         Pupils to listen to music- ‘Dance of the Knights’ In groups of approx. 4 pupils must create their own Mime or Tableau piece Must contain: Recognisable characters Recognisable storyline Share work Evaluate what worked and why? What was easy/difficult about this task?

Informal formative of group work

Key Skills: working together ICT: Use of CD player Literacy: possible new vocabulary Differentiation: auditory, kinaesthetic

CD: ‘Dance of the Knights’ CD player

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Dramatic Scene:  Re-cap on last week- Mime/Tableau  What did you learn?  Discuss the style of a Dramatic Scene  What do they involve?  What are the basic ingredients of a Dramatic Scene?   Pupils to listen to music- a variety of instrumental pieces In groups of approx. 4 pupils must create their own Dramatic Scene based on ONE of the instrumental pieces they have heard Must contain: Recognisable characters Recognisable storyline Share work Evaluate what worked and why? What was easy/difficult about this task? Next week pupils to bring in their own piece of music

Informal formative of group work

Key Skills: working together ICT: use of CD player

CD’s: A variety of instrumental pieces CD player

Differentiation: auditory, kinaesthetic

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Own Choice:  Re-cap on last week- Dramatic Scene  What did you learn?  Pupils to get into groups of approx. 4  To listen to each pupils’ music  Either to use one piece only or to use a montage of all pieces  Groups must choose between:  Dance-Drama  Mime/Tableau  Dramatic Scene  To present their work in ONE of these styles    Must contain: Recognisable characters Recognisable storyline

Informal formative of group work

Key Skills: working together ICT: use of CD player Differentiation: auditory, kinaesthetic

CD’s: Pupils’ own CD player

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Rehearsal:  In groups rehearse pieces  Check on groups progress continually  Discuss as a whole group what each group is doing and how they are making progress

Informal formative of group work

Key Skills: working together ICT: use of CD player Differentiation: auditory, kinaesthetic

CD’s: Pupils’ own CD player

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Performance:  Performance:  Short time for rehearsal  Each group perform  Formative assessment of each group  Evaluate each group’s performance  What worked and why?  Why did you choose the style of presentation that you did?  Evaluate project as a whole group  What have you learned?

Formal formative of group work: Always, Sometimes Rarely: Pupils can: 1. Communicate themes to an audience 2. Employ a range of skills in performance 3. Evaluate own and others work

Key Skills: working together ICT: use of CD player Differentiation: auditory, kinaesthetic

CD’s: Pupils’ own CD player