St Michael's
We believe that a three way partnership between the school, its students and their parents is vital to success

Drama

A downloadable version of this information can be found here.

Overview

“Great theatre is about challenging how we think and encouraging us to fantasise about a world to aspire to”

William Defoe

The drama curriculum is finely balanced to ensure that students gain performance skills and develop an understanding of the world in which they live through the safety of exploration in role play. Schemes of work are designed to encompass both elements, with students being assessed on both their understanding of the subject material studied and their performance skills.

What skills will pupils develop?

Self-confidence, communication, collaboration, teamwork, problem-solving, public speaking, language development, delegation, leadership, listening, speaking, creative thinking, understanding of society, dedication, self-discipline, adaptability, independent thinking, time management, using one's initiative, co-operation and performance skills.

What will help pupils to learn?

It would be advisable for our pupils to look at references to help guide them by improving knowledge, skills and understanding to improve their drama performances:

  • GCSE Bitesize Drama
  • Independent research into drama strategies
  • Research Practitioner – Bertolt Brecht, Antonin Artaud, Constantin Stanislavski, Augusto Boal
  • Reading of GCSE set texts DNA and Blood Brothers
  • GCSE guides for DNA (Dennis Kelly) and Blood Brothers (Willy Russel)
  • OCR Drama GCSE web page

KS3 Course Structure

Year 7

Drama Strategies 1: Students learn basic drama strategies.

Characterisation: use of drama strategies and performance skills to explore characterisation and how elements of performance can communicate character clearly to an audience.

Adaptations: students will use their performance and creativity skills to work independently and collaboratively to create their own play adaptations from a range of well-known stories e.g. historical events, news articles, books and poems.

Year 8

Drama Strategies 2: students learn intermediate drama strategies.

Current Affairs: students explore current affairs to gain a better understanding of the society in which they and others live using drama strategies learned.

Stimulus Materials: students will use their devising skills to create performances from a range of different stimuli.

Year 9

Drama Strategies 3: students learn advanced drama strategies.

Conflict: students use a range of drama strategies as a medium to explore a range of conflict triggers and consequences such as religion, prejudice, racism, gender inequality, political, segregation.

Devising: students apply their performance skills, devising abilities and understanding of stimuli in order to create performances which have clear audience intentions.

KS3 Assessment

Students are assessed every other lesson on their performance skills. There is a written exam at the end of each topic to assess students understanding of the topics, themes and issues studied and their appreciation of drama performance elements and strategies.

KS4 Course Structure

Year 10:

  • Devising from stimulus
  • Practitioners
  • Genres and styles
  • Theatre history

Year 11:

  • Component 1 - 30% GCSE - Devising and Performance
  • Component 2 - 30% GCSE – Performing Texts
  • Written exam study: 40% GCSE
  • Theatre visit and review (written exam preparation)
  • Set text study: Blood Brothers (written exam preparation)

KS4 Assessment

 

GCSE Drama

Students are assessed each practical lesson with feedback on how to make progress. Written assessments inform teaching and learning and prepare students for their end of course written exam and prepare for Component 1 Portfolios.  Pupils are set theory homework every week which is assessed and feedback given.

Component 1/2 – Devising Drama= 30%

Students chose a stimulus to devise a performance from. They will perform their piece which is work 10% of their final GCSE mark. Students create a portfolio explaining the devising process of their devised performance 20%

Component 3/4 – Presenting and Performing Texts = 30%

Students will study a play. Students will perform 2 contrasting scenes from the play studied in a performance exam to a visiting examiner during Year 11.

Component 5 – Performance and Response = 40%

  • Written exam at the end of Year 11
  • Section 1 - Live Theatre response
  • Section 2 - Set text (Blood Brothers)

BTEC Level 2 Tech Award in Performing Arts

  • Component 1 -  Exploring Performing Arts
  • Component 2 - Developing skills and techniques in Performing Arts
  • Component 3 - Responding to a brief

Overview:

BTEC Level 2 Tech award in Performing Arts gives students the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is:

  • development of key skills that prove your aptitude in Performing Arts such as reproducing repertoire or responding to a stimuli
  • a process that underpins effective ways of working in Performing Arts; development of ideas, rehearsal and performance
  • attitudes that are considered most important in the Performing Arts, including personal management and communication
  • knowledge that underpins the effective use of skills, process and attitudes in the sector such as roles, responsibilities, performance disciplines and styles

Staff

Mrs M Perrett

Head of Drama and Director of Performing Arts

Mrs C Croft

Drama Teacher and rewards co-ordinator

Mrs E Burchell

Drama Teacher (KS3)

Opportunities out of lessons

The Drama Department offers a range of extra-curricular provisions:

  • theatre visits
  • Aspire Performances
  • workshops with professional actors
  • whole school productions
  • Drama Club

Career Pathways in this subject

Immediate links -

  • actor/actress
  • stage manager/Arts administrator
  • drama teacher
  • drama therapist
  • television production assistant
  • radio presenter/Journalist
  • teacher
  • any career where people need to work as a team, be creative, lead others and be confident with presenting