Drama - Year 7

Drama Overview

Term 1: Greek Chorus (Set Skills)

Students learn basic drama techniques and vocabulary which they can incorporate into their work throughout the year. This is taught via Greek Theatre and the story of Theseus and the Minotaur.

  1. Performance skills will be assessed. Voice, character and movement.
Improvisation

Acting performed spontaneously without any preparation.

Split-Scene

Two scenes happening on stage at the same time.

Devising

To make/create a piece of Drama

Role-play

Being a character

Still image

A single performance moment that is frozen to highlight something important to an audience.

Thought-tracking

Verbally expressing a characters thoughts and feelings.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are required to use their imagination, creativity, speaking and listening skills and group work skills.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.

Term 2: Pantomime

Students explore the genre of Pantomime and learn skills needed to perform successfully in that style. Students work towards performing an abridged Pantomime to an audience.

  1. Assessment will be based on the working process and final performance. Students will watch a recording of their work in order to evaluate.
Pantomime

Theatrical entertainment, involving music and comedy. Usually performed at Christmas time and based on a fairy tale.

Physical Theatre

A form of theatre which emphasizes the use of physical movement, as in dance and mime.

The 4 Ps

Pitch Pace Pause Projection

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are required to use their imagination, creativity, speaking and listening skills and group work skills.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.

Term 3: Roald Dahl

A journey of famous stories and poems by Roald Dahl. Students explore the use of characterisations, narration and story telling.

  1. Performance assessment based on the groups final performance choice. Students are assessed individually on their practical performance skills.
Multi role-play

Being more that one character in a performance.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are required to use their imagination, creativity, speaking and listening skills and group work skills.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.

Term 4: Roald Dahl

A journey of famous stories and poems by Roald Dahl. Students explore the use of characterisations, narration and story telling.

  1. Performance assessment based on the groups final performance choice. Students are assessed individually on their practical performance skills.
Multi role-play

Being more than one character in a performance.

Narration

The commentary and vocal delivery during a performance.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students are required to use their imagination, creativity, speaking and listening skills and group work skills.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.

Term 5: Ernie's Incredible Illucinations

'Page to stage' students will explore the content and theatrical style of the script. The focus on lighting, sound, costume and set design will give students an understanding when writing about the production and considering the concept of the piece.

  1. This unit allows students to focus on their practical characterisation. The theory side to this play text will be set questions to answer in timed conditions. The focus being a performer, director and designer.
Script

Text document with stage directions used in performance.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

The subject matter of the play allows students to consider different morals and attitudes of characters in society.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.

Term 6: Ernie

'Page to stage' students will explore the content and theatrical style of the script. The focus on lighting, sound, costume and set design will give students an understanding when writing about the production and considering the concept of the piece.

  1. This unit allows students to focus on their practical characterisation. The theory side to this play text will be set questions to answer in timed conditions. the focus being a performer, director and designer.
Devising

Creating and making drama.

In the round stage

A form of theatrical staging.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

The subject matter of the play allows students to consider different morals and attitudes of characters in society.

Create a supportive community:

Small working groups decided by the teacher allow students to feel supported and safe when making decisions, discussing ideas and performing.