“We must all do theatre – to find out who we are, and to discover who we could become”
Augusto Boal
Autumn Term 1 | Autumn Term 2 | Spring Half Term 3 | Spring Half Term 4 | Summer Term 5 | Summer Term 6 | |
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Curriculum Knowledge | Introduction to Drama Importance of teamwork Improvisation and creative thinking Poem 4 o’clock Friday – based on themes of bullying | Pantomime History of pantomime Pantomime key elements Introduction to script extracts Creating their own pantomime Costume design Self and peer evaluation | Movement Introduction to Physical Theatre Physical Theatre basic key skills Importance of body language Creation of a whole class ensemble performance Jacques Lecoq 7 levels of tension Importance of non-verbal communication | What If? Importance of vocal and physical skills Body as prop and sound effects Persuasive voice Creating own telesales script, slogan and tv advert Breaking 4th wall Script writing Self and peer evaluation | Script – Charlie and the Chocolate Factory Introduction to script conventions Stage directions Costume and set design Characterisation Character relationships Playwrights’ intentions Stage positioning | Devising – Evacuees What is a stimulus What is devising Responding to different stimuli Writing in role Characterisation Storytelling through sound Verbatim theatreSelf and peer evaluation |
Subject Skills | Freeze Frames Thought Tracks Narration Angel and devil technique Basic vocal and physical skillsEntrance and exitsImprovisation | Choral speaking Multi-role Breaking 4th wall Narration Exaggerated voice and movement Moving in unison Choral speaking | Neutral mask Body as prop Proxemics and levels Body language 7 levels of tension Non-verbal communication | Physical Theatre improvisation creativity vocal skills physical skills body as prop exaggeration transitions choral speaking creative thinking | Narrating forum theatre monologue proxemics and levels freeze frame thought trackhot seating | Spontaneous improvisation Research Devising and performing Verbatim theatre Freeze Frame Thought track |
How can you help your child engage with the content? | Talk to them about their learning.Get them to do some improvisation with you e.g. two truths and a lie, hot seating. | Ask them about the history of Pantomime.Talk about different examples of well known pantomimes and watch some clips together.Go and watch a Pantomime if you get the opportunity. | Ask them about the 7 levels of tension.Get them to practise their neutral mask.Have a discussion with them about the history of physical theatre. | Ask them to tell you about their creative what if scenarios, try to come up with some other examples with them. | Watch Charlie and the chocolate factory together. Ask them questions about the different characters – get them to answer in role.Encourage them to read plays outside of the lesson. | Help them research evacuees stories.Talk to them about why child evacuees came to Kendal. |
Curriculum Opportunities | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club Performance opportunities including the CAPA evening. | School musical Drama club Dance club Performance opportunities including the CAPA evening. |
Drama lessons allow students to develop a variety of transferable skills which will lead them in a variety of career paths both in and out of the creative industries e.g. performer, director, playwright, lighting designer, sound designer, set designer, costume designer, stage manager, advertising and marketing, teacher, lawyer, drama therapist, arts administrator.
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nationalcareers.service.gov.uk
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Autumn Term 1 | Autumn Term 2 | Spring Half Term 3 | Spring Half Term 4 | Summer Term 5 | Summer Term 6 | |
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Curriculum content | Mime Commedia dell’arte History of mime Modern mime examples Melodrama Fixed point Slapstick Stock characters placards Non-verbal communication Silent movies Music as a stimulus Self and peer evaluation | Voice Creation of whole class soundscape Importance of vocal warm ups script work – Blood Brothers and Our Day Out extracts Poem – Dulce et decorum est pro patria mori Combining voice with tableaux Monologues | Characterisation Creating characters based off:someone they know a prop character description scripted extract Character development Explorative strategies Self and peer evaluation | Physical Theatre Creation of soundscapes Combining sound and physical theatre Storytelling through movement Body as prop Story of Darkwood Manor as a stimulus Use of music to create atmosphere | Script – Our Day Out character relationships Script conventions Stage positioning Monologue and script writing Social, historical and cultural context of play Playwright intentions Self and peer evaluation | Devising – Social Media and technology Creation of a group performance based on 3 stimuli Structuring performances Character development Key themes and messages Designing their own performance advertisement |
Key Skills | exaggerated movement and expressions slapstick non-verbal communication | Tone Pitch Pace Pause Accent Emphasis Projection Choral speaking Soundscape Tableaux | Voice – tone, pitch, pace, pause, accent, emphasis, projection Physical skills – facial expressions, gestures, body language, levels, posture, stance Explorative Strategies | Body as prop Levels Transitions Mirroring Balance Narration Trust creative thinking | Dynamics Proxemics Hot seating Monologues Tableaux Vocal and physical skills Stage positioning Costume design | Improvisation Research Explorative strategies Hot seating Freeze Frames Flashbacks Cross-cutting Climax Repetition Vocal and physical skills |
How can you engage with your child? | Watch clips of silent movies and mime artists e.g. Charlie Chaplin, Laurel and Hardy, Mr Bean Ask them about the history of mime, where did it come from? | Ask them about key voice terminology. Be an audience member, ask them to practise their monologues. | Try asking them questions about the characters they are playing, see if they can answer in role. | Watch examples of Physical Theatre with them. | Ask them to tell you about the themes of the play. Discuss what life might have been like for children in 1970’s Liverpool compared to now. Encourage them to read plays outside of the lesson. | Have a discussion about the impact of technology and social media Ask them to promote their performance to you. |
Curriculum Opportunities | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club Performance opportunities including the CAPA evening. | School musical Drama club Dance club Performance opportunities including the CAPA evening. |
Drama lessons allow students to develop a variety of transferable skills which will lead them in a variety of career paths both in and out of the creative industries e.g. performer, director, playwright, lighting designer, sound designer, set designer, costume designer, stage manager, advertising and marketing, teacher, lawyer, drama therapist, arts administrator.
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nationalcareers.service.gov.uk
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Autumn Term 1 | Autumn Term 2 | Spring Half Term 3 | Spring Half Term 4 | Summer Term 5 | Summer Term 6 | |
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Curriculum content | Script – Too much punch for Judy Verbatim theatre Documentary Play Playwright intentions Character motives and development Key themes and messages Non-naturalistic techniques monologue writing | Theatre style and genre Musicals – Hairspray and School of Rock Melodrama – Commedia Dell’Arte and soap operas Tragedy – Romeo and Juliet Physical theatre – Frantic Assembly Social and historical context | Introduction to Devising Theatre practitioner – Konstantin Stanislavski Naturalistic Theatre and techniques Banksy image as a Stimulus Characterisation | Devising Theatre Practitioner Bertolt Brecht Non-naturalistic techniques Epic Theatre , Verfremdung seffekt Episodic Structure Use of music and poem as a stimulus Structuring a performance Analysing and evaluating creating process and group performance. | Theatre Production Introduction to design elements and terminology Stage Positions and Stage Types Theatre roles and responsibilities Group production meeting | Theatre Review Watch a recorded piece of live theatre Exploration of design elements Characterisation Themes and messages Exploring script work |
Key Skills | Explorative strategies Choral speaking Counterpoint duologue Marking the moment Flashback Breaking 4th wall | Chair duets Script work Characterisation Stage combat Exaggerated characterisation Structure Self and peer evaluation | Emotion memory and method acting Magic if, given circumstance and subtext Hot Seating Creating and developing characters and scenes | Non-naturalistic techniques Marking the moment Creating and developing characters and scenes Structuring performances Self and peer evaluation | Sound Design Costume Design Lighting Design Set Design Directing | Analysing and evaluating theatre Design elements and terminology Performance skills Self and peer evaluation |
How can you engage with your child? | Be an audience member – ask them to practise their monologue. Encourage them to read plays outside of the lesson. | Watch musical clips with them. Have a discussion about Shakespeare and his plays. Listen to different pieces of music as inspiration for physical theatre. Talk about your favourite musicals and what the main themes and messages are. | Find out examples of method actors. Ask them to tell you about Stanislavski and his techniques. Look up examples of Banksy’s work and discuss your different interpretations. | Ask them to tell you about Brecht and his techniques. Listen to different types of instrumental music and discuss the impact it could create in a performance. | When watching programmes, films and shows have a discussion about how music and sound effects are used or the impact of set and lighting, what costumes say about a character. | Watch a piece of live or recorded theatre with them and discuss the acting and design elements. Visit a local theatre if you get the opportunity. |
Curriculum Opportunities | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club | School musical Drama club Dance club Performance opportunities including the CAPA evening. | School musical Drama club Dance club Performance opportunities including the CAPA evening. |
Drama lessons allow students to develop a variety of transferable skills which will lead them in a variety of career paths both in and out of the creative industries e.g. performer, director, playwright, lighting designer, sound designer, set designer, costume designer, stage manager, advertising and marketing, teacher, lawyer, drama therapist, arts administrator.
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nationalcareers.service.gov.uk
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