KS3 - Drama Student Progress Booklet

Transcription

1 KS3 - Drama Student Progress Booklet Name: Form Instructions Complete the Achievements and Next Steps boxes every week for homework. Ensure that you use neat handwriting and the presentation of your work stays at its best. Achievements: Explain what you learnt in the lesson and the skills that you used. Explain the progress you have made since the previous lesson. Give examples and use the key words to help you. Next Steps: Set yourself some targets for the next lesson and explain what you need to do to improve. You might want to write down any verbal feedback the teacher or class has given you during the lesson. Peer Assessment: During each half term, it is up to you to find someone to complete your peer assessment. You can choose which piece of work you would like them to assess you on. At the start of each lesson, have your booklet out in front of you so that you can remind yourself of the improvements you need to make. The teacher will also check that you have completed your homework. End of Year 11 Target Grade

2 Year 7 Heading towards a Grade 1 Heading towards a Grade 2 Heading towards a Grade 3 Heading towards a Grade 4/5 National Expectations Heading towards a Grade 6 Heading towards an Grade 7/8/9 Creating -I can take part in some practical activities, such as games -I need help from a teacher to create a scene -I can take part in practical activities -I can create my own simple scenes as part of a group -I can use the techniques of Freeze Frame and Mime -I occasionally contribute ideas. -I can create scenes that can tell a story that is understandable to an audience. -I can use the technique of narration -I contribute good ideas to a group -I can create pieces of drama that use techniques to enhance and structure the story, for example freeze frames, narration and thought tracking. -I can think of things for my character to say easily. -I can lead a group and come up with good ideas from a starting point -I can create different genres of drama using many techniques. -I can keep the dialogue (talking) between characters going. -I can lead a group as well as supporting others to improve their ability -I can create different genres of drama that are imaginative and thought provoking -I can create sustained dialogue that is realistic and fits with the drama that I am creating. -I can perform imaginative and realistic characters using voice and movement that matches my character. -My performance creates an atmosphere in the classroom that matches the type of drama -I can use accurate and appropriate terminology -I can evaluate work in progress and performances to a good level, giving examples and justifications Performing -I participate in a performance without saying anything. -I can participate in a short performance using voice and movement. -I face the audience when I perform. -I participate in all performances. - I can perform a basic character I can stay in character for a reasonable amount of time. -I can be heard when I perform -I think about the audience when I perform and I use the space well. -I can perform a character that is different from me, using voice and movement. -I stay in character all the time, when performing. -I can perform different types of characters using language and movement that matches my character. -I use the space purposefully so that there is a reason why I move. -My concentration and focus is very good. -I can evaluate the ways that themes, issues and ideas are used -I can form an opinion and evaluate how characters are shown in performance. Evaluating - I can say what I like and don t like. -I can make a comment about what the piece of work was about -I can talk about why I made certain decisions -I can use basic technical terms -I can recognise strengths and weaknesses in my own and other peoples work -I can give basic suggestions about how work could be improved. -I can discuss basic themes and issues -I can evaluate strengths and weaknesses by giving reasons -I can give reasons for why I like something or dislike something -I can explain how work could be improved.

3 Year 8 Creating Performing Evaluating Heading towards a Grade 1 -I can take part in practical activities -I can create my own simple scenes as part of a group -I can use the techniques of Freeze Frame and Mime -I can participate in a short performance using voice and movement. -I face the audience when I perform -I can make a comment about what the piece of work was about -I can talk about why I made certain decisions -I can use basic technical terms Heading towards a Grade 2 -I occasionally contribute ideas. -I can create scenes that can tell a story that is understandable to an audience. -I can use the technique of narration -I participate in all performances. - I can perform a basic character I can stay in character for a reasonable amount of time. -I can be heard when I perform. -I can recognise strengths and weaknesses in my own and other peoples work -I can give basic suggestions about how work could be improved. -I can discuss basic themes and issues Heading towards a Grade 3 -I contribute good ideas to a group -I can create pieces of drama that use techniques to enhance and structure the story, for example freeze frames, narration and thought tracking -I can think of things for my character to say easily. -I think about the audience when I perform and I use the space well. -I can perform a character that is different from me, using voice and movement. -I stay in character all the time, when performing. -I can evaluate strengths and weaknesses by giving reasons -I can give reasons for why I like something or dislike something -I can explain how work could be improved. Heading towards a Grade 4/5 National Expectations -I can lead a group and come up with good ideas from a starting point -I can create different genres and styles of drama using many techniques. -I can keep the dialogue (talking) between characters going. -I can perform different types of characters using language and movement that matches my character. -I use the space purposefully so that there is a reason why I move. -My concentration and focus is very good. -I can evaluate the ways that themes, issues and ideas are used -I can form an opinion and evaluate how characters are shown in performance. Heading towards a Grade 6 -I can lead a group as well as supporting others to improve their ability -I can create different genres and styles of drama that are imaginative and thought provoking -I can create sustained dialogue that is realistic and fits with the drama that I am creating. -I can perform imaginative and realistic characters using voice and movement that matches my character. -My performance creates an atmosphere in the classroom that matches the type of drama -I can use accurate and appropriate terminology -I can evaluate work in progress and performances to a good level, giving examples and justifications. Heading towards a Grade 7/8/9 -I am sensitive to others when leading a group -I can create and develop inventive pieces of drama using different styles, genres and techniques. -The dialogue I create is developed and well thought out, showing meaning and emotion. -I can perform and develop clearly defined characters, adding depth and consider motivation for a characters actions. -My performance uses voice and movement effectively that it creates and emotional reaction from the audience -I can evaluate decisions made, the process, ideas and skills used in performance with examples and detailed justifications.

4 Drama Terminology (Key Words) Exploratory Skills Performance Performance Skills Genres and Styles Techniques Teacher in role Tension Levels Melodrama Hot seating Improvisation Body Language Mime Role on the wall Characterisation Gesture Media Thought tracking Flashbacks Facial Expression Script Work Diary entries Monologues Movement Forum Theatre Discussion Freeze Frames Characterisation Physical Theatre Research Mime Awareness of Audience Comedy Evaluation Narration Voice projection Commedia Dell arte Interviewing Re-enactments Tone of Voice Non Naturalism Role Play Non-Naturalism Pitch of Voice Naturalism and Realism Planning Naturalism Accent Tragedy Sensitivity Thought Tracking Exaggeration Kitchen Sink Drama Blocking Dramatic Pause Staying in Role Pantomime Responding to Stimuli Atmosphere Use of space Improvisation Empathy Devising Use of Props Character Status Stage Directions Use of Costume Duologues Greek Chorus

5 Peer Assessment When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 1 Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 2 Did they use any drama techniques? If so, what were they? Did they use any drama techniques? If so, what were they? use facial expressions, body language, gesture and levels? use their voice? use facial expressions, body language, gesture and levels? use their voice? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give?

6 Peer Assessment When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 3 Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 4 Did they use any drama techniques? If so, what were they? Did they use any drama techniques? If so, what were they? use facial expressions, body language, gesture and levels? use their voice? use facial expressions, body language, gesture and levels? use their voice? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give?

7 Peer Assessment When you perform your work to the rest of the class or to another group, ask someone else to complete this table to help you understand the improvements that you might need to make. You can choose which piece of drama that you want someone else to assess you on. Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 5 Name of the Student Assessor Did the performer keep their concentration? How prepared were the students performers? Did they know what to say, had they planned the piece? Did the story make sense? Half Term 6 Did they use any drama techniques? If so, what were they? Did they use any drama techniques? If so, what were they? use facial expressions, body language, gesture and levels? use their voice? use facial expressions, body language, gesture and levels? use their voice? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give? Overall, how did the performance go? If the performers had the chance to perform again, what advice would you give?

8 Drama Progress Booklet Half Term 1: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

9 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

10 Drama Progress Booklet Half Term 2: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

11 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

12 Drama Progress Booklet Half Term 3: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

13 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

14 Drama Progress Booklet Half Term 4: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

15 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

16 Drama Progress Booklet Half Term 5: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

17 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

18 Drama Progress Booklet Half Term 6: Unit of Work Target Grade: Date Achievements What went well in the lesson? Did you make progress? Next Steps What you need to improve. H 2 I Teacher Comment Week 1 Week 2 Week 3

19 Week 4 Week 5 Week 6 T+ T= T- QWC Areas to Improve MRI Reflect on the terms work. Proof read work thoroughly before handing in Full stops, commas and capital letters pg 65 in PPM Was/ Were mix ups pg 68 in PPM Vary sentence structure pg 60 to 61 in PPM Presentation of work pg 43 in PPM Use more drama terminology (Key words) front of this booklet

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