Get documents about "Year 11 GCSE Drama Year 11 GCSE Drama Paper 1 Unit 1 Drama Exploration
Document Sample
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.
