Why do we learn drama?
“The arts make a bridge across this world in ways that nothing else can,” – Julie Andrews
The study of Drama and the arts ignites a spirit of enquiry in students to explore and understand the world and their role in it. Drama allows us to communicate universal themes that connect us, no matter our background; express the need for social change; and to recreate and interpret information, ideas and emotions, using a range of artistic approaches. Through the study and exploration of a breadth of practitioners, eras and dramatic texts, students will develop the skills and knowledge needed to enhance their understanding of the power of theatre and its potential impact on society. Students will develop a critical engagement with drama and theatre allowing them to develop their own inquisitive and creative abilities in order to devise, analyse and evaluate a range of high-quality and innovative drama.
Our approach
In Drama lessons at Ark Blake Academy, students will develop the skills to communicate universal themes, understand what it means to express the need for social change and develop ways to action this, and recreate and interpret information, ideas and emotions. Although key skills in Drama, these are also fundamental skills needed to become successful in their daily lives and future careers.
The study of Drama enables students to connect to the world around them and gain an understanding of the multiple layers of society and their place within it. First and foremost, Drama is about selfawareness and self-discipline and students will explore how to discipline their own voice, body and mind. Students are empowered to develop their confidence in public speaking, collaborating with others, and gain a deepened awareness of self which ultimately guides them in understanding and seizing their own potential for greatness. They will also develop their reading and writing skills through the study of plays as well as writing and devising their own pieces of drama. Students will be encouraged to evaluate their own work as well as that of professionals in the field in order to widen their understanding of how the performance industry works and how they can be successful learners.
Year 7
In Year 7, students will explore the basics of Drama and performance. After building an understanding of the origins and different aspects of Drama in Unit 1, students will then explore the physical aspects of Commedia Dell’Arte, creating a basis for all physical elements studied throughout KS3 and into GCSE if they wish to continue the subject. They will also have the chance to explore their use of voice and solo performance skills and lastly, they will put their learnt skills together for the final module, interpreting text. By the end of this year, students will have acquired important and powerful knowledge about the concept of drama and the impact it can have.
| Autumn | |
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Introduction to Drama Knowledge Content: Origins of Drama, Different aspects of Drama, mime and gesture, abstract drama, script, audience, use of voice, dramatic devices, freeze frames Threshold Concept: There are many ways to create theatre and drama Link to Prior Learning: Builds on Knowledge of performance which may have been explored at Primary level |
| Autumn & Spring | |
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Commedia Dell’Arte Knowledge Content: Key Commedia stock characters, history of the Italian genre, how to design a mask, slapstick comedy Threshold Concepts: Theatre does not need to use words to have an impact Link to Prior Learning: Focus on use of body and facial expression which was touched on in the last unit |
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Performance Poetry Knowledge Content: Influential Poetry performers e.g. Dave the Poet, origins of performance poetry, Slam Poetry, crescendo, diminuendo Threshold Concepts: Dramatic emphasis can give a text different meaning Link to Prior Learning: Links to English and understanding of poetic devices |
| Summer | |
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Interpreting Text: Refugee Boy Knowledge Content: (also studied in English) Migration, Background of Benjamin Zephaniah, dramatic devices and study of stage direction, character development, collaborative performance Threshold Concepts: Contextual research can help an actor to create and connect to a character Link to Prior Learning: Understanding of social, political and historical context, dramatic devices explored in Unit 1 |
Year 8
After establishing the basic knowledge of drama in Year 7, students will now be given the resources to explore theatre at a deeper level, gaining a much deeper understanding of the very first historical Greek theatre, which has paved the way for all aspects of drama since. Students will also delve ‘behind the scenes’ of theatre and will be given the chance to explore theatre design and how this has developed in modern society. Our young performers will begin to enhance their imaginative skills when it comes to the use of the body as they take inspiration from great and influential theatre companies such as DV8 and Strictly theatre. Lastly, students will analyse and interpret Shakespeare’s work and evaluate its relevance, and how they themselves can modernise the concepts for a contemporary audience.
| Autumn | |
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Introduction to Greek Theatre Knowledge Content: Comedy and tragedy, pathos, logos, ethos, catharsis, structure of a play according to Aristotle Threshold Concepts: Drama is a cathartic release for both actor and audience Link to Prior Learning: How could Shakespeare have been influenced by Greek theatre, links to Commedia Dell’Arte and mask work |
| Autumn & Spring | |
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Physical Theatre Knowledge Content: Exploring difference between physical theatre and dance, Theatre companies: DV8, Frantic Assembly, Strictly Theatre, links to Shakespeare’s Hamlet Threshold Concepts: A story can be told using only the body Link to Prior Learning: Links to chorus work from Greek theatre and Commedia dell’Arte |
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Technical Theatre Knowledge Content: Theatre roles, backstage at the theatre, lighting design, set design, costume design, creating a diorama, focus on Animal Farm (link to English curriculum) Threshold Concepts: There is more to the world of theatre than just performing. We can use our imagination to bring a text to life. Link to Prior Learning: Learning the text Animal Farm in English, revisit basics of theatre learnt in year 7 |
| Summer | |
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Interpreting a Text: Romeo and Juliet Knowledge Content: Elizabethan historical context, why Shakespeare wrote Romeo and Juliet, links to modern society, how can simple theatre be effective, how Greek theatre and philosophy influenced Shakespeare, the 5 act play Threshold Concepts: Shakespeare can be modernised to suit a contemporary audience Link to Prior Learning: Revisit and revise Jacobean/Elizabethan context |
Year 9
By the end of Year 8, students will have embraced different aspects of theatre including chorus work, voice, physicality, technical roles and text interpretation. In Year 9, students will have the opportunity to put all of this knowledge into practice as well as developing awareness and insight into more sophisticated concepts of theatre such as Epic and Political theatre. They will study and explore a range of historically influential theatre practitioners such as Bertolt Brecht and Stanislavski as well as critically acclaimed theatre companies such as Complicite and Eclipse theatre. They will use their research and gained knowledge of these practitioners to guide their creation of solo and group performances.
| Autumn | |
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Epic Theatre: Brecht Knowledge Content: Brecht historical context, alienation effect, Epic Theatre, political theatre, non-naturalism, stage make up, tableaux Threshold Concepts: Theatre can act as a mirror to society Link to Prior Learning: Revisit chorus work and freeze frame |
| Autumn & Spring | |
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Theatre for Change Knowledge Content: meaning of ‘social justice’, research stories of Rosa Parks and Stephen Lawrence and theatre that was influenced by these events, conventions of political theatre, script writing Threshold Concepts: Theatre can be used for social change and conveying a message Link to Prior Learning: Link to Refugee Boy and how a writer’s background and experience can influence their writing |
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Interpreting Text: Monologues and Duologues Knowledge Content: naturalism, Stanislavskian technique, effective use of voice, gesticulation, prosodic features, characterisation, monologue, soliloquy, vocal warm up Threshold Concepts: Character monologues can give the audience a deeper understanding of the characters being portrayed. Link to Prior Learning: revisit voice work in performance poetry |
| Summer | |
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Devising Theatre: Responding to a Stimulus Knowledge Content: Complicité Theatre Company, Eclipse Theatre Company, what does it mean to ‘devise’, role of a director, chorus work, narrative structure, rehearsal, analysis of stimulus e.g. image, poem, event to inspire a piece of drama Threshold Concepts: Great theatre can be created with a small spark of inspiration Link to Prior Learning: Revisit technical theatre and all different theatre styles studied at KS3 so that groups can choose their concept |
Year 10
In KS3, students explored the skills, practitioners and history of theatre to prepare them to study Drama at GCSE. In Year 10, students will begin to build on the knowledge in Dramatic heritage that they have already mastered and begin to study whole texts and live performance at a deeper and broader level. This year, they will decide on how they wish to be assessed in their devised and textual performance (either a performer or designer) and study their set texts at length in preparation for their exam in Year 11.
| Autumn | |
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Devised Performance Knowledge Content:
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| Spring | |
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Texts in Practice Knowledge Content:
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Understanding Drama Knowledge Content:
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Year 11
In Year 10, students gained an understanding of what was required of them to complete their GCSE to a high standard. This year, students will create and devise their final performances which will be entered for their examination as well as gaining the skills needed to answer written exam questions to the highest standard. Students will feel confident with their understanding of the creation of Drama as a performer/designer and audience member.
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Texts in Practice Knowledge Content:
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Devised Performance Knowledge Content:
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Understanding Drama - Exam Preparation Knowledge Content (revision):
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