stimulus[ˈstɪmjʊləs]

NOUNstimuli (plural noun)

a thing or event that evokes a specific functional reaction in an organ or tissue: "areas of the brain which respond to auditory stimuli"

a thing that arouses activity or energy in someone or something; a spur or incentive: "if the tax were abolished, it would act as a stimulus to exports“

synonyms: spur · stimulant · encouragement · impetus · boost · prompt · prod · incentive · inducement · inspiration · fillip · motive · motivation · impulse · provocation · goad

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• This component deals with devising, which is an exciting and challenging opportunity to workcollaboratively with others to explore a range of stimuli in order to create an original performance piece.

• You will develop skills in group work, research and negotiation, creativity, performance and design.

• You will consider the impact you can make on an audience as you develop the ideas you wish to communicate.

• Aims of this phase:• Understand the award weighting• Select an appropriate stimulus to

begin creating drama• Join a group of like minded people• Select your chosen skill

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• There are three areas of focus:

• 1. Creating and developing a devised piece from stimuli

• 2. Group performance/design realisation of the devised piece.

• 3. Analysing and evaluating the creative process and group devised performance.

• Aims of this phase:

• Understand the award weighting

• Select an appropriate stimulus to begin creating drama

• Join a group of like minded people

• Select your chosen skill

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• There are three areas of focus:

• 1. Creating and developing a devised piece from stimuli

• 2. Group performance/design realisation of the devised piece.

• 3. Analysing and evaluating the creative process and group devised performance.

Written Portfolio (Q1-4)Explain and justify creativedecisions and the devising process

30 marks 20%

Written Portfolio (Q5-6)Analyse and Evaluate the impact of the performance

15 marks 10%

Performance (10-25 mins) 15 marks 10%

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Choice of stimuli:

• Stimuli must ensure that you can:

• Work collaboratively to create and develop the performance

• Apply the necessary performance or design skills

• Analyse and evaluate both the process and the performance

• Meet the Assessment Objectives

• Aims of this phase:

• Understand the award weighting

• Select an appropriate stimulus to begin creating drama

• Join a group of like minded people

• Select your chosen skill

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Stimuli may be one or a combination of the following:

• Textual, e.g. a novel, poem, story, letter or factual material.

• Visual, e.g. a painting, photograph, film or artefact.

• Aural, e.g. a piece of music, a soundscape or a recording.

• Abstract, e.g. a word, a theme or a mood.

• Aims of this phase:• Understand the

award weighting• Select an

appropriate stimulus to begin creating drama

• Join a group of like minded people

• Select your chosen skill

Practical Exploration

• Read the Story

• What themes and issues are raised? (Write on a board)

• Create a mime based on The Old Man and His Grandson lasting no more than 3-4 minutes.

• Start the story and create the mood/atmosphere.

• Develop the performance to include NARRATION. Try to maintain the mood and pace of the mime.

Y9

Practical Exploration

• Evaluate: Written task• What did you want the audience to feel when

you performed to the group?

• In one of the roles that you played, explain how you used performance skills (voice, movement, other non-verbal skills etc.) to communicate your intentions to the audience.

Y9

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Stimuli may be one or a combination of the following:

• Textual, e.g. a novel, poem, story, letter or factual material.

• Visual, e.g. a painting, photograph, film or artefact.

• Aural, e.g. a piece of music, a soundscape or a recording.

• Abstract, e.g. a word, a theme or a mood.

Your stimuli•Present to the group what you have brought with you today and explain your thoughts on how this could be used to create drama

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Stimuli may be one or a combination of the following:

• Textual, e.g. a novel, poem, story, letter or factual material.

• Visual, e.g. a painting, photograph, film or artefact.

• Aural, e.g. a piece of music, a soundscape or a recording.

• Abstract, e.g. a word, a theme or a mood.

Next steps:Select a group of like minded people who share your ethos.

Groups may be 3-6 performance students PLUS 1 design student.

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Choice of stimuli:

• Stimuli must ensure that you can:

• Work collaboratively to create and develop the performance

• Apply the necessary performance or design skills

• Analyse and evaluate both the process and the performance

• Meet the Assessment Objectives

• Aims of this phase:

• Understand the award weighting

• Select an appropriate stimulus to begin creating drama

• Join a group of like minded people

• Select your chosen skill

Design studentsThe design roles are:Costume designLighting design

Sound design and Set design are not available at this centre

You will select a group to work with and collaborate with them throughout the process, creating your designs and adapting them as necessary e.g. during rehearsals.You will produce separate evidence BUT will also produce the written portfolio as evidence of your part in the process.IT IS NOT A SOFT OPTION!

Component 1 DEVISINGGCSE Drama: 40% of overall GCSE award

• Choice of stimuli:

• Stimuli must ensure that you can:

• Work collaboratively to create and develop the performance

• Apply the necessary performance or design skills

• Analyse and evaluate both the process and the performance

• Meet the Assessment Objectives

• Aims of this phase:

• Understand the award weighting

• Select an appropriate stimulus to begin creating drama

• Join a group of like minded people

• Select your chosen skill

FeedbackLet me know what groups you have formed and which stimuli you have chosen.

What do you know?What do you need to know now?How will you find that out?What will you do before next lesson?How will you communicate with your group effectively?Do you have any rules to establish for the group?Are you looking forward to the project?

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