Year 7
Darkwood Manor
Physical theatre: is a type of theatre that relies on the body to tell a story to the audience. It uses techniques such as movement, mime, gesture and dance.
Mime: (don’t think of mime as the traditional French style mime) it is a form of physical theatre. It is the use of movements and gestures in order to express something or tell a story without using speech.
Body as a prop: Instead of using props in a performance we can sometimes replace them by using ourselves. This is called ‘Body and a Prop’ and allows performers to use their bodies to create the objects they need. Look at an example of shadow theatre and body as a prop: https://www.youtube.com/watch?v=a4Fv98jttYA
Hot seating: Asking a question to a character to help the actor find out more about them. Remember open questions reveal more information than closed questions.
Open question: What happened after Darkwood left?
Closed question: How old are you?
Flashback: A point in a performance where it goes back in time to show something that has happened before. A good example is when a detective uses a flashback to show how a crime was committed.
Freeze Frame: Also known as a still image. Imagine pressing pause on the TV or a show. Freeze frames can show important moments in a performance.
Thought tracking: When a character steps out of a scene or freeze frame to tell the audience how they are feeling.
Narration: When a performer shares the story verbally with the audience. This can sometimes be accompanied by mimed actions from other performers.
Storytelling: The way that we tell stories. You can make stories more interesting by changing your tone of voice. Storytelling doesn’t need to be done verbally, you can tell your story through dance, performance, film or TV.
Tension: the feeling within a story that builds up towards something exciting happening. You can build tension through using lighting, sound, costume and set. A good way to think about tension building is thinking of the JAWS Shark attack music. Give it a listen at: https://www.youtube.com/watch?v=7IEYDJ7CqCI
Year 8
Scary Play
Status: Status refers to the power difference in the relationship between two character. A character playing the queen will have a high status and behave dominantly towards a character playing a maid in a lower status.
Thought tracking: When a character steps out of a scene or freeze frame to tell the audience how they are feeling.
Hot seating: Asking a question to a character to help the actor find out more about them. Remember open questions reveal more information than closed questions.
Open question: What happened after Darkwood left?
Closed question: How old are you?
Conscience Alley: A ‘thought tunnel’ providing the opportunity to explore a decision, problem or dilemma. It is a useful strategy for exploring any kind of dilemma faced by a character.
Role on the wall: A picture of your character with words and phrases around it that describe your character.
Sustain: to be able to stay in character for the duration of a performance.
Interpretation: How you understand something or how you bring out the meaning of a script. Imagine someone asking you and your friend to turn 360 you will both perform the turn differently.
Tension building: a build up towards something exciting happening.
Atmosphere: To set a mood for a performance. Lighting, sound and movement can help to create a specific atmosphere.
Lighting: Lighting can be used to help build tension or set the mood for the piece. You can use different colours to represent mood and atmosphere.
Projection: Using your voice to speak loud and clear.
Facial expressions: Show an emotion on your face that your character is feeling.
Gestures: A movement of part of the body to express an idea or meaning.
Body Language: The position or posture of your body to show your emotions or feelings.
Year 9
Holocaust
Within this unit of work, we are going to be exploring the Holocaust through Process drama. As a class we will become Jewish people who live in Berlin, Germany in 1933.
The Jews in ‘Nazi Germany’ were treated appallingly after January 1933. This is because of the Nazi party.
Nazi was a political party, who were racist and believed that people with blonde hair and blue eyes were more important than anyone else. In 1933 the Nazi party were elected and formed a government.
The leader was Adolf Hitler.
Adolf Hitler used his position of leader of Germany to launch a campaign against the Jews that culminated the Holocaust.
The three most important things to Adolf Hitler were:
- The purity of the Aryan race (blue eyes, blonde hair)
- The greatness of Germany
- Idolising the Fuhrer, Adolf Hitler
The Nazi party used a lot of propaganda to persuade people to support them.
What was the holocaust?
The holocaust was a process that started with discrimination against Jewish people and ended with millions of people being killed because of who they were.
What is propaganda?
- Propaganda is the spreading of biased or misleading information to promote a political cause or particular opinion.
The Nazi party persecuted people who they didn’t think were worthy members of society (mostly Jews). They introduced laws that discriminated against Jews as well as taking away their rights. Jewish people were not allowed in certain places and were banned from getting certain jobs. The Nazi party then set up concentration camps where they could send people to be imprisoned and forced to work.
What is Judaism?
Judaism (Jewish religion), believe in one god, Yahweh. Their main symbol is the star of David.
Jews were made to wear a badge in the form of a yellow star. This was a form of identification.
Improvisation Tips
- Relax
- Be in the moment
- Listen and be aware of what is going on around you
- Don’t talk, laugh or giggle
- Don’t critique yourself
- Be yourself
- It is OK to copy
- Make eye contact
- Be “available”
- Do not compare
Key Words
Freeze Frame: Also known as a still image. Imagine pressing pause whilst watching TV or a show. Freeze frames can show important moments in a performance.
Improvisation: Improvisation is the activity of making or doing something not planned beforehand. Improvisation, in the performing arts is a very spontaneous performance without specific or scripted preparation.
Teacher In role: Alongside students playing a character, Miss White will play a character within the performance. This is a great technique to help develop improvised performances.
Process Drama: Process Drama is not theatre and can stop and start as often as needed. Process drama is a method of teaching and learning in which both the students and teacher have various roles within a performance and participate in an imagined dramatic situation. Also known as improvisation.
Year 10
Year 10 GCSE Drama: Genres and Practitioners
Key Words
| Stimulus |
The starting point, idea or inspiration for your devised drama. It is what you base your drama around. |
| Genre |
A type or style of theatre. You will use specific techniques to show this style of theatre. |
| Stanislavski |
Naturalistic/Realism – to be the character. The Stanislavski method is a set of techniques which are used by actors to portray emotions on stage by putting themselves in the place of the character. |
| Artaud |
Artaud is a practitioner that believed performances should shock and surprised the audience. He would tap into the senses to shock and disturb the audience. |
| Brecht |
Epic theatre is a type of political theatre which addresses contemporary issues. Brecht used many techniques within epic theatre; multirole; breaking the fourth wall; montage; song and dance; narration; minimal set, costume, props and lighting; using placards. He wanted to ensure that the audience knew what they were watching was not real. |
| Theatre in Education |
A theatre performance with content that educates/informs the audience of real ‘scenario’s’ situations. This is usually presented in a Theatre company style. |
| Verbatim theatre |
A theatre performance with a style of interviews, facts, real-life situations added, to create an informative piece for the audience. |
| The fourth wall |
The fourth wall is the imaginary wall between the actors and audience which keeps them as observers. |
Throughout this term you will explore a range of practitioners, looking at their key styles and techniques through a series of workshops.
You will then devise a final performance, using the knowledge that you have learnt and apply it into your performance. You will be given a range of stimulus to devise your performance from.
- Newspaper article
- Painting
- Poem
- Historical
- Song
Theatre in Education
- Theatre In Education (TIE) performances are devised to teach the audience an important message, for example: Knife crime, bullying and smoking.
- There should be a clear aim and educational message which runs throughout the whole performance.
- TIE pieces should be age specific. When creating a TIE piece you must establish a stimulus (important message) as well as decided upon a target audience. For example: Relationships would be good for 13+, whereas a performance on ‘being kind to friends’ may be suitable for 5+.
Verbatim Theatre
Verbatim theatre is a form of documentary theatre which is based on the spoken words of real people. Popular techniques used are;
- Use of Narration- addressing the audience.
- Factual information- based on history, events- facts/figures- like a ‘News Report’.
- To Educate the Audience
- Witness accounts/interviews
- News Panels/Reports’
Stanislavski
Stanislavski was a believer is realism. In the 19th century theatrical movement, seeking to portray real life on stage. Key methods created by Stanislavski to help develop your character: The Magic If and Emotional Memory.
The Magic If!
- What if I was this character? How would I feel? What would I do? How would I behave? Etc. Trying to connect to the character & the story)
Emotional Memory
- Connecting to the emotions of this character & the situation.
- Has this ever happened to you? How did you feel? (Connecting to the emotions/feelings of that time/situation.
Brecht Techniques
- Stripping down performance/theatre- showing the audience that it is not real.
- Actors play/narrate – They do not ‘become’ them.
- Stepping in and out of role.
- Use of narration and use of third person narration, commenting on the action of stage.
- Breaking down the fourth wall
- Multi-role and costume changes on stage for the audience to see.
- Speaking the stage directions out loud.
- Use of placards (informing the audience of time or of inner thoughts and feelings)
Brainstorming ideas: Use this space to note down your ideas from the stimulus:
Information you have found out from researching the stimulus?
| Target Audience. Why have you chosen this? What benefits does it have? |
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| Performance space. Why have you chosen this particular space? Why will it benefit your performance? |
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| Characters |
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| What resources will you be using – interviews, diary input, letter? |
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Scene by scene plot:
| Scene 1:
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Scene 4:
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| Scene 2:
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Scene 5:
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| Scene 3:
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Targets: Anything you have noticed in rehearsals you want to improve upon?
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Character Profile
| Character Skills |
What skills are your using during your performance? How are you showing this to an audience member? What does your skills show to the audience, is there a meaning behind it? |
| Tone of Voice |
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| Expression |
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| Body Language |
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| Gesture |
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| Emotion |
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| Reaction to others |
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Role on the wall: Characteristics that make up character
Set Design
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Description of set used
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Style of performance space. Explain why
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PORTFOLIO
Section 1: Research and initial Ideas
Within this section YOU CAN talk about how you researched a couple of stimuli and your initial ideas for MORE THAN one stimulus. However it IS NOT A REQUIREMENT.
Within this section YOU DO NEED TO INCLUDE what you found from your research, how it helped you to build ideas. You must include your first initial ideas, EVEN IF YOU DID NOT GO WITH THAT IDEA, IT IS IMPORTANT TO MENTION BECAUSE IT SHOWS PROGRESSION.
Section 2: Creating and developing drama
Within this section you must talk about the CREATION of the project. You should analyse and evaluate your work in progress. Talk about things that HAVE WORKED and things THAT HAVE GONE WRONG AND HOW YOU OVERCOME IT AND WHY IT DID NOT WORK.
Talk about your own individual contribution to the piece, what have you done? What input did you make? How did that develop your performance as a whole?
Section 3: An evaluation of the final piece of devised drama
Within this section you need to include an evaluation of your OWN PERFORMANCE. Please INCLUDE what went well and why you thought it went well. Analyse and evaluated what could have gone better and why could it have gone better.
Evaluating your process and performance: PEE: Point, Evidence, Explain
| 1: Discuss any performing techniques through taking part in the practitioners workshops |
Theatre in education, Verbatim theatre, Stanislavski, Brecht, Artaud. |
| 2. Discuss what your strengths are in performing skills |
Skills: Expression, Emotion, Gesture, Facial Expression, Body Language, Projection, Tone of Voice, Movement, Reactions and Interaction. |
| 3. Discuss what your improvements will be for next time |
How are you going to improve them, what are you going to do? What targets will you set for next time? On reflection talk about the performance and if there are any moments you would change or improve if you have more time. |
| 4. Did you achieve your overall intention for the performance piece? |
What was your piece about? Was the plot/story, themes, style, target audience achieve by the end of your process? Was the end performance how you wanted it to be? Explain your answers with EXAMPLES. |
SUPPORT SHEET
Section 1: Research and Initial Ideas
YOU MUST include your initial ideas within this section for at least one stimulus
YOU MUST include research for AT LEAST one stimulus
YOU SHOULD include how your research has helped develop your ideas
YOU COULD include initial ideas and research about another stimulus
Stimulus (initial ideas)
Why did you pick that particular stimulus? My initial ideas from stimulus A are..
What did you like about it? I was drawn to the background colour because…
What ideas do you get from the stimulus? From looking at the stimulus I get the idea that the person in the image is suffering from depression. This is because of the colours within the image as well as the way he is hiding his face.
How would you be able to develop these ideas? Through brainstorming I got the idea of exploring depression. To develop this idea further I would have to research….
Research
What did you get from researching?
What did the research tell you?
How did this help you to develop your ideas?
Did your initial ideas change through researching? Why did they?
Section 2: Creating and developing drama
YOU MUST include your scene by scene guide and plot overview.
YOU MUST include a character profile and how it develops.
YOU MUST include your role on the wall of your character.
YOU SHOULD include lighting, props and set overview and their purpose.
YOU COULD include a magic if (what you would do if you were that character)
During rehearsals we have developed our piece through exploring….
During rehearsals we noticed that we needed to explore … further … as we noticed that … did not work. Why did it not work?
After planning out scenes and starting to devise our performance we found that… was/was not effective so we changed/adapted..
Throughout the rehearsal process our ideas developed further because… this can be shown when we…
My own individual contribution to the piece was…
I noticed I needed to understand my characters emotions further so I researched…
I had a massive input with the prop making. This is because… This developed the performance…
Year 11
Year 11 GCSE Drama: Devising drama
Key Words
| Stimulus |
The starting point, idea or inspiration for your devised drama. It is what you base your drama around. |
| Genre |
A type or style of theatre. You will use specific techniques to show this style of theatre. |
| Devising |
A method of theatre making, created from a script or stimulus. |
| Evaluation |
To evaluate drama and theatre you must be able to recognise what was and was not successful onstage. Be able to identify the elements that have contributed towards your performance and if you were to perform it again, what you would have done differently. |
| Research |
Investigate and study a source in order to establish facts and reach new findings. |
Within this unit you will research and explore a stimulus, work collaboratively and create your own devised drama. Individually you will complete a portfolio of evidence during the devising process, give a final performance of your group’s drama, and write an evaluation of your own work.
Assessment Objectives:
AO1: Create and develop ideas to communicate meaning for theatrical performance
AO2: Apply theatrical skills to realise artistic intentions in live performance
AO4: Analyse and evaluate their own work and the work of others.
Stimulus 1: Please write down your ideas and research
Stimulus 2: Please write down your ideas and research
| Target Audience. Why have you chosen this? What benefits does it have? |
|
| Performance space. Why have you chosen this particular space? Why will it benefit your performance? |
|
| Characters |
|
| What resources will you be using – interviews, diary input, letter? |
|
Scene by scene plot:
| Scene 1:
|
Scene 4:
|
| Scene 2:
|
Scene 5:
|
| Scene 3:
|
Targets: Anything you have noticed in rehearsals you want to improve upon?
|
Character Profile
| Character Skills |
What skills are your using during your performance? How are you showing this to an audience member? What does your skills show to the audience, is there a meaning behind it? |
| Tone of Voice |
|
| Expression |
|
| Body Language |
|
| Gesture |
|
| Emotion |
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| Reaction to others |
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Role on the wall: Characteristics that make up character
Set/Lighting Design
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Description of set used
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Description of lighting used. Explain purpose and reasons.
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PORTFOLIO
Section 1: Research and initial Ideas
Within this section YOU CAN talk about how you researched a couple of stimuli and your initial ideas for MORE THAN one stimulus. However it IS NOT A REQUIREMENT.
Within this section YOU DO NEED TO INCLUDE what you found from your research, how it helped you to build ideas. You must include your first initial ideas, EVEN IF YOU DID NOT GO WITH THAT IDEA, IT IS IMPORTANT TO MENTION BECAUSE IT SHOWS PROGRESSION.
Section 2: Creating and developing drama
Within this section you must talk about the CREATION of the project. You should analyse and evaluate your work in progress. Talk about things that HAVE WORKED, things THAT HAVE GONE WRONG, HOW YOU OVERCAME IT AND WHY IT DID NOT WORK.
Talk about your own individual contribution to the piece, what have you done? What input did you have? How did that develop your performance as a whole?
Section 3: An evaluation of the final piece of devised drama
Within this section you need to include an evaluation of your OWN PERFORMANCE. Please INCLUDE what went well and why you thought it went well. Analyse and evaluate what could have gone better and why could it have gone better.
Evaluating your process and performance: PEE: Point, Evidence, Explain
| 1. Discuss what your strengths are in performing skills |
Skills: Expression, Emotion, Gesture, Facial Expression, Body Language, Projection, Tone of Voice, Movement, Reactions and Interaction. |
| 2. Discuss what your improvements will be for next time |
How are you going to improve them, what are you going to do? What targets will you set for next time? On reflection talk about the performance and if there are any moments you would change or improve if you have more time. |
| 3. Did you achieve your overall intention for the performance piece? |
What was your piece about? Was the plot/story, themes, style, target audience achieve by the end of your process? Was the end performance how you wanted it to be? Explain your answers with EXAMPLES. |
SUPPORT SHEET
Section 1: Research and Initial Ideas
YOU MUST include your initial ideas within this section for at least one stimulus
YOU MUST include research for AT LEAST one stimulus
YOU SHOULD include how your research has helped develop your ideas
YOU COULD include initial ideas and research about another stimulus
Stimulus (initial ideas)
Why did you pick that particular stimulus? My initial ideas from stimulus A are..
What did you like about it? I was drawn to the background colour because…
What ideas do you get from the stimulus? From looking at the stimulus I get the idea that the person in the image is suffering from depression. This is because of the colours within the image as well as the way he is hiding his face.
How would you be able to develop these ideas? Through brainstorming I got the idea of exploring depression. To develop this idea further I would have to research….
Research
What did you get from researching?
What did the research tell you?
How did this help you to develop your ideas?
Did your initial ideas change through researching? Why did they?
Section 2: Creating and developing drama
YOU MUST include your scene by scene guide and plot overview.
YOU MUST include a character profile and how it develops.
YOU MUST include your role on the wall of your character.
YOU SHOULD include lighting, props and set overview and their purpose.
YOU COULD include a magic if (what you would do if you were that character)
During rehearsals we have developed our piece through exploring….
During rehearsals we noticed that we needed to explore … further … as we noticed that … did not work. Why did it not work?
After planning out scenes and starting to devise our performance we found that… was/was not effective so we changed/adapted..
Throughout the rehearsal process our ideas developed further because… this can be shown when we…
My own individual contribution to the piece was…
I noticed I needed to understand my characters emotions further so I researched…
I had a massive input with the prop making. This is because… This developed the performance…
