Performing Arts Year 7 Drama Workbook. Name. ... Tutor Group. ... Teaching Group ...

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1 Performing Arts Year 7 Drama Workbook Name... Tutor Group... Teaching Group... 1

2 Contents 3 Drama Progression Levels 5 English Speaking and Listening Key Processes and Personal Learning and Thinking Skills 6 Drama Schemes of Work 7 Peer Assessment Sheets 11 Terminology 13 Bullying Diary 14 Bullying Self-Evaluation 16 Circus Diary 17 Circus Characters 18 Circus Sound 19 Circus Lighting 20 Circus Peer Assessment 21 Circus Self Assessment 24 Character Self-Evaluation 26 Storytelling Key Moments 27 Storytelling Diary 28 Storytelling Sound Collage 29 Storytelling Peer assessment 30 Storytelling Self-Evaluation 32 Tinsel Truths Your Daydream 33 Tinsel Truths Reactions 34 Tinsel Truths Storyline 35 Tinsel Truths Self-Evaluation 36 Text Responding to a Script 37 Text Diary 38 Text Self-Evaluation Assessment In Drama there are assessments during each half term, each one is based upon one of the following; devising (Making), performing, evaluating and these include teacher assessment, self assessment and peer assessment. These assessments are based upon the level descriptors below and are scored out of 60 (20 for each of the three strands; devising, performing, evaluating.) These will happen at the end of a scheme of work and in lesson time. Where needed students may be required to complete practical assessments at break/lunch time due to time constraints. Students need to be made aware of this. 2

3 Progression chart: Tracking skills, knowledge and understanding in drama CREATING STRANDS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 responding to, researching and experimenting with stimulus material the content and context working supportively and creatively with others structuring and notating plays and performances explore familiar themes and characters, e.g. responding to teacher in role to explore characters from stories and themes plan an imaginative play area with others practise and develop ideas for acting out stories respond to a variety of stimulus material including scripts of plays, artefacts, objects and images suggest how to present ideas in drama through experimenting with others structure simple scenes independently, making use of dialogue and improvising their own work with others in researching the context of the drama (e.g. a concept or an event in history) try different ways of exploring characters and narrative, responding to the techniques used by the teacher record ideas for devised drama, considering appropriate starting points, key moments and endings explore and research factual contexts for drama (e.g. conservation, the law) and record and share findings, and discuss possible ideas for the drama develop each other s ideas when devising work based on scenes from novels, poems, or plays devise simple scripts through improvisation, understanding the use of stage directions and drama conventions making dramatic action through experimenting with and shaping the elements of drama spoken language, space, sound, gesture, text etc. use simple props and resources in creating drama select and use props and resources to represent particular meanings experiment with simple technical resources when creating drama sound, light, costume experiment with the elements of drama when developing work and be able to give and receive direction working supportively with others in performance take part in small group and whole-class dramas work sensitively with others in role in small group and whole-class dramas support others when participating in drama for a formal audience (e.g. school assembly) co-operate and work supportively with others in a performance for a public audience PERFORMING interpreting narrative and portraying character in performance manipulating the different signs through which drama communicates meaning adopt a role and be able to answer questions in role use space, sound and movement which is appropriate for the drama use language which is appropriate to the role use space, sound and movement to communicate specific meaning maintain role throughout the scene that is being shared or performed begin to be able to sustain mood and atmosphere effectively in performances communicate character through the use of words, movement and gesture show understanding of theatrical effects, e.g. in creating tension sound, silence, stillness RESPONDING realising a range of genres, styles and forms including new forms for different purposes and addressing different audiences using the language and vocabulary of theatre when talking about plays and analysing plots and performances using specific criteria to reflect on and evaluate their own and others performances, and using these responses to adapt and improve work understanding the content explored in the drama and identifying the relationship between it and the form used making connections between different styles, traditions and genres, including live and recorded drama, and understanding the cultural/historical context of the drama present their own stories using more than one form of drama puppets, using a narrator, etc. use simple drama terms when talking about drama in which they have taken part or that they have seen express and describe their feelings in response to the drama (e.g. after the performance of a visiting theatre group) recognise key moments in the drama and be able to say why they used a particular voice or movement in interpreting character talk about dramas that they have seen, including TV drama, and make simple connections with situations in their own lives contribute to a range of performances using different forms such as puppet and shadow theatre, tableau, dance/drama etc. express what they liked about a performance, e.g. explaining why they liked a particular character or scene reflect on their responses to their own drama, saying what they wanted to achieve and how it might be improved suggest alternative forms of action from those shown in the drama recognise that there are different types of drama and make connections between some of them engage confidently in a range of dramatic techniques structured by the teacher forum drama, hot-seating, thought tracking etc. using simple drama terms, discuss the effectiveness of the drama, e.g. the performance of a play by a well-known playwright comment sensitively on how intended effects have been achieved and suggest ways that their own and others work could be improved in groups, reflect on the issues or themes that are being explored through the drama recognise and identify different genres in drama such as soap, documentary and pantomime perform drama that demonstrates understanding of the text (stimulus material) used, and begin to understand that form conveys content using a basic drama vocabulary, write a response to a drama performance be prepared to accept the comments and ideas of others following a performance and use this to develop their work connect the drama with other ways that the issue, theme or story could be explored in other art forms recognise particular forms of cultural expression in drama such as carnival, ritual, street theatre, etc. 3

4 LEVEL 5 LEVEL 6 LEVEL 7 LEVEL 8 EXCEPTIONAL PERFORMANCE in response to a range of stimulus material including scripts of plays, plan drama, record and notate ideas which demonstrate imagination work co-operatively and sensitively with others in a group in creating drama explore issues and themes and write plays using the conventions of script writing consider how images create meaning and experiment with objects, physical imagery, gesture and space work sensitively and supportively with others in a range of presentations and performances using a range of skills participate in short extracts from plays including a play by Shakespeare show awareness of audience using the space in original ways to communicate the intended meaning show basic understanding of the relationship between content and form recognise and use a range of theatre terms and connect these with drama they see, or in which they take part, in and out of school when creating and performing, reflect on their own and each other s drama work providing constructive responses and ideas for improving it reflect on different ways that the same content can be portrayed make connections between their drama and that of a wider dramatic culture, including TV drama in response to a wide range of texts, experiment with original and different ways that feelings and responses can be presented in drama challenge the ideas of others sensitively; contribute appropriate ideas and extend those of others as part of a group, make an effective contribution to the writing of an imaginative short script work in a variety of small groups, showing understanding of how dramatic signs and symbols can be used to communicate meaning contribute to the performance of a unified piece of work showing commitment to role or character communicate convincing character through the effective use of spoken (signed) words, movement and gesture in a short scripted play by a professional playwright apply different ideas to communicate mood and atmosphere in devised or scripted drama performances communicate the intentions of the playwright through effective use and thinking, e.g. of timing, space and language talk about the ways in which the drama did or did not engage the feelings of those watching during the devising process, reflect on work and use responses to develop it further reflect on whether the effects used were pertinent for the content of the drama explain the characteristics of different types of drama collaborate, modify and adapt ideas as a result of reflection, research and experiment, and show understanding of the rehearsal process initiate and respond to ideas and participate in the organisation and direction of drama for a specific purpose and audience interpret, shape and structure in imaginative ways, using a range of forms and styles be able to work in the abstract and employ different concepts through the use of language, space, sound, gesture, text and form work responsibly and sensitively with others, maintain roles/responsibilities in a short independently devised piece for another class participate effectively in a full length play, showing clear and imaginative interpretations of character, situation and narrative use a range of technical and other sound resources to enhance performances perform drama which demonstrates understanding of the relationship between form and content analyse how plots and characters are portrayed in different dramas using appropriate terminology identify and analyse how effects were achieved, saying how they were intended and whether they were successful consider how a drama about a particular theme or issue could be adapted for a different audience talk about and explain preferences in drama, making connections with different forms and cultural traditions 4 research/record in working notebook the psychology and context of the characters and experiment with how these can be realised/visualised in performance solve problems in the devising process by offering solutions which demonstrate awareness of the skills of the group explore and use a range of genres, forms and styles in shaping and recording their ideas for producing devised work independently make use of different techniques, skills, concepts and conventions when devising, interpreting and directing plays work effectively with others with increasing independence in performing plays for different purposes and audiences show insight into the narrative and the motivation and behaviour of characters through the effective use of a range of drama skills, techniques and concepts use a range of techniques, skills and conventions and apply dramatic concepts to communicate meaning in appropriate ways, with insight perform drama which shows sound understanding of the way form can be used in original ways use the language and conventions of theatre criticism when evaluating professional and amateur productions seen in regular written evaluations, write clearly about their own contribution to the drama, using appropriate language and identifying why and how it could be improved critically evaluate how the organisation and structure of plays contribute to dramatic effect recognise the work of a range of playwrights and theatre artists demonstrate in working notebook thoroughness of research, knowledge and development of ideas with others and appropriateness of decisions taken be flexible enough to work in a variety of groups, showing sensitivity, commitment and initiative in achieving targets be prepared to take risks and interpret, shape, structure and record drama in consistently imaginative and effective ways organise the drama effectively, being selective and demonstrating a high level of understanding and purpose in the use of dramatic form participate effectively as part of an ensemble in a variety of plays produced independently, reproducing the performance with good control and an ability to think on feet when needed demonstrate excellent understanding of dramatic effect so that the audience is engaged throughout the performance use the expressive potential of the elements of drama in communicating meaning of a range of texts perform drama which demonstrates insight, originality and inspiration in interpretation to the audience write insightfully about productions as a whole, showing recognition and appreciation of the different forms, genres, styles and cultural traditions that they see use criteria (agreed by the group and in line with requirements) to evaluate their contribution to a group performance, including the whole rehearsal process discuss and, as a theatre critic, evaluate whether the play in performance was appropriate for the content talk about a wide range of theatre, showing good supporting knowledge Chart Marigold Ashwell, Progression in Secondary Drama by Andy Kempe and Marigold Ashwell, Heinemann Educational Publishing, ISBN /001

5 English Speaking and Listening Key Processes Personal Learning and Thinking Skills Independent Enquiries Identity Research Explore Analyse and Evaluate Consider Support Conclusions Reflective Learners Assess Set Goals Review Progress Feedback Evaluate Communicate Learning Clarity and Style Structure Vocabulary and Grammar Techniques Listening and Analysis Understanding Response and Questioning Group Skills Research Dramatic Approaches Dramatic Techniques Dramatic Moments 5 Creative Thinkers Generate Ideas Ask Questions Connect Ideas Question Assumptions Alternatives Adapt Ideas Self-Managers Responsibility Work towards Goals Organise Assess Risks Deal with Pressures Respond Positively Manage Emotions Team Workers Collaborate Reach Agreements Adapt Behaviour Fair and Considerate Take Responsibility Constructive Support Effective Participators Discuss Present Propose ways forward Identify Improvements Influence Others Advocate

6 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 Schemes Departure Secret Annex Shakespeare Pop Culture Performance Unit 1 Unit 1 Unit 2 Unit 2 Unit 1 Unit 1 10 History of Theatre Unit 2 History of Theatre (Practitioners) Unit 2 History of Theatre (Texts) Exam Preparation Set Text Mock Examination Exam Preparation WWII / Fame Practical assessment Exam Preparation WWII / Fame Portfolio Unit 1 deadline 11 Set Text Practical assessment Set Text Portfolio Unit 2 deadline Practical Examination 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. 6 Practical Examination Practical Examination

7 Peer evaluation sheet 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 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

11 Terminology Bullying addressing the audience / aside duologue still image / freeze frame / statue / tableaux hot seating / interview improvisation marking the moment mime performance proxemics / space rehearsal self-evaluation thoughts aloud thought-tracking assessment Circus circus mime Character body language facial expression still image hot seating mime motivation objective performance rehearsal role-on-the-wall 11

12 script / text self-evaluation stereotype Storytelling improvisation narrator / story telling performance rehearsal rhythm / pace / tempo sound collage still image stimulus thoughts aloud / thought tracking Tinsel Truths duologue still image genre... hot seating improvisation objective role play / acting... self-evaluation storyline / plot / content... trailer... Text blocking body language facial expression performance prepared improvisation proxemics rehearsal still image text 12

13 Diary Name:... Date:... Class:... Definitions Explain what the following drama terms refer to: Freeze frame... Theatre... Drama... Play... Reflecting on your work What did you do in your drama lesson? What did you learn? What did you enjoy the most? Why? What could you do to improve your work? 13

14 Year 7: Bullying: Self-evaluation Name:... Class:... 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? Creating a character from written stimuli Did you create a character in this project? What was the character s name? How old were they? Describe your character below. Portraying the character and performing your role successfully How did you portray your character? How well did you perform the role? 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? 14

15 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. 15

16 Diary Subject area What did you study in your drama lesson? What was the purpose of the work? What have you learnt? Evaluation What were the best parts of the lesson? Give your reasons. What parts of your work could you improve? How? Did you work well in the group? How could you improve? Notes 16

17 Characters Characters in your group s circus: Name of your character: Note key words about your character s personality in the box below. Job title of your character:... Does your character like their job? Explain why. How does your character feel about the audience? Notes 17

18 Sound Go through your piece and list the sound (FX) cues. Suggest the sound/music you intend to use in the table below. Cue number Sound/music to be used FX FX FX FX FX FX FX FX FX FX FX FX FX FX 18

19 Lighting Go through your piece and list the lighting (LX) cues. Describe the effect you intend to create in the table below. Cue number Description of cue LX LX LX LX LX LX LX LX LX LX LX LX LX LX 19

20 Circus peer assessment Names of performers... Skills Consider the following skills, and for each one, provide comments. Identify individuals and examples for your comments. Skill Comment Mime: Performing a piece of drama using mime. Consider: Facial expression Body language When was mime used? How effective was it? Character: Were the characters appropriate for the circus? Which techniques were used to create the characters? Audience interaction: Was there any interaction with the audience? Was it effective? Which techniques were used? 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. 20

21 Year 7: Circus: Self-evaluation Name:... Group:... Evaluate your work in the following areas: Understanding the technique of miming What is a mime? How did you use mime in this project? Creating a mask successfully Did you create a mask? Was it a success? What improvements would you make? Portraying a character and performing your role successfully Who was your circus character? How did you portray the character? Did you feel confident in performing the character? Did you sustain your role during the performance? Evaluating your own 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? 21

22 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. Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: T ype Level 2 Level 3 Level 4 Group work I find it difficult to cooperate in groups I usually let other members of my group suggest ideas I work well with my friends I can offer suggestions for devising drama I can work with a variety of people with some confidence I can offer suggestions and develop others ideas I have a basic understanding I can support the planning and I can plan and structure plays, Making of drama skills, eg facing the audience I can use stimuli to develop structuring of plays I can help write and perform simple scripts showing knowledge of different drama techniques I can devise drama for drama different purposes 22

23 I can act out improvised I can establish a character, I can create, perform and Performing drama and can create characters I perform with little confidence in front of the class with some control over voice and movement I can perform with some confidence sustain different characters in performance I can perform with confidence When asked by the teacher, I When asked by the teacher, I I can discuss the difference Responding can discuss my work and that of others I can use a basic drama vocabulary can discuss the difference between my work and that of others and can suggest improvements between my work and that of others I can use the correct drama vocabulary I can use drama vocabulary 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:... 23

24 Year 7: Character: Self-evaluation Name:... Group:... Evaluate your work in the following areas: Creating a character from a visual stimulus What was your character called? How did you create your character? Developing a character and performing it What did your character have to do? Who did you perform your character to? How did it feel to perform it? Did you sustain your role in the performance? Writing and developing a short script What was your script about? What have you learnt about reading and writing a script? Evaluating your own work and that of others, looking in particular at realistic characterisation Did you reflect on your own work? Did you offer suggestions for the work of other people in your class? Was your character realistic? Were other people s characters realistic? 24

25 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. 25

26 Key moments Summarise your story below: Write the five key moments in your story here: Notes 26

28 Sound collage Name of group... Sound used Was it relevant? Explain why 28

29 Storytelling peer assessment Names of performers... Skills Consider the following skills, and for each one, provide comments. Identify individuals and examples for your comments. Skill Character: Performing a character different from themselves. Consider: Body language Comment Use of movement Use of appropriate words Structure: How were the beginning, the middle and the end achieved? Was the structure successful? Techniques: What techniques were used (eg sound collage, shadow puppetry and lighting) and were they effective? Using language or text: How was the language/text used? Did it show the relationships between the characters? Was it appropriate? 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. 29

30 Year 7: Storytelling: Self-evaluation Name:... Group:... Evaluate your work in the following areas: Using appropriate movement and gestures Were you part of the storytelling? How did you contribute? Developing an understanding of techniques Which techniques did you use? How were they used to tell a story? Creating a character from written stimuli Which character did you create? What was your story about? 30

31 Portraying the character and performing your role successfully How did you portray your character? How well did you perform the role? 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? 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. 31

32 Your daydream Think of a daydream you have had. In the space below, draw a striking image from your daydream: Now describe your daydream in the box below. Remember to mention how the dream made you feel. 32

33 Reactions: Films and real life Use this table to note the differences between the film ending and the ending in real life, after the cameras have been turned off. Film ending What happened next? 33

34 Storyline Make notes about your film s storyline in the spaces below: Details What film genre have you chosen? Names of characters Setting Plot Beginning Middle End 34

35 Year 7: Tinsel: Self-evaluation Name:... Group:... Evaluate your work in the following areas: Understanding the genre (through making and performing) What did you learn about film genres in this project? How did you incorporate this knowledge in your drama? How did you show the difference between film and reality? Participating in discussions Did you participate in discussions? How did you contribute? Developing an appropriate character suitable for the chosen film genre Did you develop a character? What was your character called? Which film genre did you choose? How well did you perform? 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. 35

36 Responding to a script Record the script you worked on during this lesson below (A and B represent the two speakers): A: B: A: B: A: B: What is your initial response to the story portrayed in this script? Make notes below. How could the ideas suggested in the script be developed further? Which character did you play in the lesson when you used this script? What was your character like? 36

38 Year 7: Text: Self-evaluation Name:... Group:... Evaluate your work in the following areas: Showing an understanding of the use of text as a stimulus Give three examples of text. What was your favourite text? Why? How did you use text as a stimulus in the project? Creating and performing characters relevant to the situation What was your character called? What did your character have to do? Which techniques did you use to portray your character? 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. Now think of two targets for improving your work and write them below. 38

39 Assessment Circle the statements you think you have achieved. You can choose any from the following Levels: T ype Level 2 Level 3 Level 4 Group work I find it difficult to cooperate in groups I usually let other members of my group suggest ideas I work well with my friends I can offer suggestions for devising drama I can work with a variety of people with some confidence I can offer suggestions and develop others ideas I have a basic understanding I can support the planning and I can plan and structure plays, Making of drama skills, eg facing the audience I can use stimuli to develop structuring of plays I can help write and perform simple scripts showing knowledge of different drama techniques I can devise drama for drama different purposes I can act out improvised I can establish a character, I can create, perform and Performing drama and can create characters I perform with little confidence in front of the class with some control over voice and movement I can perform with some confidence sustain different characters in performance I can perform with confidence When asked by the teacher, I When asked by the teacher, I I can discuss the difference Responding can discuss my work and that of others I can use a basic drama vocabulary can discuss the difference between my work and that of others and can suggest improvements between my work and that of others I can use the correct drama vocabulary I can use drama vocabulary 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:... 39

40 Notes / Sketches 40

41 Notes 41

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