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

Drama

Overview

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

INTENT

Give students to opportunity to gain a coherent understanding of the world around them through the practical exploration of styles, conventions and study of practitioners.

Develop and refine confidence, creativity and co-operation skills in preparation for the world of work.

Explore the history of theatre and performance.

IMPLEMENTATION

The curriculum is designed in a manner that all lessons form the foundations for the next lesson, resulting in a cumulative skills base focused around conventions for communication. All lessons at KS3 are assessed with each student having a lesson of Drama a fortnight. Schemes of work are progressive, using conventions learned initially in Year 7 to explore the next units. The Y7 curriculum is designed in a manner that allows all of the foundations of storytelling, convention skills, structuring and devising to be learned in order for the next schemes of work to be taught. Throughout the whole of KS3 the focus of exploration is on the 3 main elements of Btec Performing Arts: Devising and Rehearsal, Evaluation and Application. STAR challenges will be used to extend the learning of students. Extra-curricular opportunities in Drama such as Drama Club and whole school productions give students with an enthusiasm for the Drama and opportunity to refine their skills during extending learning. The KS4 curriculum delivers the Btec Tech Award of Performing Arts, the design and layout of the course allows students to resit the exam unit (Component 3) in order to ensure they gain the highest mark possible.

IMPACT

KS3 students will have explored and used all Drama conventions in order to gain a better understanding of the world in which they live, their communities, fellow humans and peers. They will understand the motivations and consequences of peoples' actions and have empathy for a range of situations. They will be able to co-operate, logistically plan, compromise, discuss, design, devise, think creatively, structure, develop, evaluate,  apply, analyse and present work with insight and confidence.

 

KS4 students will have developed an understanding of a range of different performance styles and practitioners, they will know how to apply their theories practically and be able to evaluate and analyse performance, highlighting the interrelationships between a range of roles. Students will be able to design, devise, perform and evaluate a performance of their own creation in line with a brief. Students will be able to apply practitioner techniques in preparation for a performance of repetoire.

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, Constantin Stanislavski, Antonin Artuad
  • Reading of GCSE set texts DNA, Blood Brothers, Dr Faustus
  • GCSE guides for DNA (Dennis Kelly) , Blood Brothers (Willy Russel) , Dr Faustus (Christopher Marlowe)
  • Pearson Btec Tech Award Performing Arts

KS3 Course Structure

Year 7

Drama Conventions : Students learn all drama Conventions. Skills and techniques used in performance in order to enhance communication and intention to and audience.

Characterisation: use of 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. They will incorporate their previous learning in Drama Conventions and Characterisation to communicate meaning and intention in their performance.

Humpy Dumpty: students will explore ‘The Terrible Fate of Humpty Dumpty’, they will analyse the motivations, intentions, actions and reactions of a range of characters whilst building a better understanding of how bullying can be prevented.

Year 8 Drama

Genres and Styles: Students will explore a range of different performance Genres and Styles through practical exploration and performance analysis. Students will take part in workshops that enable them to be able to develop skills needed in order to devise and perform for each of the genres and styles studies.

Teenage issues: Students will use the drama conventions learned, their knowledge of genres and style and characterisation skills in order to communicate meaning through performances that raise awareness and education on teenage issues that students may experience. This topic aims to ensure that students can recognise these issues, know what to do if they should experience this issue and help them to understand the way in which people act and feel when experiencing these issues. The unit covers mental illness, peer pressure, self-image, prejudice and stereotypes, community issues, stress and anxiety.

Current Affairs: Students explore current affairs to gain a better understanding of the society in which they and others live using drama conventions learned. They will look at poverty, homelessness, addictions, crime and politics from locally, regional, national and international perspectives.

Oliver Twist: Students will explore the genre and style of this performance, they will make modern day adaptations of the performance and gain a better understanding of the issue of Poverty within the current social situation and how we as a community can help.

Year 9 Drama

Conflict: Students use a range of drama conventions as a medium to explore a range of conflict triggers and consequences such as religion, prejudice, racism, gender inequality, politics and segregation. This unit is aimed at raising awareness of how conflicts can start, escalate and be resolved.

Terrorism 911: Students apply their performance skills, devising abilities and understanding of conflict in order to create performances which have clear audience intentions linked to Terrorism and Extremism. Students will explore the reasons and motivations for extremism and attacks, they will explore how life has changed not just in New York but around the work since 911. Students will study the immediate, long term and future implications of extremism in order to gain a better understanding of the world in which we live.

Responding to a Brief: Students will draw on their knowledge of conventions, styles, genres and characterisation in order to create a performance piece with a clear intention for a brief and stimulus given.

DNA: Students will look at the text of DNA by Dennis Kelly. Through performance workshops students will look at gang culture, group dynamics and moral dilemma’s experienced by the characters with in the text.

KS3 Assessment

Students are assessed every other lesson on their performance, co-operation, leadership and creativity skills. (Once a fortnight). Students complete their own self-assessment Skills Audit at the end of each term.

KS4 Course Structure

At KS4 students will study Btec Level 2 Tech Award in Performing Arts. There are 3 components to this course.

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

Mrs C Croft  Drama Teacher

Mrs E Burchell  Drama and English Teacher  

Mr Robinson Music and Drama Teacher

Opportunities out of lessons The Drama Department offers a range of extra-curricular such as a Whole School production once a year, Drama Club and StAR Troupers Theatre Company.