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KINGS SCHOOL GCSE DRAMA

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KINGS SCHOOL GCSE DRAMA Powered By Docstoc
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KING’S SCHOOL, PETERBOROUGH

DRAMA DEPARTMENT HANDBOOK

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KS3 DRAMA
       Students have one period of Drama per fortnightly timetable. They are taught in groups of thirty in Years 7 and 8 and groups of twenty in Year 9. A scheme of work can be found in the Department Office, which strongly links to citizenship issues addressed at KS3. Assessment is via levels adapted into pupil speak from the Arts Council’s ‘Drama in School’s’ booklet and can be found on the wall in the Drama Workshop. Students should receive a formal level for an assessment performed in the summer term. This assessment level should be written on each student’s end of year report. Scheme progressive – skills to performance, building on previous year

SCHEME OF WORK
Below is one way that the material in the KS3 Scheme could be ordered, allowing focus to be on the gradual development of skills needed for the start of the GCSE Drama Course.

Year 7
Term1: Mime/Storybuilding Term2: Folk Tales Term 3: Role Play and Improvisation

Year 8
Term 1: Bullying Term 2: At the Movies/Animal Rights Term 3: Parents and Children/Titanic

Year 9
Term 1: Power and Status Term 2: Introduction to script work/SATS drama realisation Term 3: Image/Devising and lead into GCSE

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KS3 DRAMA ASSESSMENT LEVELS
Drama at KS3 is built on 3 inter-related activities: 1. Making (encompasses the many processes and activities employed when exploring, devising, shaping and interpreting drama) 2. Performing (covers the skills and knowledge displayed when acting, presenting and producing dramas) 3. Responding (incorporates reflecting on both emotional and intellectual reactions to the drama)

The expected level attainments for Drama, as outlined in the Arts Council of England’s ‘Drama in Schools’ booklet are: Key Stage 3: Levels 3-7 Key Stage 4: Level 5 –7 plus exceptional performance.
*GCSE Grade C is approximately equivalent to a LEVEL 7*
Criteria for each level is stated on the following table and should be shared in pupil speak.

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LEVEL 3
MAKING I CAN: 1. Make up plays about different issues. 2.Use drama techniques to deepen the role or understanding of the situation eg, thought-tracking, hot-seating 3. Choose vocabulary and movement to match the person, place and time required by their story or situation. PERFORMING I CAN: 1. Act out improvised dramas and existing characters, creating characters that are clearly different from myself using voice and gesture 2. Communicate my work as part of a group eg, learning lines RESPONDING I CAN: 1. Discuss my work and the work of others, showing understanding of the use of forms eg, melodrama, mime 2. Comment on the drama both in and out of role and suggest ways of improving it. 3. Talk about the action taken by the characters in the drama and consider alternative responses.

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LEVEL 4
MAKING I CAN: 1. Work confidently in a group, using a range of drama techniques to explore situations and make up dramas for different purposes. 2. Plan and structure plays that make use of a range of techniques and forms too express ideas eg, narration in story theatre, mime in physical theatre 3. Write and perform my own scripts 4. Establish a character, with control over movement and voice. PERFORMING I CAN: 1. Learn lines, work well with others 2. Experiment with my voice and movement and create different characters in performance. RESPONDING I CAN: 1. Discuss themes and issues in the drama and the way they were presented. 2. Reflect on and evaluate my own and others work using basic theatrical terms.

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LEVEL 5
MAKING I CAN: 1. Explore and interpret ideas, issues and relationships in my drama work. 2. Make up plays for different purposes. 3. Keep in character for a period of time. 4. Write scripts and short plays based on devised work. PERFORMING I CAN: 1. Organise a short performance for an audience. 2. Use a variety of drama techniques and conventions in my pieces of drama. 3. Improve my acting during the rehearsal process. RESPONDING I CAN: 1. Discuss the way ideas are presented and how characters are portrayed in a piece of drama. 2. Compare different interpretations of the same text.

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LEVEL 6
MAKING I CAN: 1. Make up dramas based on a range of challenging issues and themes. 2. Give and accept suggestions and ideas during rehearsals. 3. Create and represent clearly defined characters with motivation. PERFORMING I CAN: 1. Organise and present performances in a range of styles. 2. Choose and control my voice and movement and develop them in rehearsal. RESPONDING I CAN: 1. Use theatrical vocabulary to describe and evaluate my own work and the work of others. 2. Analyse how actors and directors can communicate ideas, emotions and feelings.

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LEVEL 7
MAKING I CAN: 1. Create performances for different audiences and purposes using various styles eg, chorus from Greek Theatre 2. Contribute creatively to the devising process and use drama to educate and entertain. 3. Use drama techniques to establish atmosphere eg, simple props as symbols PERFORMING I CAN: 1. Develop a piece of devised work and transform it into a scripted scene. 2. Make use of the performance space in my drama. RESPONDING I CAN: 1. Talk about strengths and weakness in my own and others work. 2. Suggest areas for improvement. 3. I can find information about my drama work from a range of places eg, internet and can make connections between my own work and wider theatre traditions.

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LEVEL 8
MAKING I CAN: 1. Work with others to create a challenging, structured performance piece for a specific audience. 2. Use my imagination to interpret a range of play texts. 3. Explore a wide range of theatre techniques and genres. PERFORMING I CAN: 1. Work as part of an ensemble and can give a controlled performances. 2. Improvise, rehearse and perform theatre pieces to a high standard. RESPONDING I CAN: 1. Talk and write about plays in performance, showing good knowledge of theatre conventions eg, Brecht and alienation. 2. Use dramatic language and theatre vocabulary to suggest improvements to performance.

EXCEPTIONAL PERFORMANCE
I CAN: 1. Organise my work confidently, as part of an ensemble and a solo piece. 2. Lead and direct others in rehearsal. 3. Use a very wide range of different drama techniques to create a desired effect on an audience.

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GCSE DRAMA
 Students have eight periods of drama per fortnightly timetable.  Edexcel syllabus (www.edexcel.org.uk)  Two year course  Written/practical coursework 60% (completed during Years 10/11)  Practical exam 40% (externally assessed - Summer of Year 11) In the Department Office, you will find:  Schemes of work for ‘War’, ‘Bedlam’ and ‘Blood Brothers’  Scripts for the Paper 2 examination and practice  Exemplar written student samples of coursework for Paper One.

COURSE STRUCTURE
Year 10
Autumn Term:  Introduction to GCSE Drama  Mock Paper One, Unit One coursework (written/practical) – WAR Spring Term:  Paper One, Unit Two coursework (written/practical) – BLOOD BROTHERS (including Theatre Visit) Summer Term:  Paper One, Unit Two coursework (written/practical) – BLOOD BROTHERS  Year 10 Summer Performance Examination – G and T workshop, ‘BEYOND BLOOD BROTHERS.’  Performance Practice – WOMAN IN BLACK

Year 11
Autumn Term:  Paper One, Unit One coursework – BEDLAM  GCSE Mock Practical Examination Spring Term:  Paper 2 rehearsals Summer Term:  Paper 2 GCSE Performance Examination.

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PAPER 1 = DRAMA COURSEWORK (60%)
UNIT 1: DRAMA EXPLORATION 1 (30%)
A) Teacher assessed practical work (6 hour workshop) B) Portfolio of written documentary evidence (maximum 6 sheets of A4) Students should be introduced to: a) Explorative strategies (still image/thought-tracking/narrating/hotseating/role-play/cross cutting/forum theatre/marking the moment.) b) The Drama Medium (costume/sound/lighting/space/set/props/movement/gesture/voice) c) The Elements of Drama (action, plot, content/forms/climax, anticlimax/rhythm/contrasts/characterisation/conventions/symbols.) d) Drama Texts (Poetry/Artefacts/Music/Play scripts/Live Theatre Performances/Television/Newspaper articles/Literary or non-literary fiction.) Assessment Criteria: AO1 RESPONSE (to texts provided through explorative strategies) A02 DEVELOPMENT (of workshop through drama medium/elements, including presentation of script in form of a) dialogue with stage directions b) storyboard c) in role writing. AO4 EVALUATION (on effectiveness of workshop, incorporating own/peers’ contributions) Schemes of Work Mock Paper One, Unit 1 = WAR to be completed Autumn Term of Year 10 Paper One, Unit 1 = BEDLAM to be completed Autumn Term of Year 11.

UNIT 2: DRAMA EXPLORATION 2 (30%)
A) Teacher assessed practical work (6 hour workshop) B) Portfolio of written documentary evidence (maximum 6 sheets of A4) You will explore a complete play and gain knowledge and understanding of the ways in which performers, playwrights, directors and designers use the medium of drama to communicate ideas to audience. Schemes of Work Paper One, Unit 2 = ‘BLOOD BROTHERS’ to be completed Spring/Summer Term of Year 10. For the ‘evaluation section’ of Paper One, Unit 2, students should be taken to a production of ‘Blood Brothers’, currently showing at the Phoenix Theatre, London. They will then write a performance review.

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PAPER 2 = DRAMA PERFORMANCE (40%)
   Students should be prepared for an externally assessed practical examination (May). They must work in groups of between three and nine. In terms of length, performances should be between 15 and 45 minutes, according to number of candidates involved.

Examples of possible play choices: The Importance of Being Earnest Living with Lady Macbeth Shakers Bouncers The Grimm Tales Blood Brothers Abigail’s Party

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GCSE DRAMA ASSESSMENT GRADES
  Grade criteria should be shared with pupils at the beginning of Year 10. Wherever possible, these grades should be used for practical work throughout the course, enabling students to track their progress.

Assessment is based on the four components of the GCSE Drama Course: A01 RESPONSE A02 DEVELOPMENT A03 PRESENTATION A04 EVALUATION Grade C is equal to a Level 7 at KS3.

GRADE A* I can:     Respond to given stimuli with real subtlety and imagination, using a very wide range of explorative strategies. Play a leading role in the development of an ensemble piece of drama, using a number of carefully chosen drama forms. Show an exceptional command of drama skills during performance. Evaluate my own drama work and the work of others, in both written and oral form, within the framework of a wide understanding of drama.

GRADE A I can:     Respond to given stimuli in an imaginative and particularly creative way, using a wide range of explorative strategies. Work very well within a group situation, at times leading the group in the development of a piece of drama, using a number of carefully chosen drama forms. Show an excellent command of drama skills during performance. Evaluate in detail, my own drama work and the work of others, in both written and oral form, using explicit dramatic vocabulary.

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GRADE B I can:     Respond to given stimuli in a committed and creative way, using a range of explorative strategies. Work very well as part of a group in the development of a piece of drama, using a number of drama forms. Show a very good command of drama skills during performance. Evaluate my own drama work and the work of others, in both written and oral form, using appropriate dramatic vocabulary.

GRADE C I can:     Respond to given stimuli using a range of explorative strategies. Work well as part of a group in the development of a piece of drama using drama forms. Perform on stage using drama skills that keep an audience interested. Evaluate my own drama work and the work of others, in both written and oral form.

GRADE D I can:     Respond to given stimuli using basic explorative strategies. Contribute in some way to the development of a group piece of drama. Use a limited range of drama skills in performance. Evaluate my own work and the work of others, although this is within a superficial understanding of drama.

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A-LEVEL DRAMA
 Students have fifteen periods of drama per fortnightly timetable.  Edexcel syllabus (www.edexcel.org.uk)  Two year course – Units 1-3 AS, Units 4-6 A2  Split evenly between practical and written examination and coursework. In the Department Office, you will find:  Schemes of work for AS coursework Unit 1 (‘A Doll’s House’ and ‘Ui’)  Exemplar student coursework for Units 1 and 4  Possible scripts for practical examination Units 2 and 5  Past papers for AS/A2 written examinations (Units 3 and 6)

COURSE STRUCTURE
Year 12 – AS THEATRE STUDIES
Autumn Term:  Teacher 1: ‘The Resistible Rise of Arturo Ui’ and Brecht  Teacher 2: ‘A Doll’s House’ and Stanislavski Spring Term:  T1: Direction of Unit 2 Examination pieces  T2: ‘A Doll’s House’ and Stanislavski/ Unit 3b preparation (theatre visits and analysis) Summer Term:  T1: Unit 3A Written Examination preparation/Artaud and Grotowski  T2: Unit 3B Written Examination preparation/Introduction to Devising

Year 13 – A2 THEATRE STUDIES
Autumn Term:  T1: Unit 4 Devising Coursework/Examination  :Unit 6, Section A initial preparation Spring Term:  T1: Unit 5 Self-Directed Practical Examination Summer Term:  T1: Unit 6, Section A and B written Examination preparation.

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A STUDENT’S GUIDE TO A-LEVEL THEATRE STUDIES
Unit 1 Exploration of drama and theatre (15%)
In this unit you will be introduced to at least two plays, by one or more playwrights. You may also look at the work of some famous directors and theatre companies. Your teacher will take you through the chosen plays to look at the ways in which each play is put together. The plays that you study may well have been written some time ago, and you will learn about the conditions under which each play was first written and performed. As well as undertaking detailed practical study of the plays, you will begin to acquire a wider vocabulary and knowledge of drama and theatre which will be needed for the rest of the course. Your teacher will explore the two plays with you through a series of practical workshops. You will be assessed on both your practical work and written exploration notes that you keep about what you have learned about the plays. Your work for this unit will be marked by your teacher. Play 1: ‘A Doll’s House’ (Ibsen) Play 2: ‘The Resistible Rise of Arturo Ui’ (Brecht)

Unit 2 Text in performance (20%)
In this unit you will perform a role in the production of a play. The play will not have been studied in Unit 1, but could be by one of the playwrights studied in that unit. In preparation for this unit, you will take part in workshops that will help you to develop your performance or design/technical skills. Your teacher may well try out several different scenes from different plays to find a play that suits the group and you as an individual. You may also be asked to audition for a part in the play. As a performer, you will have to learn lines and think about how to play a part in order to convince your teacher (the director), that you are the right person for the role. If you have an interest in lighting, sound, set, mask or costume design, you can discuss with your teacher the possibilities of taking on a role on the production side. If you are also studying Art & Design, you might find that this part of the course is a useful and original way of developing and applying your art and design skills. The exam for this unit takes the form of a practical test. You will be assessed on how well you use your performing or design skills in the performance. This unit is linked with Unit 3 and during the rehearsals you will need to keep notes to record your thoughts, observations and questions about the production. You will be able to refer to these notes during the examination for Unit 3.

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Unit 3 Text in context - 1 (15%)
This unit is partly linked to Unit 2 where you took on the role of performer or designer in a production of a play. During the process of rehearsing the play, you will learn something about the conditions under which the play was originally written and performed. You will also need to consider the relevance of the play to a contemporary audience, and what the play means to you as an actor or designer. The second part of this unit is based on performances you have seen during the course.

In the exam for this unit, you will answer one question asking you to discuss aspects of the play you performed for Unit 2, and to evaluate the way in which your interpretation as an actor or designer communicated the playwright's intentions to an audience. You will also answer a second question using your notes taken during a theatre visit to show your understanding and appreciation of 'live' theatre. Candidates will sit a two-hour examination in which they must answer a total of 6 questions from 2 sections, A and B Section A: This section is based on Unit 2. Candidates must answer three questions (1 to 3). Each question will contain an either/or alternative. Section B: Candidates must answer three questions (4 to 6) relating to one performance that they have seen. Each question will contain an either/or alternative.

Unit 4 Devising (20%)
For this unit, you will work in a group of between three and twelve students to devise an original piece of drama for presentation to an audience. This will be based on criteria set by your teacher; a stimulus such as an idea, a fragment of a story or an image; a specific audience such as primary school children; or both. You will be assessed on your personal contribution to the devising process and the performance. You will need to keep a structured record that will enable you to reflect upon and analyse the process. You will be encouraged to devise a different kind of drama from the plays you looked at in Units 1, 2 and 3. Your teacher will be marking you on both the creative process and the performance. Three quarters of the marks will be based upon the content of your Structured Record and your teacher's observations, and the other quarter upon your performance as an actor or your contribution as a designer. The performance will be recorded on video.

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Unit 5 Text in Performance - 2 (15%)
This unit focuses on the in-depth study of one further play studied from the point of view of a director, designer or performer. You will explore the chosen play and select an appropriate scene or montage of scenes to demonstrate the essence of your interpretation in a workshop performance. You will work in a group of between 3 and 6 on a presentation lasting between 15 and 30 minutes. You can be assessed on your contribution to the performance as a performer, a designer or as a director. The workshop performance will be assessed by a visiting examiner.

Unit 6 Text in Context - 2 (15%)
This unit requires the study of a further two plays. In Section A you will study one play from a choice of two from the point of view of a director and you will be required to develop and shape your ideas for a fully thought through production. The choice in this section for 2006 and 2007* is either 'The Beggar's Opera' by John Gay or 'The Trojan Women' by Euripides and Edexcel will provide you with your own copy of the script to work on. In Section B you are required to study and research the production history of a play written and performed between 1575 and 1720 and to evaluate the ways in which directors, designers and performers have used the medium of drama to interpret the chosen play. This should include a contemporary production of the play seen at first hand. Section A(10%) requires you to relate your ideas for the whole play to an extract set in the examination and to answer a general question demonstrating your knowledge and understanding of the social, cultural and/or historical contexts of the play. Section B (5%) requires you to compare two productions of the play that you have researched and to evaluate the effectiveness of the way in which the medium of drama has been used to create the performances. You will have two and half hours to complete the examination questions. Candidates must answer three questions; two from section A and one from section B. There is a choice available to candidates for the second question in section A.

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GENERAL INFORMATION
           Sample schemes of work can be found in the Department Office and in ‘Staff Shares.’ Drama lessons take place in the Drama Workshop, the hall, Room 48 (and in classrooms when the hall is in use during examination periods). If a lesson is displaced due to exams/or for another reason, a list of the new rooming will appear on the staffroom board. There are two costume cupboards adjoined to the Drama Workshop and a props room in the Learning Support Area which students can use in the presence of a teacher. No students are allowed onto the balcony in the Drama Workshop without teacher permission. DVD and video players can be hired from the library. Projectors and computer equipment can be hired from ICT. The lighting desk for use in the Drama Workshop is kept in a locked cupboard and can be accessed by teachers and 6th form technical prefects. 6th form Drama prefects are responsible for Lower School Drama/Dance club under teacher supervision. Any students causing significant cause for concern (disruption/lack of homework etc) should be sent to the Curriculum Area Manager. Merits can be awarded at KS3 for excellent work.

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