Year 11 GCSE Drama Paper 1, Unit 1: Drama Exploration I ‘Extraterrestrial Life: Fact or Fiction?’ Plan Time Resources Assessment Portfolio Stimulus #1 – Montage of global Creation myth images Is there any evidence to suggest extraterrestrial life was responsible for mankind’s origin? EXERCISE 1 20min Stimuli guide AO1(i) Task 1 PAIR WORK - BRAINSTORMING AO2(ii) ‘Connections & In pairs, students brainstorm the following Sugar paper AO4(ii) Comparisons’: questions giving full justification for their Students note ideas: Markers responses to discussion What do the images reveal about different points. cultures’ beliefs regarding the creation of humanity? Do the images share anything in common? How do they differ? Answers are recorded on sugar paper with students initialising those ideas they were responsible for. EXERCISE 2 SMALL GROUP WORK – RITUAL 25min Lighting AO1(ii) In groups of five, students use create a ritual Fog machine AO2(i) that offers their own interpretation of how Stereo AO2(ii) humanity was created. CDs Percussion In terms of content, students to consider: who Props was responsible?; the motivation and vision?; Make-up how humanity was placed on Earth? Staging Sugar Paper In terms of form, students to consider the Markers whole range of mediums and elements (use of voice, spoken language, atmosphere, lighting, special effects, soundscape, costume, props and make-up, space and/or levels, gesture, symbols) EXERCISE 3 PRESENTATION & EVALUATION 25min Task 3: Group evaluate the use of mediums and Students elements and how the other worldliness of a undertake higher power was communicated. AO4(i) performance AO4(ii) evaluation of the devised work. Stimulus #2 – Historical Art depicting UFO-like objects Is this evidence of UFO activity throughout history? EXERCISE 4 WHOLE GROUP DISCUSSION 20min Stimuli guide AO1(i) The whole group look at three examples of AO2(i) historic art which portray events in the Bible relating to Christ and the Virgin Mary. In each example, there is seemingly evidence of strange aerial craft reminiscent of modern UFO sightings. In two of the images the ‘UFOs’ are releasing beams of light which could be interpreted as directly interfering with Biblical events. In one, ‘The Annunciation’, the Virgin Mary is ‘beamed’ and in the other, rays of light offer illumination for the baptism of Christ. With specific reference to ‘The Annunciation’, Task 1 students are asked the following key question: ‘Connections & Comparisons’: In light of this fresh information, can any Students note ideas on how and why humanity originated responses to be refined?’ discussion points. Stimuli #3 Newspaper Front Cover - ‘RAAF Captures Flying Saucer On Ranch In Roswell Region’ Literary Non-Fiction – ‘Classified Secrets From The Sky’ (from ‘The Giant Book Of Conspiracies) Margaret Thatcher quote – ‘You Can’t Tell The People’ Literary Non-Fiction – ‘Possible Extraterrestrial Strategy For Earth’ (from ‘Alien Update) Ronald Reagan quote Literary Non-Fiction – ‘The Real Men In Black’ (from ‘Strange Secrets’) Is there evidence of a Government/Military Cover-Up? Explain to students that the most famous of all 5min Stimuli guide UFO stories concerns the alleged discovery of a crashed disc at Roswell, New Mexico. Recount an abridged version of the Roswell mystery – ‘The Giant Book Of Conspiracies’ EXERCISE 5 STILL-IMAGE/CATION-MAKING 20min AO1(ii) Task 1 Students explore reasons as to why AO2(i) ‘Understanding extraterrestrials might be visiting Earth. AO2(ii) via explorative strategies’: Small groups create two still images. One Students list should depict a benign motive while the other reasons as to depicts a malevolent one. Both images should why extra- melt into each other and both should be terrestrials might accompanied by a caption. be visiting Earth? PHOTOGRAPH ALL IMAGES EXERCISE 6 Task 1 WHOLE GROUP STILL IMAGE/THOUGHT- 25min AO1(ii) ‘Understanding TRACKING AO2(i) via explorative Focusing on the Majestic 12, students think for AO2(ii) strategies’: one moment about how it must feel to be in Allow time for possession of such an awesome secret. students to describe their Individuals imagine they are one of the reaction and to Majestic 12 and create a whole-group still- record their image which depicts the moment at Wright- exact thoughts Patterson Airbase when the captured at this moment. extraterrestrial bodies were first displayed. Teacher moves around the image. When tapped on the shoulder, students reveal thoughts. Students are now asked to imagine they are another member of Majestic 12 and create an alternative reaction. Thought-tracking proceeds when still-images established. Students repeat process one more time. Three alternative responses should have been achieved. EXERCISE 7 Task 1 HOT-SEATING ‘Understanding Upon reading extracts from ‘The Real Men In 30min Stimuli guide AO1(ii) via explorative Black’, students conduct hot-seating in order AO2(i) strategies’: to elicit possible motivations for the UFO AO2(ii) Students list cover-up. Volunteers take turns and each must reasons of why offer a different motive. there might be a cover-up. RE-STIMULATION Provide Thatcher quote ‘You Can’t Tell The 10min Stimuli guide People’ and read extract from ‘Possible Extraterrestrial Strategy for Earth’ from ‘Alien Update’: ‘If aliens showed up in force in the capital cities of the world…panic would very likely ensue…it would be such a shocking revelation that it could cause economic chaos and topple governments. The religious consequences alone could be huge, since large masses of people would likely begin to question the basis of their own beliefs if an extraterrestrial presence was confirmed. There would be a catastrophic effect in financial markets around the world…in history we see there are very dire consequences in the form of massive social changes’ Include account of positive reasons for Stimuli guide disclosure. Reagan quote – ‘Just how quickly our differences would be resolved…’ Cures, new knowledge, solutions to War & Famine, new consciousness EXERCISE 8 SPLIT-FOCUS Spotlights Split class into four groups A, B, C, D. 10min AO1(i) Groups A & C are to shape a scene which AO1(ii) shows the negative effects of disclosure while AO2(i) groups B & D portray some of the likely AO2(ii) positive effects. EXERCISE 9 Task 3: PRESENTATION & EVALUATION 30min Students list all WHOLE GROUP MEETING the reasons for View performances and then set up meeting. AO1(i) and against Should the public be told? Reasons for and AO1(ii) disclosure. against. AO2(ii) AO2(ii) AO4(i) Stimulus #4 Film Still – ET and Elliot touching fingers Film - Extract from M. Night Shyamalan’s ‘Signs’ Images – Acts of aggression committed by mankind Are crop-circles evidence of extraterrestrial contact? EXERCISE 10 Task 3: ROLE-PLAY 25min Stimuli guide AO2(ii) Students to take Teacher shows class ‘ET’ image. In pairs, detailed notes on students experiment with methods of first this process. communication between races alien to one Masks They should another. At first, students experiment with the describe their use of masks so use of gesture becomes the gestures, facial primary means of communication. Masks are expressions, then removed giving students the use of facial speech and expression and gesture. Speech is then physicality and introduced and finally the opportunity of explain the physical contact. reasons behind them. EXERCISE 11 FORUM THEATRE 45min ‘Signs’ extract AO1(i) Task 3: Show extract of ‘Signs’ (3min 10sec) AO1(ii) Students make Whole group brainstorm ideas on how an alien AO2(i) notes to explain race might establish contact with another AO2(ii) their reasons as civilization. Aim to come up with a minimum of AO4(i) to why they five ideas and allocate different ideas to AO4(ii) believe extra- groups. terrestrials would contact us in this Each image is presented to the forum. way. PHOTOGRAPH ALL STILL-IMAGES The forum analyses the images on a social, Task 1 cultural and historical basis. Changes are ‘Understanding made according to the wishes of the students via explorative and re-modelled via still-images. strategies’: Students make Teacher shows group images of acts of notes throughout aggression committed by mankind. the exercise. They should Does the presentation of this new stimulus track the force any re-evaluation of learning? progress of How would an extraterrestrial race view this? negotiations and Is this why we are being visited? note the reasons Are we being kept an eye on? behind any Is it due to our likely response why no direct decisions. contact has yet been made? What more covert methods could extraterrestrials use to establish contact? Are alleged alien abductions one such covert method? Stimulus #5 Article: ‘Alien Abduction’ EXERCISE 12 70min Task 2 SHAPING DRAMATIC TENSION ‘Alien AO1(ii) This exercise Using the medium and elements of drama, Encounter’ AO2(ii) forms the basis students work together as a whole group to article AO4(i) of DEVELOPMENT stage a drama based on abduction. section. Students will get full The focus of the exercise should be on the photographic creation of dramatic tension. It is anticipated storyboard of that students will focus on the whole medium work produced. and elements of drama. During the exercise, TAKE REGULAR PHOTOGRAPHS DURING THE students must PROCESS record all ideas contributed, especially their own.