Topic 4 Year 9 English
| English | |||
| Topic | All the World's a Stage | ||
| No of lessons | 18 | ||
| When is it happening | Half Term 4 Year 9 | ||
| What will students learn | Students will be introduced to the evolution of theatre. They will also learn about a play and its author by conducting an in depth-study of the play-script, including live performance, staging, stage directions. Students will also learn about alternative staging and its effects. Coinciding with this, students will also study extracts from real film and TV scripts to learn about the level of detail needed when preparing for a performance. As an independent learning task, students will re-read the plays they studied during Year 7 Term 6 as a basis to make critical comparisons during class activities. Students may write their own script and will also perform elements, either from their original script or the studied script. Performances will include improvising, rehearsing and performing order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. | ||
| 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 | Theatre evolution; one contemporary play, not including current GCSE script choices; biographical and historical context for the author and play studied; examination of a live performance; examination of an alternative staging of the play-script; film or TV script extracts; script writing; script performance. | |
| This is knowledge that students may have met before but will need to deepen their understanding |
Regular retrieval of the knowledge described above will be retrieved as well as: Scripts Plays |
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| 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 | Students will focus on acquiring the following skills: Write like a playwright; understanding alternative staging. | |
| This is skills that students may have met before but will need to develop | Making inferences; referring to evidence; purpose; vocabulary choice; characterisation; expressing own ideas; clear inferences; judicious evidence; audience; figurative language and grammar; setting; comparing; short speeches and keeping to the point. | ||
| Key vocabulary that students should know and understand |
Performance space, Practicalities, Performer Vocal, Physical interpretation, Lines, Delivery Set, Costume, Make-up, Lighting, Sound, Props, Form, Structure, Stage directions |
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| The Big Question | Why is it important to study theatre? | ||
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Key questions that students should be able to answer at the end of the 'Topic'
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What is theatre and how has it evolved? | ||
| What is the social and historical context of the play we are studying? | |||
| What are the practicalities of performing in a live theatre space? | |||
| How has the performance space been used in the opening scenes of the play we are studying? | |||
| How has character been interpreted by the performer? | |||
| How has costume and make-up been used to augment character interpretation? | |||
| What is the impact of performers choices' of line delivery? | |||
| How are stage directions interpreted in the play we are studying? | |||
| How has the use of the performance space been changed and adapted to suit later scenes in the play we are studying? | |||
| How are lighting and sound used for effect in the play we are studying? | |||
| How do I write a theatre review? | |||
| How have alternate stagings of the play we have studied differed? | |||
| How does live theatre differ from performances on TV? | |||
| How do we plan our own performance? | |||