Topic 1 Year 7 Performing Arts - Drama
| Performing Arts - Drama | |||
| Topic | Intro to Drama | ||
| No of lessons | |||
| When is it happening | Term 1 Year 7 | ||
| What will students learn | Students must develop their communication skills, speaking and listening in order to successfully work together in a variety of different settings. Students will also develop their non verbal communication skills through exploration of physical and vocal skills whilst being introduced to the responsibility of creating their own work. Students will learn to collaborate and improvise based on a variety of scenarios. It is most important that student's confidence is built within this topic to be able to share ideas and present/perform to the class demonstrating their performance skills. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Benefits of studying drama and building confidence through teamwork and performance which will aid students progression into other topics. Improvisation skills are explored to encourage students to create from scratch using their imagination and think on their feet creatively. Students will develop characters through the use of stereotypes using real life experiences in imaginary situations; gaining an understanding of how the subject fits in with the real world whilst applying vocal and physical techniques to demonstrate characterisation. Students will be responding to set stimulus (theme) to encourage exploration and creation. They will also be able to reflect on their own performance work identifying strengths and areas for improvement. | |
| This is knowledge that students may have met before but will need to deepen their understanding | Students will have a knowledge of what mime is and will have experienced role play in storytelling situations. Students will be able to recognise certain types of people within society to be able to identify stereotypes with guidance. They will also be able to use this knowledge to consider familiar stereotypes within films that they have seen. Students will also have an understanding of reading body language and facial expressions to identify emotions. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic |
Be able to explore techniques within class workshops such as experimenting with the tone of the voice to demonstrate naturalistically varying emotions. Students will create characters by using stereotypes making considerations for how they communicate these characters clearly through their body language and voices. Students will be in role playing a character that is different to themselves. Students will learn how to create a freeze frame and how and why we use them within performance. |
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| This is skills that students may have met before but will need to develop | Students will be able to work collaboratively within a group listening and responding to direction and feedback whilst offering suggestions. Students will be able to work within groups to develop a short scene that demonstrates confident delivery of a stereotypical character role. They will be able to identify different stereotypes within performance and the effectiveness/impact of them on an audience. | ||
| Key vocabulary that students should know and understand | Freeze Frame, Pitch, Pace, Pause, Tone, Diaphragm, Nonverbal, Communication, Facial Expression, Body Language, Levels, Improvisation, Characterisation, Gesture | ||
| The Big Question | How do we create performance work and characters based on real life? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
What skills are important in a drama lesson? | ||
| In what ways do we use our voice to communicate? | |||
| Why are non verbal communication skills important when portraying a character? | |||
| What is meant by the term characterisation? | |||
| What makes a good improvisation? | |||
| What do we need to create a successful performance? | |||
| How do we polish performance work in rehearsal? | |||
| Why is it important to reflect on our performance work? | |||