Drama

Key Stage 3 Drama

Curriculum Overview

Year 7

Students receive one lesson per week, through which they are introduced to the key drama skills and techniques, including Still Images, Thought Tracking, Hot-Seating, Monologues, Cross Cutting, Narration and Role play.  Students develop their team-work skills and work both independently and as part of a larger group as they explore a range of themes and issues in Year 7, including joining a new school, Greek Theatre and The Tempest.

Year 8

Students receive one lesson per week, through which they develop the key drama skills, including Still Images, Thought Tracking, Hot-Seating, Monologues, Cross Cutting, Narration and Role Play.  Students develop their team-work skills and work both independently and as part of a larger group.

Students explore a range of themes and issues in Year 8, including bullying and peer pressure, as well as exploring different approaches to building and developing a character. 

Year 9

Students receive one lesson per week, exploring a ‘big question’ which provides a focus for the unit and the opportunity for personal enquiry. Students will use their Drama skills acquired throughout the course to create and perform a devised piece of theatre. In year 9 students will also explore more theatrical styles to offer breadth of performance. Embedded within the course is the development of thinking skills. Much of what we do in Drama utilises and supports the development of independent thinking skills and we are able to make the development of these skills explicit in the teaching of Drama.

Assessment

Drama is a practical subject and, alongside the school assessment guidelines assessments will be made of the pupils’ performance and written skills as we move through the year. Frequent constructive verbal feedback will be given to pupils throughout lessons from the teacher and through peer assessment. In addition to this pupils will be expected to display their knowledge and understanding in reflective discussions and extended writing opportunities at key moments. Pupils will also be encouraged to assess their own and others’ work in performance using a common set of criteria, as well as develop their critical and reflective skills in response to performance.

Further Reading/Resources

• Current events in UK theatre, a great source of information on productions, actors, courses and opportunities: http://www.thestage.co.uk
• Although aimed at GCSE students, the BBC Bitesize website details some of the techniques Key Stage 3 will be introduced to this year and is fun and accessible: http://www.bbc.co.uk/schools/gcsebitesize/drama/
• The Theatre Museum collections formerly held in the Covent Garden premises are now held by the Victoria and Albert Museum, and their website is interesting and extensive http://www.vam.ac.uk/page/t/theatre-and-performance/
• Splendid Productions are a fantastic Brechtian inspired theatre company who perform a live performance to RGS students each year https://www.splendidproductions.co.uk/

Key Stage 5 Drama

Curriculum Overview

Students at Key Stage follow the IB Theatre course as part of the IB Diploma.

Year 12

In Year 12 Students explore the work of a range of theatrical practitioners, including Boal, Berkoff, Stanislavski and Pinter. We will explore topics including political theatre, and work with both devising and text based stimulus. Additionally, students will gain knowledge and confidence with various technical and design elements, including set design, lighting, props and costume. Students will also work both independently and as part of a larger group, gaining experience of both performance and presenting.

One assessment unit will also be completed this year, the Production Proposal. This requires students to select a text and develop their own directorial vision.

In addition, throughout both Year 12 and 13, we will go on several theatre trips to enable students to see a wide range of theatrical styles. Students will also work with theatre practitioners, such as Splendid Productions.

Year 13

In Year 13 students are able to build upon the knowledge gained in Year 12, starting with a ‘Collaborative Project’, through which students devise a piece of theatre and produce a written project which outlines the research, development and evaluation stages of the project.

Students will also produce and deliver a presentation which teaches other members of the class about a world theatre tradition. This presentation enables them to research a new and interesting aspect of theatre and demonstrate practically how an element of their chosen theatrical style can be applied.

Students at Higher Level will also produce a ‘solo project’, which can be geared towards their chosen area of interest. In the past this has included Stanislavski inspired performances, creation of puppetry inspired by Julie Taymor, and video projection work inspired by Robert Lepage. This project is started in Year 12 and completed in Year 13, culminating in a final performance and written coursework project.

Assessment at IB

The Theatre course is an incredibly varied and enjoyable course which is 100% coursework and performance based. There is no written examination on the Theatre course. Students can tailor the course towards their areas of interest and enjoyment.

• Task 1: Solo theatre piece (HL only) N/A SL                  35% HL

Students at HL research a theatre theorist they have not previously studied, identify an aspect(s) of their theory and create and present a solo theatre piece (4–7 minutes) based on this aspect(s) of theory. Students also produce a 2500 word written report to accompany the performance.

• Task 2: Production Proposal (SL and HL) 30% SL                  20% HL

Students at SL and HL choose a published play text they have not previously studied and develop ideas regarding how it could be staged for an audience.

• Task 3: Research presentation (SL and HL) 30% SL                  20% HL

Students at SL and HL plan and deliver an individual presentation (15 minutes maximum) to their peers in which they provide evidence of their academic and practical exploration and learning of a world theatre tradition they have not previously studied.

• Task 4: Collaborative project (SL and HL) 40% SL                  25% HL

Students at SL and HL collaboratively create and present an original piece of theatre (lasting 7–10 minutes) for and to a specified target audience, created from a starting point of their choice. This performance is supported by a 10 page (maximum 4000 word) project report.

Further Reading/Resources

• The same monologue performed in 5 different practitioner approaches can be viewed here, and is an interesting way to compare performance styles https://www.youtube.com/playlist?list=PL5DE67813461897E6
• An insight into life behind the scenes whilst a performance is on at the National Theatre can be seen here https://www.youtube.com/watch?v=tFj4sOHAfVU
• Wider reading of plays and theory books, including information on a wide range of theatre practitioners, is always recommended, we have a wide selection in the Drama department which students may borrow and we encourage students to join their local library to access even more.

British Values:

British Values in Drama

Democracy: Democracy is explored through the study of Brecht at KS3, 4 and 5. Brecht is a theatre practitioner who presents political and social injustices, including the restriction of liberties based on age, gender, religion, class etc.

Individual Liberty: Students look at fictional and real life examples of those who have stood up for their beliefs, this includes exploring Rosa Parks in KS3. At KS3, 4 and 5 students explore the theatre practitioner Brecht, who highlights political messages through his work – students develop their own theatre to highlight social injustices in their own lives. At KS5 students also explore the practitioner Boal, who explores political oppression through theatre.

Mutual respect: Respect is explored through the sharing of ideas and opinions when devising theatre. This is particularly evident when studying Brecht at all key stages.

Tolerance of those of different faiths and beliefs: All theatre lessons at KS3, 4 and 5 enable students to express their views through both performance and discussion on a range of issues. Students frequently draw on their own experiences within devised role plays in all year groups.