Drama

Year 7 Core Learning Objectives 

Create and Develop Drama

• Create, develop and refine ideas for a devised piece from a given stimulus
• Rehearse and refine performance from a scripted piece
• Work as a soloist, within a duet and a group
• Use mime to become more familiar with methods of non-verbal communication
• Use freeze frames to create a range of stereotypical characters
• Use vocal expression to communicate the emotions in a range of characters
• Use physical expression to communicate the emotions in a range of characters
• Use space to support their understanding of status and relationships
• Experiment with cross-gender roles according to genre characteristics
• Explore the role of stock characters in creating relatable performance material
• Employ tension in the creation and development of ideas
• Describe methods of stage lighting to support/establish tension

Perform Drama

• Perform scripted material that demonstrates a range of newly acquired skills
• Perform devised material that demonstrates a range of newly acquired skills   
• Use comedy as a tool for engaging a range of ages in a single audience
• Break the fourth wall
• Use audience participation to encourage audience engagement
• Use entrances and exits to support character type
• Use musical underscore to support and stimulate performance
• Establish time and place through the use of dialogue

Analyse and Evaluate Drama

• Demonstrate reflective evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
• Identify a range of performance techniques
• Make considered suggestions in the setting of targets

Year 8 Core Learning Objectives 

Create and Develop Drama

• Rehearse and refine performance from a scripted piece
• Work as a soloist, within a duet and a group
• Work within a chorus to support principle characters
• Choreograph movement in response to music
• Explore proxemics to support character status
• Use tableaux to identify moments of great significance in a scene
• Improvise in the style of a set playwrite
• Improvise within a range of given circumstances
• Employ Iambic Pentameter in the exploration of Shakespearian text
• Employ cross cutting to establish continuity
• Experiment with thought tracking to inform an audience of a character’s inner thoughts
• Create a sound scape to support time and location
• Develop characterisation through hot seating

Perform Drama

• Deliver scripted material in Elizabethan, naturalistic and non-naturalistic styles
• Perform as a soloist, within a duet and a group
• Use a split stage to support a conflicting narrative
• Sustain tension for the majority of a scene
• Develop tension through the use of dialogue
• Use mime as a tool for sustaining character throughout a scene
• Perform on an End-On stage
• Use freeze frame as a method of marking the moment

Analyse and Evaluate Drama

• Demonstrate well considered evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
• Identify a good range of performance techniques
• Make well considered suggestions in the setting of targets
• Analyse the integration of drama and music within a given scene
• Identify a range of character types within a given script

Year 9 Core Learning Objectives 

Create and Develop Drama

• Create, develop and refine ideas for a devised piece from a given stimulus
• Rehearse and refine performance from a scripted piece
• Work as a soloist, within a duet and a group
• Create a structured scene of unarmed Staged Combat
• Develop performance material in the genre of Physical Theatre
• Prepare war poetry for an ensemble performance
• Direct their peers during the process of rehearsal
• Use moments of tension and climax to structure material for public address
• Tailor performance material to the needs of an audience

Perform Drama

• Perform devised material that demonstrates a range of existing and newly acquired skills      
• Perform as a soloist, within a duet and a group
• Manipulate vocal expression in the delivery of monologues
• Use direct address to communicate with an audience
• Multirole between a range of characters in a single scene
• Deliver performance material with an increasing level of pace
• Use freeze frames to mark the moment
• Employ flashbacks and flash-forwards in a non-naturalistic performance
• Manipulate vocal expression to communicate with a public audience
• Use physicality to support public speaking

Analyse and Evaluate Drama

• Demonstrate very good evaluative skills when describing how the various elements of performance and design have been effectively employed in their own work and the work of others
• Identify a wide range of performance techniques
• Make reflective suggestions in the setting of targets
• Analyse scripted material prior to performance
• Recognise key characteristics of Physical Theatre
• Recognise key characteristics from a range of plays
• Identify a range of successful public speakers

 

Across the three components, AQA GCSE Drama aims to enable students to:

• Apply knowledge and understanding when making, performing and responding to drama.
• Explore performance texts within their social, cultural and historical contexts.
• Develop a range of practical theatrical skills.
• Work collaboratively to generate, develop and communicate ideas.
• Become creative, independent and reflective theatre-makers.
• Contribute effectively as performers or designers.
• Evaluate their own work and the work of others, including professional live theatre.
• Understand contemporary theatre practice and the roles involved in creating performance.
• Adopt safe working practices throughout practical theatre-making. (AQA)

AQA GCSE Drama is designed to develop a balanced combination of creative devising, practical performance or design skills, theoretical understanding, and critical reflection, providing a strong foundation for further study in drama and theatre.

AO1 – Create and develop ideas (20%)

Assessed primarily in Component 2: Devising Drama, through the devising log

• Create and develop original ideas for theatrical performance.
• Respond creatively to a stimulus or starting point.
• Develop and refine ideas throughout the devising process.
• Communicate clear dramatic meaning through informed artistic choices.

AO2 – Apply theatrical skills (30%)

Assessed through Component 2: Devising Drama (final performance) and Component 3: Texts in Practice 

• Demonstrate practical performance or design skills.
• Apply acting or design techniques effectively in live performance.
• Realise artistic intentions through performance or technical theatre.
• Contribute confidently and creatively to both devised and scripted work.

AO3 – Knowledge and understanding (30%)

Assessed in Component 1: Understanding Drama, the written examination

• Demonstrate knowledge of how drama and theatre are developed and performed.
• Understand theatre roles, responsibilities and terminology.
• Analyse a set text from the perspectives of performers, directors and designers.
• Understand how social, historical and cultural contexts influence performance.

AO4 – Analyse and evaluate (20%)

Assessed through Component 2: Devising Drama (Devising Log) and Component 1: Understanding Drama (Live Theatre Production)

• Analyse and evaluate their own practical work.
• Evaluate the work of others, including live theatre productions.
• Reflect on creative decisions and their effectiveness.
• Use appropriate theatrical vocabulary to support critical judgement.

 

If you take AQA A-Level Drama and Theatre you will have the opportunity to:

       •   Create, perform and respond to drama and theatre,

•    Develop the creativity and independence to become an effective team player,

•    Explore the relationship between theory and practice in a range of the theatrical styles and periods,

•    Learn how relevant research, independent thought and analysis of live the atre can inform decision making,

•    Experience   the   ways    in   which   theatre   makers collaborate to make theatre ,

     •   Take part in public performances,

     •   Attend theatre trips,

     •   Work with external theatre practitioners,

•    Work as a performer, director and designer of lighting, set, costume and/or sound.

Who Should Study A-Level Drama and Theatre

This subject is for students who have a passion for performance and relish the challenge of creating material for the stage. They value the key skills that performance offers and get excited about analysing the work of others. They may aspire to a career in performance, theatre, media, education, marketing, journalism, law, medicine and social work.

What Grades do i need to study Drama and Theatre at Sale Grammar School? 

You will need to have at least Grade 6 GCSE Drama, plus

Grade 6 GCSE English Language or Literature.

Component 1: Drama and Theatre (40% of A-level)

Written Examination

This component extends your knowledge and understanding of how drama and theatre is developed and performed. It is assessed through a written examination at the end of the two-year course. You will study two set plays, that represent ‘significant drama through  the  ages’ and

‘drama from the 20th/21st    century’. Sale Grammar  School currently opt to study Sophocles’ Antigone and Tennessee Williams’ The Glass Menagerie. You will also analyse and evaluate the work of live theatre makers, giving a personal analysis of the theatrical elements that contributed to its effectiveness. Current Sixth Form students have viewed live material by John Godber, Frantic Assembly, Gecko, Headlong, Paper Birds and the RSC.

Component 2: Creating Original Drama (30% of A-level)

Practical and Written

In small groups, you will devise a performance in the style of a ‘prescribed practitioner’ that is internally assessed and externally moderated by AQA. Students are free to select their own stimuli and the previous Year 13 cohort have developed a piece in the  style of  British playwright and director  John  Godber  called  ‘Dinner  Ladies’ .  You  may contribute as a performer, designer or director and will be expected to keep a Working Notebook of the devising process.

Component 3: Making Theatre (30% of A-level)

Practical and Written

This component is a practical exploration and theatrical interpretation of three extracts, each taken from a different play. The  methodology of a  ‘prescribed practitioner’ (for example Bertolt Brecht) must be applied to Extract 3. You may contribute as a performer, designer or director and your performance/design of Extract 3 will be assessed by a visiting AQA examiner. You are required to keep a Reflective Report that evidences process, analysis and evaluation.

Please click here to download the A-Level Drama Student Handbook