Year 8 Drama Workbook

Transcription

1 Year 8 Drama Workbook Name:. Class: Teacher: 1

2 Term 1A Term 1B Term 2A Term 2B Term 3A Term 3B 7 Bullying Circus Character Story Telling Tinsel Truths Text 8 Slapstick Pantomime Peer Pressure Shoplifting Script Battle Cries 9 Commedia Pop Culture Schemes Departure Secret Annex Shakespeare Performance Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 10 History of Theatre History of Theatre (Practitioners) History of Theatre (Texts) Fame The Pilgrimage The Pilgrimage 11 Unit 2 WWII Unit 2 The Crucilbe Exam Preparation The Cucible Exam Preparation Moderation Exam Preparation N.B. Years 10 & 11 will be continually assessed throughout the year. Years 7, 8 & 9 will be assessed at the end of each half term. 2

3 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 3

4 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 4

5 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 5

6 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 6

7 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 7

8 Peer evaluation sheet Group Number Name Works well in the group and supports others Created an interesting character Used space well Teacher specified assessment area Total /20 8

9 Terminology body language marking the moment mime performance physical comedy sound collage rehearsal thoughts aloud self-evaluation monologue sequencing physicalised monologue slapstick proxemics stereotype staging blocking thought-tracking character thought tunnel pantomime dramatic pause spotlighting stock character technical effects abstract drama cyclic movement duologue Still Image / freeze frame hot seating improvisation dramatic silence emotional state interviewing key moment role-on-the-wall script script-writing sociogram assessment spontaneous improvisation 9

10 Slapstick peer assessment Names of performers Skills Consider the following skills, and for each one, provide comments. Identify individuals and give examples in your comments. Skill Version 1: Comments Version 2: Comments Character: Performing a stereotyped character from a film. Consider: Facial expression Body language Use of language. Structure: Does the drama make sense? Why/why not? Sequencing: Has the group created a combination of moves that make sense and follow, as far as possible, the sequencing in the film? How? Suggestions for improvement Identify three ways in which the work could be improved: Evaluation statement What impression do you have of the work overall? Give your reasons

11 Year 8: Slapstick: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Creating drama appropriate to the genre Did you create a stock character? Which was your favourite stock character? What kind of drama was appropriate in this project? Using the body as a means of expression How did you use body language in your drama? How did you show physical comedy through your body? Being able to perform a piece of slapstick Did you perform well? Was your performance funny? Did it include a sequence? What did you think of your performance? Did you sustain your role? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons.... Targets Write the areas or skills in which you have done well below

12 Responding Performing Making Group work Now think of two targets for improving your work and write them below Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: Level 4 Level 5 Level 3 Type I work well with my friends I can offer suggestions for I can work with a variety of people with some confidence I am able to work sensitively and cooperatively with others devising drama I can offer suggestions and I am able to listen to and develop develop others ideas others ideas, as well as suggesting my own I can support the planning and I can plan and structure plays, I can use my skills and knowledge structuring of plays showing knowledge of different of drama to devise plays of I can help write and perform drama techniques different types for different simple scripts I can devise drama for different purposes purposes I can refine and improve my acting through the rehearsal process I can establish a character, with I can create, perform and sustain I can give a clear, short and some control over voice and different characters in coherent performance for an movement performance audience I can perform with some confidence I can perform with confidence I can use an increasing range of dramatic techniques in my plays When asked by the teacher, I can I can discuss the difference I can discuss how plots are discuss the difference between between my work and that of developed and characters are my work and that of others and others portrayed and make can suggest improvements I can use the correct drama improvements based on this I can use drama vocabulary vocabulary I can use technical terms when talking and writing about dramas I have seen and performed How many statements did you circle for each Level? The column with the most statements circled roughly indicates your Level. Complete the following and then give this form to your teacher. Your Level:... Your teacher s Level for you:... Your signature:... Date:... Your teacher s signature:... Date:... 12

13 Pantomime peer assessment Names of performers Skills Consider the following skills, and for each one, provide comments. Identify individuals and give examples in your comments. Skill Comments Character: Performing a character appropriate for a pantomime. Consider: Facial expression Body language The catchphrase. Audience interaction: Do the actors interact with the audience? How? Is it successful? Suggestions for improvement Identify three ways in which the work could be improved: Evaluation statement What impression do you have of the work overall? Give your reasons

14 Year 8: Pantomime: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Understanding the genre through rehearsal and performance What are the features of pantomime? How did you include these in your drama? Developing a stock character What was your character called? What was their catchphrase? How did you show that yours was a stock character? Developing performance skills Did you perform your role well? Did you consider the audience in your performance? How did you interact with the audience? Did you sustain your role during the performance? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons.... Targets Write the areas or skills in which you have done well below

15 Responding Performing Making Group work Now think of two targets for improving your work and write them below Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: Level 4 Level 5 Level 3 Type I work well with my friends I can offer suggestions for I can work with a variety of people with some confidence I am able to work sensitively and cooperatively with others devising drama I can offer suggestions and I am able to listen to and develop develop others ideas others ideas, as well as suggesting my own I can support the planning and I can plan and structure plays, I can use my skills and knowledge structuring of plays showing knowledge of different of drama to devise plays of I can help write and perform drama techniques different types for different simple scripts I can devise drama for different purposes purposes I can refine and improve my acting through the rehearsal process I can establish a character, with I can create, perform and sustain I can give a clear, short and some control over voice and different characters in coherent performance for an movement performance audience I can perform with some confidence I can perform with confidence I can use an increasing range of dramatic techniques in my plays When asked by the teacher, I can I can discuss the difference I can discuss how plots are discuss the difference between between my work and that of developed and characters are my work and that of others and others portrayed and make can suggest improvements I can use the correct drama improvements based on this I can use drama vocabulary vocabulary I can use technical terms when talking and writing about dramas I have seen and performed How many statements did you circle for each Level? The column with the most statements circled roughly indicates your Level. Complete the following and then give this form to your teacher. Your Level:... Your teacher s Level for you:... Your signature:... Date:... Your teacher s signature:... Date:... 15

16 Year 8: Peer pressure: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Participating and performing in an improvisation How did you participate? What did you think of your performance? Did you use abstract drama in your improvisation? Did you sustain your role during the performance? Creating relevant and meaningful characters What was your character called? What did the character have to do? How did you make your character relevant and meaningful to the situation? Participating in discussions How did you contribute? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons

17 Responding Performing Making Group work Targets Write the areas or skills in which you have done well below Now think of two targets for improving your work and write them below Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: Level 4 Level 5 Level 3 Type I work well with my friends I can offer suggestions for I can work with a variety of people with some confidence I am able to work sensitively and cooperatively with others devising drama I can offer suggestions and I am able to listen to and develop develop others ideas others ideas, as well as suggesting my own I can support the planning and I can plan and structure plays, I can use my skills and knowledge structuring of plays showing knowledge of different of drama to devise plays of I can help write and perform drama techniques different types for different simple scripts I can devise drama for different purposes purposes I can refine and improve my acting through the rehearsal process I can establish a character, with I can create, perform and sustain I can give a clear, short and some control over voice and different characters in coherent performance for an movement performance audience I can perform with some confidence I can perform with confidence I can use an increasing range of dramatic techniques in my plays When asked by the teacher, I can I can discuss the difference I can discuss how plots are discuss the difference between between my work and that of developed and characters are my work and that of others and others portrayed and make can suggest improvements I can use the correct drama improvements based on this I can use drama vocabulary vocabulary I can use technical terms when talking and writing about dramas I have seen and performed How many statements did you circle for each Level? The column with the most statements circled roughly indicates your Level. Complete the following and then give this form to your teacher. Your Level:... Your teacher s Level for you:... Your signature:... Date:... Your teacher s signature:... Date:... 17

18 Year 8: Shoplifting: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Developing an understanding of the techniques Which techniques did you use in this project (eg monologue and physicalised monologue)? How did they contribute to the drama? Creating a character from written stimuli What was your character called? What did your character have to do? 18

19 Portraying your character and performing your role successfully Did you feel confident in performing your role? Did the performance go well? Did you sustain your role during the performance? Evaluating your work and that of others Did you reflect on your own work? Did you offer suggestions for the work of other people in your class? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons.... Targets Write the areas or skills in which you have done well below Now think of two targets for improving your work and write them below

20 Year 8: Script: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Developing a character from a script What was your character called? What did your character have to do? How did you use the script to develop your character? Performing a scene from a script What was your script about? What did you think of working with a script? How well did you perform the scene? Did you sustain your role during the performance? Writing a script How did you develop your ideas? Did you prefer working in groups of different sizes? Did you consider any particular techniques when writing your script? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons

21 Responding Performing Making Group work Targets Write the areas or skills in which you have done well below Now think of two targets for improving your work and write them below Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: Level 4 Level 5 Level 3 Type I work well with my friends I can offer suggestions for I can work with a variety of people with some confidence I am able to work sensitively and cooperatively with others devising drama I can offer suggestions and I am able to listen to and develop develop others ideas others ideas, as well as suggesting my own I can support the planning and I can plan and structure plays, I can use my skills and knowledge structuring of plays showing knowledge of different of drama to devise plays of I can help write and perform drama techniques different types for different simple scripts I can devise drama for different purposes purposes I can refine and improve my acting through the rehearsal process I can establish a character, with I can create, perform and sustain I can give a clear, short and some control over voice and different characters in coherent performance for an movement performance audience I can perform with some confidence I can perform with confidence I can use an increasing range of dramatic techniques in my plays When asked by the teacher, I can I can discuss the difference I can discuss how plots are discuss the difference between between my work and that of developed and characters are my work and that of others and others portrayed and make can suggest improvements I can use the correct drama improvements based on this I can use drama vocabulary vocabulary I can use technical terms when talking and writing about dramas I have seen and performed How many statements did you circle for each Level? The column with the most statements circled roughly indicates your Level. Complete the following and then give this form to your teacher. Your Level:... Your teacher s Level for you:... Your signature:... Date:... Your teacher s signature:... Date:... 21

22 Year 8: Battle cries: Self-evaluation Name:. Group:... Evaluate your work in the following areas: Developing an understanding of the techniques Which techniques have you learnt in this project? How did you show your understanding of them? Participating in prepared and spontaneous improvisation How did you use prepared improvisation and spontaneous improvisation? How did spontaneous improvisation make you feel? Portraying a character and performing your role successfully What was your character called? What did your character feel? What did you think of your performance? Did you sustain your role during the performance? 22

23 Evaluating your work and that of others Did you reflect on your own work? Did you offer suggestions for the work of other people in your class? Contrasting two scenes in your performance Which scenes did you choose and how were they different from each other? Project evaluation Complete the following sentences: The hardest part of the work was... The easiest part of the work was... Which part of the work did you enjoy most? Give your reasons.... Targets Write the areas or skills in which you have done well below Now think of two targets for improving your work and write them below

24 Responding Performing Making Group work Overview of Year 8 In Year 8, you have worked on projects about slapstick, pantomime, peer pressure, shoplifting, script and battle cries. Consider your work over this year and fill in the gaps: My favourite project was... because I feel I have improved in... I prefer working in a group with... My favourite group size is... Assessment Circle the statements you think you have achieved over the whole of Year 8. You can choose any from the following Levels: Level 4 Level 5 Level 3 Type I work well with my friends I can offer suggestions for I can work with a variety of people with some confidence I am able to work sensitively and cooperatively with others devising drama I can offer suggestions and I am able to listen to and develop develop others ideas others ideas, as well as suggesting my own I can support the planning and I can plan and structure plays, I can use my skills and knowledge structuring of plays showing knowledge of different of drama to devise plays of I can help write and perform drama techniques different types for different simple scripts I can devise drama for different purposes purposes I can refine and improve my acting through the rehearsal process I can establish a character, with I can create, perform and sustain I can give a clear, short and some control over voice and different characters in coherent performance for an movement performance audience I can perform with some confidence I can perform with confidence I can use an increasing range of dramatic techniques in my plays When asked by the teacher, I can I can discuss the difference I can discuss how plots are discuss the difference between between my work and that of developed and characters are my work and that of others and others portrayed and make can suggest improvements I can use the correct drama improvements based on this I can use drama vocabulary vocabulary I can use technical terms when talking and writing about dramas I have seen and performed How many statements did you circle for each Level? The column with the most statements circled roughly indicates your Level. Complete the following and then give this form to your teacher. Your Level:... Your teacher s Level for you:... Your signature:... Date:... Your teacher s signature:... Date:... 24