Drama - Year 8

Drama Overview

Term 1: Chicken by Mark Wheeler (T.I.E)

'Page to stage' students will explore the content and theatrical style of the script. Elements of T.I.E will allow student to change their practical focus when devising their own pieces. 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.
T.I.E

Theatre in Education - Teaching your audience via the elements of theatre.

Verbatim Theatre

A form of documented theatre in which plays are constructed from precise words spoken by people interviewed about a particular event or topic.

  • 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:

Group work, discussions, personalised learning and script reading to each other.

Term 2: Craig and Bentley

The iconic historical story of Christopher Craig and Derek Bentley. Students will carry out their own research project and re-create some of the main events from these events.

  1. This unit of work allows students to devise from a variety of stimuli relating to one overall topic. Students will learn the techniques of embedding factual drama into their group pieces.
Justice system

This is made up of the police, prosecution and defense lawyers, the courts and prisons.

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

Students gain knowledge of a British historical story that divided opinions of peoples actions and the legal system.

Create a supportive community:

Students will work as a whole class, individually, in pairs and smaller groups. Practical work will be shared by all in a supportive environment. Some of this will also be recorded. Verbal evaluations will be lead and demonstrated by the teacher in order for students to gain in confidence and follow the same process.

Term 3: Craig and Bentley

The iconic historical story of Christopher Craig and Derek Bentley. Students will carry out their own research project and re-create some of the main events from these events.

  1. This unit of work allows students to devise from a variety of stimuli relating to one overall topic. Students will learn the techniques of embedding factual drama into their group pieces.
Justice system

This is made up of the police, prosecution and defense lawyers, the courts and prisons.

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

Students gain knowledge of a British historical story that divided opinions of peoples actions and the legal system.

Create a supportive community:

Students will work as a whole class, individually, in pairs and smaller groups. Practical work will be shared by all in a supportive environment. Some of this will also be recorded. Verbal evaluations will be lead and demonstrated by the teacher in order for students to gain in confidence and follow the same process.

Term 4: Physical Theatre

A physical explosion of creativity. A combination of devised practical work based on the style of Frantic Assembly. Students will have an understanding of the British theatre company and how meaning is communicated through movement.

  1. Focus areas will be theatrical style and movement. Students will understand the links between this style of work and the requirements needed in Yr9.
Symbolism

Symbols to represent ideas.

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

Students will explore the cultural diversity and meaning of movement and the symbolism that it can represent. Art and music will influence students choices and the way in which they create a physical performance piece.

Create a supportive community:

Students will work as a whole class, individually, in pairs and smaller groups. Practical work will be shared by all in a supportive environment. Some of this will also be recorded. Verbal evaluations will be lead and demonstrated by the teacher in order for students to gain in confidence and follow the same process.

Term 5: Spy and Mime

Students will explore the genre of Mime. They will develop the physical skill, control and precision of movement within a drama performance.

  1. This unit will require students to communicate meaning through their movement, facial expressions, body language and gestures. All of which are skills that are required when they explore challenging content in Yr9.
Split-Scene

Two scenes happening at the same time.

Exaggerated movement

Represented large body actions.

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

Students have to be aware of their own space and have the physical confidence to move within a group.

Create a supportive community:

All students are encouraged to work together and use a series of physical trust exercises to break down any physical or emotional barriers.

Term 6: Trestle Masks

An opportunity for students to demonstrate their Mime skills through the use of Mask.

  1. This unit will require students to communicate meaning through their movement, body language and gestures.
Clocking the audience

A character acknowledges the audience's presence, looking/talking to them directly.

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

Students have to be aware of their own space and have the physical confidence to move within a group.

Create a supportive community:

All students are encouraged to work together and use a series of physical trust exercises to break down any physical or emotional barriers.