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Performing Arts Year 9 Drama Workbook
Name
...........................................
Tutor Group
........................................... Teaching Group
...........................................
2
Contents
3 Drama Progression Levels
5 English Speaking and Listening Key Processes and Personal Learning and Thinking Skills
6 Drama Schemes of Work
7 Peer Assessment Sheets
11 Terminology
12 Commedia Diary
13 Researching Commedia
14 Commedia – Lazzi
15 Commedia Self – Evaluation
18 Departure Writing your Monologue
19 Departure Recording Your Rehearsal
20 Departure Peer Assessment
21 Departure Self – Evaluation
24 Secret Annex Researching Anne Frank
25 Secret Annex Researching Jews in the Second World War
26 Secret Annex Drawing a Freeze Frame
27 Secret Annex Diary
28 Secret Annex Aims of your Drama
29 Secret Annex Self – Evaluation
31 Shakespeare Diary
32 Shakespeare Self – Evaluation
34 Pop Culture Soap Opera Characters
35 Pop Culture Storyline
37 Pop Culture Audience Form
38 Pop Culture Leaving the Show
39 Pop Culture Peer – Assessment
40 Pop Culture Self – Evaluation
42 Performance Recording your Rehearsal
48 Performance Self – Assessment
Assessment In Drama there are assessments during each half term, each one is based upon one of the following; devising (Making), performing, evaluating and these include teacher assessment, self assessment and peer assessment. These assessments are based upon the level descriptors below and are scored out of 60 (20 for each of the three strands; devising, performing, evaluating.) These will happen at the end of a scheme of work and in lesson time. Where needed students may be required to complete practical assessments at break/lunch time due to time constraints. Students need to be made aware of this.
3
responding to, researching and experimenting with stimulus material – the content and context
explore familiar themes and characters, e.g. responding to teacher in role to explore characters from stories and themes
respond to a variety of stimulus material including scripts of plays, artefacts, objects and images
work with others in researching the context of the drama (e.g. a concept or an event in history)
explore and research factual contexts for drama (e.g. conservation, the law) and record and share findings, and discuss possible ideas for the drama
working supportively and creatively with others
plan an imaginative play area with others suggest how to present ideas in drama through experimenting with others
try different ways of exploring characters and narrative, responding to the techniques used by the teacher
develop each other’s ideas when devising work based on scenes from novels, poems, or plays
structuring and notating plays and performances
practise and develop ideas for acting out stories
structure simple scenes independently, making use of dialogue and improvising their own
record ideas for devised drama, considering appropriate starting points, key moments and endings
devise simple scripts through improvisation, understanding the use of stage directions and drama conventions
making dramatic action through experimenting with and shaping the elements of drama – spoken language, space, sound, gesture, text etc.
use simple props and resources in creating drama
select and use props and resources to represent particular meanings
experiment with simple technical resources when creating drama – sound, light, costume
experiment with the elements of drama when developing work and be able to give and receive direction
working supportively with others in performance
take part in small group and whole-class dramas
work sensitively with others in role in small group and whole-class dramas
support others when participating in drama for a formal audience (e.g. school assembly)
co-operate and work supportively with others in a performance for a public audience
interpreting narrative and portraying character in performance
adopt a role and be able to answer questions in role
use language which is appropriate to the role
maintain role throughout the scene that is being shared or performed
communicate character through the use of words, movement and gesture
manipulating the different signs through which drama communicates meaning
use space, sound and movement which is appropriate for the drama
use space, sound and movement to communicate specific meaning
begin to be able to sustain mood and atmosphere effectively in performances
show understanding of theatrical effects, e.g. in creating tension – sound, silence, stillness
realising a range of genres, styles and forms including new forms for different purposes and addressing different audiences
present their own stories using more than one form of drama – puppets, using a narrator, etc.
contribute to a range of performances using different forms such as puppet and shadow theatre, tableau, dance/drama etc.
engage confidently in a range of dramatic techniques structured by the teacher – forum drama, hot-seating, thought tracking etc.
perform drama that demonstrates understanding of the text (stimulus material) used, and begin to understand that form conveys content
using the language and vocabulary of theatre when talking about plays and analysing plots and performances
use simple drama terms when talking about drama in which they have taken part or that they have seen
express what they liked about a performance, e.g. explaining why they liked a particular character or scene
using simple drama terms, discuss the effectiveness of the drama, e.g. the performance of a play by a well-known playwright
using a basic drama vocabulary, write a response to a drama performance
using specific criteria to reflect on and evaluate their own and others’ performances, and using these responses to adapt and improve work
express and describe their feelings in response to the drama (e.g. after the performance of a visiting theatre group)
reflect on their responses to their own drama, saying what they wanted to achieve and how it might be improved
comment sensitively on how intended effects have been achieved and suggest ways that their own and others’ work could be improved
be prepared to accept the comments and ideas of others following a performance and use this to develop their work
understanding the content explored in the drama and identifying the relationship between it and the form used
recognise key moments in the drama and be able to say why they used a particular voice or movement in interpreting character
suggest alternative forms of action from those shown in the drama
in groups, reflect on the issues or themes that are being explored through the drama
connect the drama with other ways that the issue, theme or story could be explored in other art forms
making connections between different styles, traditions and genres, including live and recorded drama, and understanding the cultural/historical context of the drama
talk about dramas that they have seen, including TV drama, and make simple connections with situations in their own lives
recognise that there are different types of drama and make connections between some of them
recognise and identify different genres in drama such as soap, documentary and pantomime
recognise particular forms of cultural expression in drama such as carnival, ritual, street theatre, etc.
STRANDS LEVEL 3
LEVEL 1
LEVEL 2
LEVEL 4
CR
EATI
NG
PE
RFO
RM
ING
R
ESPO
ND
ING
Progression chart: Tracking skills, knowledge and understanding in drama
4
in response to a range of stimulus material including scripts of plays, plan drama, record and notate ideas which demonstrate imagination
in response to a wide range of texts, experiment with original and different ways that feelings and responses can be presented in drama
collaborate, modify and adapt ideas as a result of reflection, research and experiment, and show understanding of the rehearsal process
research/record in working notebook the psychology and context of the characters and experiment with how these can be realised/visualised in performance
demonstrate in working notebook thoroughness of research, knowledge and development of ideas with others and appropriateness of decisions taken
work co-operatively and sensitively with others in a group in creating drama
challenge the ideas of others sensitively; contribute appropriate ideas and extend those of others
initiate and respond to ideas and participate in the organisation and direction of drama for a specific purpose and audience
solve problems in the devising process by offering solutions which demonstrate awareness of the skills of the group
be flexible enough to work in a variety of groups, showing sensitivity, commitment and initiative in achieving targets
explore issues and themes and write plays using the conventions of script writing
as part of a group, make an effective contribution to the writing of an imaginative short script
interpret, shape and structure in imaginative ways, using a range of forms and styles
explore and use a range of genres, forms and styles in shaping and recording their ideas for producing devised work
be prepared to take risks and interpret, shape, structure and record drama in consistently imaginative and effective ways
consider how images create meaning and experiment with objects, physical imagery, gesture and space
work in a variety of small groups, showing understanding of how dramatic signs and symbols can be used to communicate meaning
be able to work in the abstract and employ different concepts through the use of language, space, sound, gesture, text and form
independently make use of different techniques, skills, concepts and conventions when devising, interpreting and directing plays
organise the drama effectively, being selective and demonstrating a high level of understanding and purpose in the use of dramatic form
work sensitively and supportively with others in a range of presentations and performances
contribute to the performance of a unified piece of work showing commitment to ‘role’ or character
work responsibly and sensitively with others, maintain roles/responsibilities in a short independently devised piece for another class
work effectively with others with increasing independence in performing plays for different purposes and audiences
participate effectively as part of an ensemble in a variety of plays produced independently, reproducing the performance with good control and an ability to think on feet when needed
using a range of skills participate in short extracts from plays including a play by Shakespeare
communicate convincing character through the effective use of spoken (signed) words, movement and gesture in a short scripted play by a professional playwright
participate effectively in a full length play, showing clear and imaginative interpretations of character, situation and narrative
show insight into the narrative and the motivation and behaviour of characters through the effective use of a range of drama skills, techniques and concepts
demonstrate excellent understanding of dramatic effect so that the audience is engaged throughout the performance
show awareness of audience using the space in original ways to communicate the intended meaning
apply different ideas to communicate mood and atmosphere in devised or scripted drama performances
use a range of technical and other sound resources to enhance performances
use a range of techniques, skills and conventions and apply dramatic concepts to communicate meaning in appropriate ways, with insight
use the expressive potential of the elements of drama in communicating meaning of a range of texts
show basic understanding of the relationship between content and form
communicate the intentions of the playwright through effective use and thinking, e.g. of timing, space and language
perform drama which demonstrates understanding of the relationship between form and content
perform drama which shows sound understanding of the way form can be used in original ways
perform drama which demonstrates insight, originality and inspiration in interpretation to the audience
recognise and use a range of theatre terms and connect these with drama they see, or in which they take part, in and out of school
talk about the ways in which the drama did or did not engage the feelings of those watching
analyse how plots and characters are portrayed in different dramas using appropriate terminology
use the language and conventions of theatre criticism when evaluating professional and amateur productions seen
write insightfully about productions as a whole, showing recognition and appreciation of the different forms, genres, styles and cultural traditions that they see
when creating and performing, reflect on their own and each other’s drama work providing constructive responses and ideas for improving it
during the devising process, reflect on work and use responses to develop it further
identify and analyse how effects were achieved, saying how they were intended and whether they were successful
in regular written evaluations, write clearly about their own contribution to the drama, using appropriate language and identifying why and how it could be improved
use criteria (agreed by the group and in line with requirements) to evaluate their contribution to a group performance, including the whole rehearsal process
reflect on different ways that the same content can be portrayed
reflect on whether the effects used were pertinent for the content of the drama
consider how a drama about a particular theme or issue could be adapted for a different audience
critically evaluate how the organisation and structure of plays contribute to dramatic effect
discuss and, as a theatre critic, evaluate whether the play in performance was appropriate for the content
make connections between their drama and that of a wider dramatic culture, including TV drama
explain the characteristics of different types of drama
talk about and explain preferences in drama, making connections with different forms and cultural traditions
recognise the work of a range of playwrights and theatre artists
talk about a wide range of theatre, showing good supporting knowledge
LEVEL 5 LEVEL 8
LEVEL 6
LEVEL 7
EXCEPTIONAL PERFORMANCE
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• Clarity and Style • Structure • Vocabulary and Grammar • Techniques • Listening and Analysis • Understanding • Response and Questioning • Group Skills • Research • Dramatic Approaches • Dramatic Techniques • Dramatic Moments
English Speaking and Listening Key
Processes
Independent Enquiries
• Identity • Research • Explore • Analyse and Evaluate • Consider • Support Conclusions
Reflective Learners
• Assess • Set Goals • Review Progress • Feedback • Evaluate • Communicate Learning
Self-Managers
• Responsibility • Work towards Goals • Organise • Assess Risks • Deal with Pressures • Respond Positively • Manage Emotions
Creative Thinkers
• Generate Ideas • Ask Questions • Connect Ideas • Question Assumptions • Alternatives • Adapt Ideas
Team Workers
• Collaborate • Reach Agreements • Adapt Behaviour • Fair and Considerate • Take Responsibility • Constructive Support
Effective Participators
• Discuss • Present • Propose ways forward • Identify Improvements • Influence Others • Advocate
Personal Learning and Thinking Skills
6
N.B. Years 10 & 11 will be continually assessed throughout the year. Years 7, 8 & 9 will be assessed at the end of each half term.
Term 1A Term 1B Term 2A Term 2B Term 3A Term 3B
7 Scheme – Bullying
Scheme – Circus
Scheme – Character
Scheme – Story Telling
Scheme – Tinsel Truths
Scheme – Text
8 Scheme – Slapstick
Scheme – Pantomime
Scheme – Peer Pressure
Scheme – Shoplifting
Scheme – Script
Scheme – Battle Cries
9 Scheme – Commedia
Schemes – Departure
Scheme – Secret Annex
Scheme – Shakespeare
Scheme – Pop Culture
Scheme – Performance
10
Unit 1 – Scheme – History of Theatre
Unit 1 – Scheme – History of Theatre (Practitioners)
Unit 2 – Scheme – History of Theatre (Texts)
Unit 2 – Scheme – Set Text Mock Examination
Unit 1 – Scheme – WWII / Fame Practical assessment
Unit 1 – Scheme – WWII / Fame Portfolio Unit 1 deadline
11
Unit 2 – Scheme – Set Text Practical assessment
Unit 2 – Scheme – Set Text Portfolio Unit 2 deadline
Exam Preparation Practical Examination
Exam Preparation Practical Examination
Exam Preparation Practical Examination
7
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
8
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
9
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
10
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
Peer evaluation sheet
Group Number Name
Works well in the group
and supports others
Low 1-5 High
Created an interesting character
Low 1-5 High
Used space well
Low 1-5 High
Teacher specified
assessment area
Low 1-5 High
Total
/20
11
Terminology • centre of weight
..........................................................................................
• clocking the audience
..........................................................................................
• commedia dell’arte
..........................................................................................
• lazzi
..........................................................................................
• mask
..........................................................................................
• passing the focus
..........................................................................................
• rehearsal
..........................................................................................
• stock character
..........................................................................................
• character
..........................................................................................
• monologue
..........................................................................................
• performance
..........................................................................................
• self-evaluation
..........................................................................................
• still image
..........................................................................................
• thought-tracking
..........................................................................................
• abstract drama
..........................................................................................
• forum theatre
..........................................................................................
• improvisation
..........................................................................................
• role-on-the-wall
..........................................................................................
• spotlighting
..........................................................................................
• subtext
..........................................................................................
• thought tunnel
..........................................................................................
• devil and angel
..........................................................................................
• hot seating
..........................................................................................
• self-narration
..........................................................................................
• sound circle
..........................................................................................
• stereotype
..........................................................................................
• cliffhanger
..........................................................................................
• climax
..........................................................................................
• duologue
..........................................................................................
• marking the moment
..........................................................................................
• peer assessment
..........................................................................................
• sequencing
..........................................................................................
• soap opera
..........................................................................................
• thought-tracking
..........................................................................................
• storyboard
..........................................................................................
12
Diary
Subject area
What did you study in your drama lesson?
....................................................................................................................................................
What was the purpose of the work?
....................................................................................................................................................
What have you learnt?
....................................................................................................................................................
Evaluation
What were the best parts of the lesson? Give your reasons.
....................................................................................................................................................
....................................................................................................................................................
What parts of your work could you improve? How?
....................................................................................................................................................
....................................................................................................................................................
Did you work well in the group? How could you improve?
....................................................................................................................................................
....................................................................................................................................................
Notes
Aims of your drama
Pearson Publishing Tel 01223 350555 13
Researching commedia dell’arte Find out what you can about commedia dell’arte and answer the questions below. You may
wish to use the following Web sites:
• Commedia dell’Arte - http://www.commedia-dell-arte.com/
• History of Commedia dell’Arte - http://www.davidclaudon.com/arte/commedia.html
• www.delpiano.com: Carnival of Venice: La Commedia dell’Arte -
http://www.delpiano.com/carnival/html/commedia.html
• I Sebastiani – http://www.isebastiani.com/
• I Sebastiani: Scenarios - http://www.isebastiani.com/Scenarios.html
History of commedia dell’ arte
Briefly describe the history of commedia dell’arte.
Style of performance
Explain the style of performance which is usually associated with commedia dell’arte.
Characters
Choose one character from commedia dell’arte and describe their characteristics.
Aims of your drama
Pearson Publishing Tel 01223 350555 14
Lazzi Imagine that you are the director for a comic routine or lazzi involving the commedia dell’arte
characters your class has been working on. How would you guide other actors on how to
perform during the scene? In the spaces below, give detailed advice to your fellow actors.
Names of characters: .................................................................................................................
How can you make the characters amusing to the audience? Consider:
• costume
• physical elements
• use of voice
• use of gesture
• props
• masks
• the scene or setting
Aims of your drama
Pearson Publishing Tel 01223 350555 15
Year 9: Commedia: Self-evaluation Name: ........................................................................................... Group: .................................
Evaluate your work in the following areas:
Understanding the stock characters What are the main characters in commedia dell’arte called? Which one did you choose? How
did you show the features of your character?
Developing an original plot
What was your story about? What was your favourite part?
Aims of your drama
Pearson Publishing Tel 01223 350555 16
Demonstrating knowledge of using masks in performance
How did you make a mask? How did you use your mask in your performance?
Project evaluation
Complete the following sentences:
• The hardest part of the work was ........................................................................................
• The easiest part of the work was .........................................................................................
Which part of the work did you enjoy most? Give your reasons.
....................................................................................................................................................
Targets
Write the areas or skills in which you have done well below.
....................................................................................................................................................
....................................................................................................................................................
Now think of two targets for improving your work and write them below.
....................................................................................................................................................
....................................................................................................................................................
Assessment
Circle the statements on the next page that you think you have achieved. You can choose any
from the following Levels:
Aims of your drama
Pearson Publishing Tel 01223 350555 17
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of
people with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively
and cooperatively with others
I am able to listen to and
develop others’ ideas, as well
as suggesting my own
I can work positively with
anyone in the group
I can give and accept
suggestions and ideas during
the rehearsal process
Mak
ing
I can plan and structure plays,
showing knowledge of
different drama techniques
I can devise drama for
different purposes
I can use my skills and
knowledge of drama to devise
plays of different types for
different purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and
sustain different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range
of dramatic techniques in my
plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different
purposes and in a range of
styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms
when talking and writing about
dramas I have seen and
performed
I can relate, compare and
contrast my work with that of
others to find ways in which I
can improve my performance
I can discuss the way that
ideas are presented, how plots
are developed and how
characters are portrayed
How many statements did you circle for each Level? The column with the most statements
circled roughly indicates your Level. Complete the following and then give this form to your
teacher.
Your Level: ..................................... Your teacher’s Level for you: .............................................
Your signature: ............................................................................................ Date: .....................
Your teacher’s signature: ............................................................................ Date: .....................
Aims of your drama
Pearson Publishing Tel 01223 350555 18
Writing your monologue Write down the monologue which you created during the lesson in the space below. Remember
to include stage and delivery directions (for example “(whispering)” or “(moving to one side)”)
where appropriate in the text.
Name of character: .....................................................................................................................
Monologue
Aims of your drama
Pearson Publishing Tel 01223 350555 19
Recording your rehearsal Date: .......................................... Group: ....................................... Lesson number: ...................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
Aims of your drama
Pearson Publishing Tel 01223 350555 20
Departure peer assessment Names of performers ..................................................................................................................
....................................................................................................................................................
Skills
Consider the following skills, and for each one, provide comments. Identify individuals and give
examples in your comments.
Skill Comment
Character: Performing a character
appropriate for this drama. Consider:
• Body language
• Use of movement
• Use of language
Monologues: Did the monologues give the
audience more information about the
characters? Were they effective?
Participation: Was everyone involved in the
drama?
Suggestions for improvement
Identify three ways in which the work could be improved:
1 ..................................................................................................................................................
2 ..................................................................................................................................................
3 ..................................................................................................................................................
Evaluation statement
What impression do you have of the work overall? Give your reasons.
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
Aims of your drama
Pearson Publishing Tel 01223 350555 21
Year 9: Departure: Self-evaluation Name: ........................................................................................... Group: .................................
Evaluate your work in the following areas:
Developing a meaningful character based on a theme
What was your character like? What was your character called? What did they have to do?
Participating and developing confidence in working as a whole class What did you think of working as a whole class? What worked well? Where could improvements
be made?
Aims of your drama
Pearson Publishing Tel 01223 350555 22
Developing and performing a monologue
How did you develop your monologue? How well did your performance go? Did you
sustain your role during the performance?
Project evaluation
Complete the following sentences:
• The hardest part of the work was ........................................................................................
• The easiest part of the work was .........................................................................................
Which part of the work did you enjoy most? Give your reasons.
....................................................................................................................................................
Targets
Write the areas or skills in which you have done well below.
....................................................................................................................................................
....................................................................................................................................................
Now think of two targets for improving your work and write them below.
....................................................................................................................................................
....................................................................................................................................................
Assessment
Circle the statements on the next page that you think you have achieved. You can choose any
from the following Levels:
Aims of your drama
Pearson Publishing Tel 01223 350555 23
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of
people with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively
and cooperatively with others
I am able to listen to and
develop others’ ideas, as well
as suggesting my own
I can work positively with
anyone in the group
I can give and accept
suggestions and ideas during
the rehearsal process
Mak
ing
I can plan and structure plays,
showing knowledge of
different drama techniques
I can devise drama for
different purposes
I can use my skills and
knowledge of drama to devise
plays of different types for
different purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and
sustain different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range
of dramatic techniques in my
plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different
purposes and in a range of
styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms
when talking and writing about
dramas I have seen and
performed
I can relate, compare and
contrast my work with that of
others to find ways in which I
can improve my performance
I can discuss the way that
ideas are presented, how plots
are developed and how
characters are portrayed
How many statements did you circle for each Level? The column with the most statements
circled roughly indicates your Level. Complete the following and then give this form to your
teacher.
Your Level: ..................................... Your teacher’s Level for you: .............................................
Your signature: ............................................................................................ Date: .....................
Your teacher’s signature: ............................................................................ Date: .....................
Aims of your drama
Pearson Publishing Tel 01223 350555 24
Researching Anne Frank Find out what you can about Anne Frank and answer the questions below. You may wish to use
the following Web sites:
• Anne Frank Center – http://www.annefrank.com/
• Anne Frank Diary Reference - http://www.geocities.com/afdiary/
• Anne Frank Museum Amsterdam – http://www.annefrank.org/
Questions
What happened in Anne Frank’s story once she was in the secret annexe?
How many people were in the secret annexe? Did this change at any time?
How did the people in the secret annexe survive? Where did they get food and other items?
Write any other information about the secret annexe you have found out below.
Aims of your drama
Pearson Publishing Tel 01223 350555 25
Researching Jews in the Second World War Find out what you can about Jews in the Second World War, and answer the questions below.
You may wish to use the following Web sites:
• Anne Frank Center – http://www.annefrank.com/
• Anne Frank Diary Reference - http://www.geocities.com/afdiary/
• Anne Frank Museum Amsterdam – http://www.annefrank.org/
Questions
How did Jewish families try to survive in Europe during the war?
What would happen to them if they were caught in Germany or in occupied territory?
Was there a difference in the way older and younger Jewish people were dealt with?
Aims of your drama
Pearson Publishing Tel 01223 350555 26
Drawing a freeze frame In the box below, draw a diagram of a freeze frame. Include speech bubbles to show the
thoughts of the characters. Your illustration should show how all the characters are feeling.
Aims of your drama
Pearson Publishing Tel 01223 350555 27
Diary
Subject area
What did you study in your drama lesson?
....................................................................................................................................................
What was the purpose of the work?
....................................................................................................................................................
What have you learnt?
....................................................................................................................................................
Evaluation
What were the best parts of the lesson? Give your reasons.
....................................................................................................................................................
....................................................................................................................................................
What parts of your work could you improve? How?
....................................................................................................................................................
....................................................................................................................................................
Did you work well in the group? How could you improve?
....................................................................................................................................................
....................................................................................................................................................
Notes
Aims of your drama
Pearson Publishing Tel 01223 350555 28
Aims of your drama Your drama should have some purpose. What do you want the audience to feel when they see
it? For example, when seeing your drama, the audience might:
• receive useful information
• get an insight into the characters
• be excited
• see a good story
• experience tension
• feel emotional
• learn something about themselves
• have a laugh
• experience something new
• be asked questions
• be given answers.
Make a list of what you intend your audience to feel in the box below. You could choose any
combination from the list above, or make up your own.
What does your drama cover? The aim of your drama could be artistic, commercial or
educational, or a combination of the three. Write your answer below:
What is the purpose and aim of your drama? Write your answer in the box below and give your
reasons for choosing that particular purpose/aim.
29
Year 9: Secret annexe: Self-evaluation Name: ........................................................................................... Group: .................................
Evaluate your work in the following areas:
Developing appropriate drama techniques
Which techniques did you use? How were they used in the performance?
Developing a character in performance
What was your character called? How well did you perform the character? Did you
sustain your role during the performance?
Helping to create a group improvisation, and performing in it
How did you contribute to the group improvisation? How well did the group perform?
Project evaluation
Complete the following sentences:
• The hardest part of the work was ........................................................................................
• The easiest part of the work was .........................................................................................
Which part of the work did you enjoy most? Give your reasons.
....................................................................................................................................................
Targets
Write the areas or skills in which you have done well below.
....................................................................................................................................................
....................................................................................................................................................
Now think of two targets for improving your work and write them below.
....................................................................................................................................................
....................................................................................................................................................
Assessment
Circle the statements on the next page that you think you have achieved. You can choose any
from the following Levels:
30
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of
people with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively
and cooperatively with others
I am able to listen to and
develop others’ ideas, as well
as suggesting my own
I can work positively with
anyone in the group
I can give and accept
suggestions and ideas during
the rehearsal process
Mak
ing
I can plan and structure plays,
showing knowledge of
different drama techniques
I can devise drama for
different purposes
I can use my skills and
knowledge of drama to devise
plays of different types for
different purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and
sustain different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range
of dramatic techniques in my
plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different
purposes and in a range of
styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms
when talking and writing about
dramas I have seen and
performed
I can relate, compare and
contrast my work with that of
others to find ways in which I
can improve my performance
I can discuss the way that
ideas are presented, how plots
are developed and how
characters are portrayed
How many statements did you circle for each Level? The column with the most statements
circled roughly indicates your Level. Complete the following and then give this form to your
teacher.
Your Level: ..................................... Your teacher’s Level for you: .............................................
Your signature: ............................................................................................ Date: .....................
Your teacher’s signature: ............................................................................ Date: .....................
31
Diary
Subject area
What did you study in your drama lesson?
..................................................................................................................................................................
What was the purpose of the work?
..................................................................................................................................................................
What have you learnt?
..................................................................................................................................................................
Evaluation
What were the best parts of the lesson? Give your reasons.
..................................................................................................................................................................
..................................................................................................................................................................
What parts of your work could you improve? How?
..................................................................................................................................................................
..................................................................................................................................................................
Did you work well in the group? How could you improve?
..................................................................................................................................................................
..................................................................................................................................................................
Notes
32
Year 9: Shakespeare: Self-evaluation Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Showing an understanding of Shakespearean language through rehearsal and performance
How well did you rehearse and perform using Shakespearean language?
Using a sound circle
How did you use the sound circle technique in your work?
Developing a character from a script
How did you develop a character from the script? Was your character convincing?
Portraying a character and performing your role successfully
How did you portray your character? How well did you perform the role? Did you sustain your role
during the performance?
Evaluating your work and that of others
Did you reflect on your own work? Did you offer suggestions for the work of other people in your class?
Project evaluation
Complete the following sentences:
• The hardest part of the work was .......................................................................................................
• The easiest part of the work was .......................................................................................................
Which part of the work did you enjoy most? Give your reasons.
..................................................................................................................................................................
33
Targets
Write the areas or skills in which you have done well below.
..................................................................................................................................................................
..................................................................................................................................................................
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of people
with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively and
cooperatively with others
I am able to listen to and develop
others’ ideas, as well as
suggesting my own
I can work positively with anyone
in the group
I can give and accept suggestions
and ideas during the rehearsal
process
Mak
ing
I can plan and structure plays,
showing knowledge of different
drama techniques
I can devise drama for different
purposes
I can use my skills and knowledge
of drama to devise plays of
different types for different
purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and sustain
different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range of
dramatic techniques in my plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different purposes
and in a range of styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms when
talking and writing about dramas I
have seen and performed
I can relate, compare and contrast
my work with that of others to find
ways in which I can improve my
performance
I can discuss the way that ideas
are presented, how plots are
developed and how characters
are portrayed
How many statements did you circle for each Level? The column with the most statements circled roughly
indicates your Level. Complete the following and then give this form to your teacher.
Your Level: ........................................... Your teacher’s Level for you: ......................................................
Your signature:......................................................................................................... Date: ........................
Your teacher’s signature: ......................................................................................... Date: ........................
34
Soap opera characters Record the soap opera characters in the table below:
Name of character Type of personality Relationship to other characters
35
Storyline What are the main elements of the reality television show your group has created? Record them below.
Title: ..........................................................................................................................................................
Location: ...................................................................................................................................................
Aims of the show
Characters
Tasks to be set (if any)
36
Storyline
How to win the show
37
Audience form Ask students to specify which audience they intend their drama to be for. Record the information in the
chart below:
Group number/name Specified audience
38
Leaving the show Consider your character in the reality television show and complete the following.
Name of character ....................................................................................................................................
Title of show ..............................................................................................................................................
Description of the character
Think of ten questions that your character could be asked when they left the show, and write them below:
1 ................................................................................................................................................................
2 ................................................................................................................................................................
3 ................................................................................................................................................................
4 ................................................................................................................................................................
5 ................................................................................................................................................................
6 ................................................................................................................................................................
7 ................................................................................................................................................................
8 ................................................................................................................................................................
9 ................................................................................................................................................................
10
39
Pop culture peer assessment Names of performers: ...............................................................................................................................
..................................................................................................................................................................
Skills
Consider the following aspects, and for each one, provide comments. Identify individuals and give
examples in your comments.
Aspect Comment
Style of performance: Did the piece fit
all the elements of a reality television
show?
Characters: Which characters were the
most dominant? Give your reasons.
Audience interaction: Was there
interaction with the audience? How was
this done?
Suggestions for improvement
For each of the aspects above, identify ways in which the work could be improved:
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
Evaluation statement
Did the group’s presentation display a convincing and successful performance? Make your comments
below:
..................................................................................................................................................................
..................................................................................................................................................................
..................................................................................................................................................................
Which character do you think should win the show? .................................................................................
Give your reasons: ....................................................................................................................................
40
Year 9: Pop culture: Self-evaluation Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Participating and performing with different techniques
(eg monologues and duologues)
Which techniques did you use? How did they help to create a character?
Developing a performance for an audience
Which audience was your performance designed for? How did this affect your drama?
Using an appropriate style for the genre in performance
How well did you perform? How did you adapt your acting style for the genre? Did you sustain
your role during the performance?
Developing an appropriate character
What was your character called? What did they have to do? How well did you portray your character?
Project evaluation
Complete the following sentences:
• The hardest part of the work was .......................................................................................................
• The easiest part of the work was .......................................................................................................
Which part of the work did you enjoy most? Give your reasons.
..................................................................................................................................................................
Targets
Write the areas or skills in which you have done well below.
..................................................................................................................................................................
..................................................................................................................................................................
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
41
Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of people
with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively and
cooperatively with others
I am able to listen to and develop
others’ ideas, as well as
suggesting my own
I can work positively with anyone
in the group
I can give and accept suggestions
and ideas during the rehearsal
process
Mak
ing
I can plan and structure plays,
showing knowledge of different
drama techniques
I can devise drama for different
purposes
I can use my skills and knowledge
of drama to devise plays of
different types for different
purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and sustain
different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range of
dramatic techniques in my plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different purposes
and in a range of styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms when
talking and writing about dramas I
have seen and performed
I can relate, compare and contrast
my work with that of others to find
ways in which I can improve my
performance
I can discuss the way that ideas
are presented, how plots are
developed and how characters
are portrayed
How many statements did you circle for each Level? The column with the most statements circled roughly
indicates your Level. Complete the following and then give this form to your teacher.
Your Level: ........................................... Your teacher’s Level for you: ......................................................
Your signature:......................................................................................................... Date: ........................
Your teacher’s signature: ......................................................................................... Date: ........................
42
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
43
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
44
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
45
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
46
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
47
Recording your rehearsal Date: ...............................................Group: ............................................. Lesson number: ........................
Group work
What has your group achieved in this lesson?
What are your aims for the next lesson?
Individual work
What has each student in your group achieved in this lesson?
Name of student Achievement
What are the aims for each student in your group for the next lesson?
Name of student Aim for next lesson
48
Year 9: Performance: Self-evaluation Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Presenting different techniques
Which techniques did you use in the performance and how did you use them?
Getting involved in the rehearsal process
How did you contribute to the rehearsal process?
Creating an appropriate and meaningful character in the performance
What was your character called? What did they have to do? How did you make the role appropriate and meaningful? Did you sustain your role during the performance?
Project evaluation
Complete the following sentences:
• The hardest part of the work was .......................................................................................................
• The easiest part of the work was .......................................................................................................
Which part of the work did you enjoy most? Give your reasons.
..................................................................................................................................................................
Targets
Write the areas or skills in which you have done well below.
..................................................................................................................................................................
..................................................................................................................................................................
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
Overview of Year 9
In Year 9, you have worked on projects about commedia, improvisation (departure), the secret annexe,
Shakespeare, pop culture and performance. Consider your work over this year and fill in the gaps:
My favourite project was ......................................................................... because ...................................
..................................................................................................................................................................
49
I feel I have improved in ............................................................................................................................
I prefer working in a group with .................................................................................................................
My favourite group size is .........................................................................................................................
Assessment
Circle the statements you think you have achieved over the whole year. You can choose any from the
following Levels:
Type Level 4 Level 5 Level 6
Gro
up w
ork
I can work with a variety of people
with some confidence
I can offer suggestions and
develop others’ ideas
I am able to work sensitively and
cooperatively with others
I am able to listen to and develop
others’ ideas, as well as
suggesting my own
I can work positively with anyone
in the group
I can give and accept suggestions
and ideas during the rehearsal
process
Mak
ing
I can plan and structure plays,
showing knowledge of different
drama techniques
I can devise drama for different
purposes
I can use my skills and knowledge
of drama to devise plays of
different types for different
purposes
I can refine and improve my
acting through the rehearsal
process
I can create clearly-defined
characters from plays or
improvisations, add depth and
consider motivation
I can devise dramas in various
styles, based on a range of
subjects
Perf
orm
ing
I can create, perform and sustain
different characters in
performance
I can perform with confidence
I can give a clear, short and
coherent performance for an
audience
I can use an increasing range of
dramatic techniques in my plays
I can perform with confidence,
expression, technical accuracy
and fluency, which is fully
sustained
I can organise and present
performances to a range of
audiences for different purposes
and in a range of styles
Res
pond
ing
I can discuss the difference
between my work and that of
others
I can use the correct drama
vocabulary
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this
I can use technical terms when
talking and writing about dramas I
have seen and performed
I can relate, compare and contrast
my work with that of others to find
ways in which I can improve my
performance
I can discuss the way that ideas
are presented, how plots are
developed and how characters
are portrayed
How many statements did you circle for each Level? The column with the most statements circled roughly
indicates your Level. Complete the following and then give this form to your teacher.
Your Level: ........................................... Your teacher’s Level for you: ......................................................
Your signature:......................................................................................................... Date: ........................
Your teacher’s signature: ......................................................................................... Date: ........................
50
Notes / Sketches
51
Notes
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52
