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Northamptonshire GCSE Drama Results

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Northamptonshire GCSE Drama Results Powered By Docstoc
					Shakespeare
Through Drama in
the English
Classroom
PAUL BUNYAN
NATE Position Paper revised 2006




    Drama is the collaborative exploration and
    analysis of meaning through the enactment of
    events.
'Progress in drama supports progress in English.
 Effective drama teaching improves pupils’ speaking
 and listening, reading and writing through developing
 thinking, communication skills and critical analysis'


NATE Dramapacks
Drama places unique
demands upon the
critical thinking and
emotional engagement
of participants.
Planned drama
approaches, which
develop pupils’ critical
analysis and creativity,
move them from a
superficial response to
texts and situations to a
more sophisticated
ability to think critically.
Act 2 Sc 2 Lns 295 – 317


   Hamlet
   I have of late, but wherefore
   I know not, lost all my mirth, forgotten all
      custom
   Of exercises; and indeed it goes so heavily with
   My disposition that this goodly frame the earth
      seems to
   Me a sterile promontory…
   …Man delights not me – nor woman neither,
      though by your smiling you seem to say so.
Act 2 Sc 2 Lns 295 – 317


   Rosencrantz
   To think, my lord, if you delight not in man,
     what Lenten entertainment the players shall
     receive from you. We coted them on the way,
     and hither are they coming to offer you
     service.
•   Pupils will be driven to seek for meaning
    because they are emotionally involved
    through the use of enactment and other
    strategies which allow pupils to construct
    their own learning, solutions, questions and
    answers in order that they are able to
    visualise, model, physicalise, analyse and
    transfer the learning process.
The transition from KS2 to KS3
   How can Drama meet the requirements of the Framework for Secondary English, Functional Skills Standards and GCSE Subject Criteria?

                                                                                DRAMA

        The                4.1 Using different dramatic       4.2 Developing, adapting      5.1 Developing and adapting     1 Listening and              8 Composition:
                           approaches to explore ideas,       and responding to             active reading skills and       responding                   shaping and
        Framework
                           texts and issues.                  dramatic techniques,          strategies                      2 Speaking and               constructing
        for Secondary                                         conventions and styles.       6 Understanding the author’s    presenting                   language for
        English                                                                             craft.                          3 Group discussion and       expression and
                                                                                                                            interaction.                 effect.


                           Developing critical analysis -     Regional Theatre Project      Meeting cross-curricular        Units of work                Units of work –
                           Units of work – His Dark           or analysis of live           needs using Drama – e.g.        Exemplification of the       developing
                           Materials, Coram Boy,              performance(s) -              reliability of sources.         development of skills and    writing in
                           Starseeker, Shakespeare.           examples. Units of work.      Specific Drama techniques to    assessment practices.        context and
        Drama –
                           DVD and consultant training –      Exemplification – re-         develop higher level            Use of questioning –         making links.
        Training,
                           support in schools.                writing introduction to       reading/analytical skills       Specific Drama techniques    Examples of
        Exemplification
                           Regional Theatre Project.          Drama Packs/Objective B.      (Placing the author/narrator    to develop higher level,     written work
        and Support
                           Exemplification of work –          Exemplification –             etc).                           tranferable skills – Units   resulting from
                           written + active approaches.       Functional skills and         Exemplification – written       of Work.                     Drama.
                           Developing transferable +          transferable skills.          work resulting from active
DRAMA




                           independent skills.                                              approaches to texts.


                           Select from a range of skills in   Topics beyond their own       Read and actively respond to    Be able to communicate       Learners
                           which they are competent and       immediate experience3         different texts’
                                                                                                             3
                                                                                                                            in ways that make them       should use
                           apply them appropriately.1         Make effective                Do something more than          effective and involved as    format and
                           Experience – Reflection –          presentations in a wide            3
                                                                                            read Making links between       citizens, operate            structure
        Functional                  1                                           3
                                                                                                                            confidently and convey       approrpriately.
                           Learning                           range of contexts             the relevance and quality of
        Skills                                                                                                              their ideas and opinions     3
                           Solve problems in both familiar    Recognise the writer’s        source material
                                                                                                              3
                           and unfamiliar situations2         intentions.
                                                                          1                                                 clearly in a wide range of
                                                                                            Read between the lines and                1
                           Assertiveness.
                                          1
                                                                                            deduce hidden and implied       contexts.
                                                                                            meanings.
                                                                                                       1                    Asking appropriate
                                                                                                                                        1
                                                                                                                            questions.

                           Use creative approaches in         Reflect and comment           Understand how meaning is       Make a range of effective    Writing
                                                                                                        4                                 4
                           exploring questions, solving       critically on their own and   constructed. Evaluate the       contributions. Respond       creatively and
                                                                                      4
        Draft GCSE         problems and developing            others’ performances.         ways in which texts may be      to the questions and         thoughtfully,
                                 4
        Subject Criteria   ideas. Select and use a range      Engage with and make          interpreted differently.
                                                                                                                     4
                                                                                                                            views of others, adapting    producing
                           of dramatic techniques. 4          fresh connections             Developing and sustaining an    talk appropriately to        more than one
                                                              between ideas, texts and      independent interpretation of   context and audience.
                                                                                                                                                  4      text varied in
                                                                                                                                                               4
                                                              words.
                                                                       4
                                                                                            texts.
                                                                                                   4                                                     form.
Shakespeare for all ages and stages               DCSF
    A framework of opportunities in Shakespeare
    across the key stages

    Significant experiences in each key stage would
    be to…
    Key Stage 2
•   Read or watch an abridged version of a
    Shakespeare play
•   Read, perform and talk about lines taken from
    scenes or speeches from Shakespeare’s plays
•   Work, if possible, with arts educators such as
    theatre-in-education groups
•   Experience, if possible, some learning outside of the
    classroom, such as a visit to a theatre or a relevant
    site
•   Use dramatic approaches to explore some of
    Shakespeare’s scenes
Shakespeare for all ages and stages            DCSF

      A framework of opportunities in Shakespeare
      across the key stages.

      Significant experiences in each key stage would be to…
      Key Stage 3
  •   Study at least one complete play by Shakespeare
  •   Work, if possible, with actors and other arts
      educators such as theatre-in-education groups
  •   See, if possible, a professional production of a
      Shakespeare play
  •   Use a range of dramatic approaches to explore
      Shakespeare’s plays
Shakespeare for all ages and stages                       DCSF
    Year on year learning objectives
    Year 5
•   To identify some of the distinctive features of
    Shakespeare’s language and how language has
    changed over time
•   To appreciate how characters interact and create
    dramatic tension through their language and actions
    Year 6
•   To explore some of the great themes of
    Shakespeare’s plays, such as kingship, romance
•   and ambition
    Year 7
•   To appreciate that Shakespeare’s plays can be
    performed and interpreted in different ways
•   To engage with some of the issues, themes and
    ideas in Shakespeare’s plays and to appreciate the
    way they remain relevant in the 21st century
Shakespeare for all ages and stages DCSF


Year on year learning objectives
 Foundation Stage
 To understand what is meant by a ‘character’ in a story
 To identify some of the distinctive features of the characters they encounter

 Year 1 To realise that stories can be told in different ways,
        including dramatisation

 Year 2 To be familiar with some of Shakespeare’s stories and characters
Shakespeare for all ages and stages                                        DCSF
    Year on year learning objectives
    Year 3
•    To appreciate how characters are brought to life through
     performance
•    To understand that the text is a script which is brought to life in
     performance
     Year 4
•    To be familiar with Shakespeare’s life, times and theatre
     Year 5
•    To identify some of the distinctive features of Shakespeare’s
     language and how language has changed over time
•    To appreciate how characters interact and create dramatic
     tension through their language and actions
     Year 6
•    To explore some of the great themes of Shakespeare’s plays,
     such as kingship, romance and ambition
Shakespeare for all ages and stages                               DCSF
    Year on year learning objectives
    Year 7
•   To appreciate that Shakespeare’s plays can be performed and
    interpreted in different ways
•   To engage with some of the issues, themes and ideas in
    Shakespeare’s plays and to appreciate the way they remain
    relevant in the 21st century
    Year 8
•   To understand how characters’ actions reflect the social,
    historical and cultural contexts of Shakespeare’s time
•   To understand the cultural significance of Shakespeare and his
    place in our literary heritage
    Year 9
•   To understand how characters are developed during the course
    of a play
•   To appreciate the dramatic conventions and linguistic qualities
    of scenes and understand their significance to the play as a
    whole
Shakespeare for all ages and stages                       DCSF
    Year on year learning objectives
    Year 10
•   To make a confident, critical and personal response
    to a whole play, using close textual
•   reference
•   To understand the complexity of Shakespeare’s
    characters and to make connections
•   with other plays by Shakespeare
     Year 11
•   To understand the significance of the social,
    historical and cultural contexts of a
•   Shakespeare play
•   To appreciate the moral and philosophical
    significance of Shakespeare’s plays and their
•   relevance for a contemporary audience
Act 3 Sc 4 Lns 31 - 40


    Hamlet
    Ay Lady, it was my word. -
    …Peace sit you down
    And let me wring your heart; for so I shall
    If it be made of penetrable stuff…
    Queen
    What Have I done, that thou dar’st wag thy
        tongue
    In noise so rude against me?
Act 3 Sc 4 Lns 94 - 106
        Queen
        O speak to me no more.
        These words like daggers enter in my ears.
        No more, sweet Hamlet
        Hamlet
        A murderer and a villain,
        A slave that is not twentieth part the tithe
        Of your precedent lord, a vice of kings,
        A cutpurse of the empire and the rule,
        That from a shelf the precious diadem stole
        And put it in his pocket-
        Queen
        No more
        Hamlet
        A king of shreds and patches-
            Enter ghost
        Save me and hover o’er me with your wings,
        You heavenly guards!
        What would your gracious figure?
        Queen
        Alas, he’s mad.
Drama places unique demands upon the critical thinking
and emotional engagement of participants.
Planned drama approaches, which develop pupils’ critical
analysis and creativity, move them from a superficial
response to texts and situations to a more sophisticated
ability to think critically.
Shakespeare
Through Drama in
the English
Classroom
PAUL BUNYAN
                       Drama for Writing 1 and 2
   DRAMA FOR WRITING                            DRAMA FOR WRITING TWO

This popular Classroom resource                Following the success of Drama For
was created by teachers working               Writing; Drama for Writing Two offers
with children from Foundation                 teachers an exciting new resource of
Stage to Year 6 to develop                  trialled Drama units of work, designed
language through Drama.                         by Anna Carter and Paul Bunyan to
Edited by Anna Carter and Paul                     meet the languague development
Bunyan working with All Saints                requirements of the Primary National
Primary School and initially funded         Strategy and the National Curriculum.
as a Beacon School Project, over                         Currently available children’s
thirty Drama Units of work, many           literature, playtexts and poetry provide
based on books, stories and texts,              the stimulus for over thirty teaching
are brought together in one                 and learning resource units published
publication. Each unit is                                   in one affordable volume.
referenced to the National Literacy           Initially funded by Excellence Cluster
Strategy and the National                             funding through Castle Primary
Curriculum.                                            School, this publication will be
Teachers can order a photocopy of                  available in Spring 2009. Contact
Drama for Writing at a price of                    Anna Carter, Learning Adviser for
£10 +£5 P+P from June Volmar,                                                   Drama
NIAS Resources,Drama for                     ajcarter@northamptonshire.gov.uk to
Writing, Britannia House                                              order your copy.
Rushmills, Bedford Road,
Northampton, NN4 7YB

				
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