The KING S Medium Term Plan - Drama Y10 LC1 Programme 2016-2017 Module Building on prior learning Overarching Challenge question Lines of Enquiry Commedia Dell arte, Pantomime and Farce In this module students will develop an understanding of the historical context and influences on modern comedy that Commedia Dell arte has had. They will explore how pantomime and farce have developed out of the foundations laid by Commedia Dell arte, and create a pantomime performance that will be performed to an invited audience of parents. In year 9, students have developed skills in improvisation, acting, script analysis, staging, voice, movement, transformational character and devising. Each student has developed their ability to critique and evaluate both their own work and the work of other students. They have completed 2 practical assessments that have been marked internally. In addition to this the students have developed their ability to answer the Unit 1 written paper. They will continue to do develop these skills over the next learning cycle. Does all modern comedy stem from Commedia Dell arte Week 1: What does it mean to be funny? Week 2: Is comedy about people or situations? Week 3: Is comedy about what you hear or what you see? Week 4: Is losing control dangerous? Week 5: Why don t our masks have mouths? Week 6: Does a mask automatically create a character? Week 7: When is a performance perfect?
Exam board links: Weeks 1-5: Travel and Tourism (AQA 4240 Unit 2 Option 3: Improvisation and Option 13: Mask) Progress objectives: by the end of this modules students will have develop skills that will satisfy both Option 3: Improvisation and Option 10: Mask and will be filmed and internally marked ready for moderation. Students will also develop their skills in essay writing in preparation for their Unit 1 examination. Topic Progress Statement AO1: recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas. (35%) AO2 apply practical skills to communicate in performance (45%) AO3 analyse and evaluate their own work and that of others using appropriate terminology (20%) Students will also develop their skills in answering the Unit 1 part of their course through a midterm and end of term written assessment. Literacy: Literacy will be present throughout every lesson. Every student will engage with a written workbook that will be updated every. They will be assessed every and any SPAG issues will be highlighted and corrected as an additional task. Learning strategies Knowledge and Skills Numeracy: Students will use numeracy through good timekeeping during activities, organising group numbers and managing their time at home by using their homework planner. Cognitive Acceleration: Cognitive Acceleration strategies included in this learning cycle are: Socratic questioning Higher level reasoning Problematised discussions Developing metacognition through high level inference evaluation Understanding the cultural, historical and political importance of Commedia Dell arte Improvisation Character creation Focus development Knowledge of commedia influences in modern comedy Development of team work skills
Week 1 Development of high levels of inference Development of evaluation and critiquing skills Development of movement and vocal skills Line of Enquiry - Week 1: What does it mean to be funny? Identify and become each of the Stock Characters Understand the relationships between each of the Stock Characters Sustain a role for a prolonged period of time Provoke laughter through slapstick comedy. Weekly success criteria across 3 lessons: GP 3 Identify and play all of the stock characters Explain the relationship between the three main groups of characters Sustain a role for 2 minutes in an improvisation Create an original slapstick scene Use voice and movement effectively to inhabit a stock character Understand the relationship between characters in the same group Use voice and movement to portray a character in an original way Use atmosphere building techniques to enhance their scene GP 5 Move seamlessly from character to character where a transformation is evident Play 3 characters from the same group in diverse and original ways Endeavour to remain in role whilst watching others perform Use a status transaction to provoke further laughter GP 6 Critique and offer guidance about how to play each character Aid other students in their understanding of the relationship between characters Stay in role throughout break time Identify what made other scenes funny
Lesson Hypotheses: Hypothesis 1 You have to be funny to create comedy Hypothesis 2 You do not need funny facial expressions to be funny Read pages 1-4 of the hand out and annotate how what you have learnt in the lesson relates to these pages Read pages 6-7 of the hand out and decide how you will develop the grotesque features of your mask for next Week 2 Line of Enquiry - Week 2: Is comedy about people or situations? Demonstrate a high level of control over their body Understand how physicality can be used to express emotions, thoughts and feelings Understand the composition of commedia performances, and identify the influence of commedia in modern comedy Understand how they can develop their facial expressions through discussion with their group Understand how important getting the facial expression correct will be Develop their mask making abilities through creating their masks Weekly success criteria across 3 lessons: Change physicality to play a different character Show emotions through my body
Understand the composition of Commedia plays Evaluate own work GP 5/6 Display complete control over body when playing another character Show thoughts through my physicality Understand how the episodic structure works Evaluate others work GP 7 Push body to it s limits to play grotesque characters Quickly change emotions using my body Think of 3 examples of this same structure in modern comedy Sensitively advise others in a supportive way Lesson Hypotheses: Hypothesis 1 You need a solid story to create comedy Hypothesis 2 A character can get away with one facial expression Read pages 10-13 in the hand out and watch a film by either; Chaplin, Keaton or Lloyd. Be prepared to talk about these actors and the characters they play Bring in a random prop from around the house that you believe would mean something to the character you have chosen
Week 3 Line of Enquiry - Week 3: Is comedy about what you hear or what you see? Develop their physical comedy skills Identify successes and highlight areas for improvement Develop a high level of inference during performance Evaluate others work Understand the importance of colour in their masks Refine their mask making skills Weekly success criteria across 3 lessons: Use the body to create comedy Understand own successes Analyse performance at some point after my performance Evaluate other peoples work GP 5 Use body and build atmosphere with my body Understand own failures Analyse performance immediately after performance Give advise to other people GP 6/7 Articulate why body movements are funny Know how to improve on my failures Analyse performance while performing without losing focus Give advise in a sensitive and supportive way
Lesson Hypotheses: Hypothesis 1 An audience should understand a performance even if they are deaf Hypothesis 2 The colour of a mask tells the audience a lot about its personality Answer the essay question in as much detail as possible: Evaluate how successful your contribution was to the final performance for your target audience, giving two specific examples where you felt you achieved your aims. Complete mask if it is not already finished and bring in one piece of loose costume for next lesson Week 4 Line of Enquiry - Week 4: Is losing control dangerous? Dress their masks and begin to physicalise their masks Develop their trance state How the mask is sometimes in control Perfect how to dress their mask Learn the importance of creating a voice that suits their mask Understand the importance of language that fits with their mask
Weekly success criteria across 3 lessons: GP 2 GP 3 Know how to dress a mask Understand what the trance state is Be in control when I am in mask Dress a mask Enter the trance state Allow mask to take control Create a physicality which suits my mask Sustain the trance state Change who is in control when I like R/5/6 (REACH): Students will be able to articulate how important the trance state is when using mask. They will always be aware when they are in control and can use a high level of inference to evaluate their successes and failures. Lesson Hypotheses: Hypothesis 1 The actor is always in control Hypothesis 2 A mask should not speak Write a diary as your mask character to understand what they know so far Complete the dictionary for your mask
Line of Enquiry - Week 5: Why don t our masks have mouths? Week 5 Learn the importance of staying in character when using mask Learn how to let their intuition take over Develop a yes and approach to improvisation Improve their vocabulary Learn how to sustain character for a prolonged period of time Develop relationships with other masks Weekly success criteria across 3 lessons: GP 5 I get into character with a mask on Aware of thought process when acting I know what the yes and approach is Stay in character for a short period of time Sometimes act without thinking Be aware when I block Sustain a character for a long period of time Allow initiative to take over Always answer yes and RGP 5/6 (REACH): Students will be able to use the yes and approach in creative and original ways. Students will always be able to self analyse their own successes and failures and articulate their thought process that caused those successes and failures
Lesson Hypotheses: Hypothesis 1 A mask should always speak Hypothesis 2 It is easy to sustain a character for long periods of time Rehearsal write up Update dictionary Line of Enquiry - Week 6: Does a mask automatically create a character? Week 6 Learn the importance of staying in character when using mask Develop spontaneous improvisation skills using structured rehearsals Learn how to answer a drama question Develop essay planning skills Understand the level at which they need to write for their end of year 11 exams
Weekly success criteria across 3 lessons: GP 2/3 Understand what the question is asking Know how to plan for an essay See where improvements can be made Know what to write about Quickly highlight key skills Know how I can improve GP 5/6 Know how to write in the most effective way Quickly highlight areas where I improved Can help others improve RGP 6/7 (REACH): Students can plan in detail a top grade response to the essay question. Students will have the breadth of knowledge and understand of drama techniques and terms to answer at the highest level. Lesson Hypotheses: Hypothesis 1 When wearing a mask you must not break character Hypothesis 2 A drama essay is very similar to an English essay Rehearsal write up Update workbook
Line of Enquiry - Week 7: When is a performance perfect? Week 7 Learn the importance of staying in character when using mask Develop spontaneous improvisation skills using structured rehearsals Learn the process of moderation Learn how to be an appreciative audience Weekly success criteria across 3 lessons: GP 3/4 Apply and adapt a reasonable range of practical skills Perform creatively with some originality Show a reasonable awareness of audience GP 5/6 Apply and adapt appropriately as good range of practical skills Perform creatively with originality that communicates an idea Sustain a character Show a clear awareness of audience and respond well to their group GP 7/8/9 Apply and adapt effectively an extensive range of practical skills Perform creatively with a high degree of originality Sustained role throughout
Show a thorough awareness of audience with a strong commitment to the group Lesson Hypotheses: Hypothesis 1 I have done everything I can to make my performance perfect Hypothesis 2 All modern comedy stem from Commedia Rehearsal write up Evaluate your performance using appropriate lexis Extended Learning Students will consolidate their learning in their workbooks. They will constantly self evaluate and test their knowledge through the completion of these workbooks. In addition to this they will be graded on 4 areas each lesson. Rehearsal, Contribution, Skill and Homework. Each student will be pushed to improve their ability in each and will be monitored throughout. Workbook is available for viewing by email: m.bowden@kingswarrington.com