1 Teaching Drama · Summer term 1 · 2016/17 www.teaching-drama.co.uk KS3/4 Introduction This scheme of work explores strategies for approaching script. It is aimed at students in their final year of KS3 and the first year of KS4. The choice of script is left up to teachers and students as this is intended to be a generic approach to script. Students should aim to perform from either a whole script or an extract of a script lasting for approximately ten minutes in the last lesson. Learning objectives By the end of this scheme students will have learnt: f To understand and apply techniques for exploring script f To understand and apply techniques for building character f To understand and demonstrate a scriptwriter’s intentions f To understand and demonstrate how to develop own and others’ work f To assess own work and work of others. The Resources All the text used is listed in the Resources at the end of this scheme. Resource 1 is a student booklet that can be used: f To consolidate learning f To check what the student understands of the work covered f To set homework tasks f For teacher assessment of the student f For student self- and peer-assessment. Lesson 1: Script Learning objectives By the end of the lesson students will have learnt: f To explain what the script they are given is about f To identify information about props and set f To understand events in the script and be able to explain how they relate to the time in which the script was written. Starter activity Resource 2, slides 1 to 4. Discuss with students PowerPoint slides 1 to 4. Find out what they already know about the play that they are reading. Warm-up Resource 4, slide 5. Ask students how the three lines on slide 5 could mean something different every time they are acted out. They should focus on movement, expression and voice. Students should then explore the lines in groups of two or three; one saying the line A, another B, and so on. They should devise two contrasting examples. Select some students to demonstrate their contrasting examples. Observing students should be able to comment on how meaning from the very short plays were understood through movement, expression and voice of actor students. Observers could also comment on where the actors were, and what the actors were doing. It is preferable if students read the intended whole play before Lesson 1 if it is a substantial text. I have included some suggested scripts in the Resources list. Resource 1 can be used as part of the plenary at the end of a lesson. Key words: f Script f Actor f Contrasts f Movement f Expression f Voice f Props f Stage direction f Play f Key moment f Tension. Resources Resource 1, pp. 2 to 6. Resource 2, slides 1 to 6. Katherine Noble spent time practising drama and acquiring her Actor’s Equity card before she took up teaching in a secondary school. Her focus over the last ten years has been the responsibility for creating and delivering Drama to KS3 and KS4. Script Katherine Noble KS3/4
Transcript
1Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
KS3/4IntroductionThis scheme of work explores strategies for approaching script. It is aimed at students in their final year of KS3 and the first year of KS4. The choice of script is left up to teachers and students as this is intended to be a generic approach to script. Students should aim to perform from either a whole script or an extract of a script lasting for approximately ten minutes in the last lesson.
Learning objectivesBy the end of this scheme students will have learnt:
f To understand and apply techniques for exploring script f To understand and apply techniques for building character f To understand and demonstrate a scriptwriter’s intentions f To understand and demonstrate how to develop own and others’ work f To assess own work and work of others.
The ResourcesAll the text used is listed in the Resources at the end of this scheme. Resource 1 is a student booklet that can be used:
f To consolidate learning f To check what the student understands of the work covered f To set homework tasks f For teacher assessment of the student f For student self- and peer-assessment.
Lesson 1: ScriptLearning objectivesBy the end of the lesson students will have learnt:
f To explain what the script they are given is about f To identify information about props and set f To understand events in the script and be able to explain how they relate to the time in which the script was written.
Starter activityResource 2, slides 1 to 4.
Discuss with students PowerPoint slides 1 to 4. Find out what they already know about the play that they are reading.
Warm-upResource 4, slide 5.
Ask students how the three lines on slide 5 could mean something different every time they are acted out.
They should focus on movement, expression and voice.Students should then explore the lines in groups of two or three; one saying
the line A, another B, and so on.They should devise two contrasting examples.Select some students to demonstrate their contrasting examples. Observing
students should be able to comment on how meaning from the very short plays were understood through movement, expression and voice of actor students. Observers could also comment on where the actors were, and what the actors were doing.
It is preferable if students read the intended whole play before Lesson 1 if it is a substantial text.
I have included some suggested scripts in the Resources list.
Resource 1 can be used as part of the plenary at the end of a lesson.
Key words: f Script f Actor f Contrasts f Movement f Expression f Voice f Props f Stage direction f Play f Key moment f Tension.
ResourcesResource 1, pp. 2 to 6.Resource 2, slides 1 to 6.
Katherine Noble spent time practising drama and acquiring her Actor’s Equity card before she took up teaching in a secondary school. Her focus over the last ten years has been the responsibility for creating and delivering Drama to KS3 and KS4.
2Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Task 1Students should now select one of their interpretations of the text on slide 4 and devise a short scene that demonstrates what they think happened just before the text.
Ask students how they think that the above exercise might help to build character.
Task 2Resource 2, slide 5.
Read the whole of the chosen play first.Discuss with students what they think the play is about. When is the play set?
How do they know? Where is the play set? How do they know? Does the play have a message or comment for the audience? What is the main climax of the play? What are the key moments in the play? Does the play give any clear stage directions? Where? What do the stage directions apply to?
Key momentsStudents should identify the key moments of play so that they can select a more demanding extract where they can demonstrate a wide range of acting skills.
Instruct students step by step on the following:1. A key moment could be an incident that helps to create tension.2. Ask students to identify any incidents of this nature in their play.3. A key moment could be a turning point in the play where focus is shifted to
showing the need of the main character or showing what the character needs to do in order to get back to normal life. Ask students to identify any turning points in their play.
4. A key moment could be a crisis where the main character’s goals are about to be thwarted in some way. Ask students to identify any crisis in their play.
5. A key moment could be the climax of the story. Ask students to identify the climax in their play.
Task 3Students should now discuss a suitable choice for a ten-minute extract of the play. Students should focus on an extract that includes: key moments, contrast of emotion in characters, use of props, movement around the performance space, climax/anti-climax.
Task 4Students should form groups of cast sizes needed for the extract, then decide who is playing which character.
They should then read through the extract in cast groups. They should focus on where the characters are, what the characters are doing and any props that characters are using. They should make actor’s notes where needed.
They should then act out the script applying their notes and any stage directions. What happened before the chosen extract? If they don’t already know what happened before, they should discuss a plausible story for each character of what happened before.
PlenaryAsk the class for a response to the following:
f Where can stage directions be found? f What does the actor need to demonstrate for the audience to understand the play?
Students should complete pp. 4, 5 and 6 of Resource 1.
3Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 2: Physicality and voiceLearning objectivesBy the end of the lesson students will have learnt:
f To explore a character’s surroundings f To explain how to demonstrate a character’s objectives to an audience f To apply movement, gesture and expression to a character.
Starter activitiesRecap Lesson 1. Set the lesson objectives: Resource 2, slide 8.
Warm-upResource 2, slide 9.
Ask students what they need to show for the audience to understand where the characters are. For example, a school room, in a typical lesson.
f How do students interact with the furniture? What props are they likely to be using?
f How would the audience understand who the characters are? How might a teacher’s movement and interaction with objects be different to a student’s?
f How would the audience understand the emotions of the characters? How might emotion change the way a student or teacher interacts with objects?
Using the same warm-up exercise as in Lesson 1, in groups of two or three, students should then apply the following:
f The setting is a domestic kitchen. Character A/C is very angry. f The setting is a library. Character B is very excited. f The setting is outside on a street. All the characters are in a panic.
Discuss with students how the setting influenced their actions. How did the emotion of a character affect the way other characters responded physically and vocally?
Task 1: Character surroundingsResource 2, slides 10 and 11.
From the play extracts that students were working on in Lesson 1, students will be taking a closer look at their chosen character’s mood and environment.
Students should be in their cast groups for the chosen extract. They should discuss and answer the questions on pp. 7 and 8 of Resource 1, as well as annotate actor instructions (where needed on their scripts) after they have tried out their ideas and made final decisions.
Task 2: Character objectivesResource 2, slide 12.
Characters can have one overall objective through the whole of a play. They may also have smaller objectives that help to drive the play forward. For example, a character may be in love with another character, their objective through the whole of the play might be to propose marriage; an objective for that character in an extract of the play might be to get another character to reveal their true feelings.
Ask students: How can we find out what an individual character’s objective is? Students should be able to state what their characters want to do in the extract, how the ‘want’ is intended by the character to affect another character, and what the wanting character is willing to say or do in order to achieve their objective.
Students should decide what their character’s main objective is, and then decide what the key objective is in the extract. They may have to read the script more than once!
They should then apply their character’s objectives to physical and vocal characteristics by acting out the script extract.
Ask the students what they have changed about movement or voice of their character since they understood the character’s objectives.
PlenaryAsk the class for a response to the following:
f Why is understanding a character’s objective so important from an actor’s point of view?
f What affects the way a character moves and speaks?
Students should complete pp. 7 to 9 of Resource 1.
Key words: f Character objectives f Gesture f Expression f Physicality f Movement.
Resources f Resource 1, pp. 7, 8 and 9 f Resource 2, slides 7 to 12
HomeworkStudents should spend time before the next lesson closely observing other people in various surroundings and at various activities. Look at how the people use props, how temperature and objects affect their movements and speech. Can they guess the person’s emotional state? What clues do they have?
The student should use the homework to observe people doing the activities that are similar to their character’s where possible.
4Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 3: Climax and anti-climaxLearning objectivesBy the end of the lesson students will have learnt:
f To explain how a character can demonstrate a climax or anti-climax through physicality and voice.
Starter activityRecap previous lessons and ask students what they learned from the observation homework.
Warm-upResource 2, slide 15.
In groups of two, students should take turns to say:‘Hand me that paper. Thank you.’
They should apply the following in turn to their voice while speaking the line to another student.
f Fast f Slow f High pitch f Low pitch f Intonation f Pause.
How do pace, pitch, intonation affect the meaning of the words? What about the pause? What does the length of time a pause is initiated do to convey meaning?
Students should then interpret the same line in mime. Using movement, gesture and expression, they should apply the following to the mimed line while interacting with another actor student:
f Fast f Slow f Big f Small f Stillness.
Ask students to comment on how speed, size of movement and expression affect the meaning shown? What effect does stillness have?
Students should then discuss in their Cast groups how they might apply the above to their play extracts. They should try out their ideas practically.
Task 1: Climax and Anti-climaxResource 2, slide 16.
Explain to students what a climax and an anti-climax are. Give them an example.
Ask students to identify where in their extract there is a climax or anti-climax. How could they demonstrate clearly to the audience the climax or anti-climax? Is there a build up? How could voice and physicality show the build up? How does the anti-climax affect the character’s movement and voice? Should they apply intonation to words to help create the build-up or anti-climax? What about pause or stillness?
Task 2Resource 2, slide 17.
In cast groups for the chosen extract from previous lessons, the students should annotate their script with actor’s instructions focussing on the build-up to a climax/anti-climax, and the character’s response after the climax/anti-climax (if the extract includes it). They should practise their ideas before putting them in writing.
Plenary f What is a climax? What is an anti-climax? f How can a climax affect physicality and voice of a character? f How can physicality and voice of a character be affected by anti-climax?
All students should complete Resource 1, pp. 10 and 11.
Key words: f Climax f Anti-climax f Pace f Timing f Intonation f Pitch f Pause f Stillness.
Resources f Resource 1, pp. 10 and 11 f Resource 2, slides 13 to 17.
EastEnders on BBC iPlayer has lots of clear examples of climax and anti-climax.
5Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 4: Explicit and implicitLearning objectivesBy the end of the lesson students will have learnt:
f To follow stage directions f To identify and follow implicit and explicit instructions for movement, expression and the use of props and set
f To explain more about a character through hot seating.
Starter activity: Implicit and ExplicitResource 2, slides 18 and 19. Set objectives.
Recap previous work.Explain the meaning of explicit (obvious) and implicit (less obvious, hidden) to
students.Focus on stage directions and other instructions given by the playwright in the
extract.Students should identify all the explicit information given from the play
extracts.What about punctuation of dialogue? How does punctuation dictate how
dialogue is spoken?Ask students how they would respond to show in acting:
f ? f ! f , f .
Task 1: BlockingStudents should identify and annotate with actor’s instructions any implicit directions that apply to their character. Maybe the implicit instruction lies in the dialogue or action by another character previously that dictates the way in which another character responds in their dialogue/actions with props, set and other characters.
They should physically block the movement of the characters in the intended performance space while also ensuring that the audience will see clearly what is intended to be seen. Consideration should be made for the audience’s point of view all the time, for example, maybe an item from the set or another actor unintentionally obscures the view of another actor. How can it be rectified?
Task 2: DirectionMerge two groups, where one group are observers and the other group performs their play. The observing group members can stop the play at any time to give direction to an individual actor or the actor group. The observing group can take over a role to demonstrate an idea about how they feel a role should be played. The focus of the observers is to give direction about the movement and placement of the characters in the performance space that enhances the audience experience. Groups should then swap duties with the first group of observer directors performing their script, and the first performing group becoming the observer directors.
Task 3: Hot seatingIn cast groups, students should take it in turns to hot seat each character. The answers to questions should be relevant to the character, and they should be answered in character. Example questions for hot seating might be:
f What happened before? f Who are you? f How did you meet ……? f How do you feel about …… ?
PlenaryAsk the class for a response to the following:
What did you learn about a character that you didn’t know before?What should you pay attention to that helps you to demonstrate the
playwright’s intentions?How does identifying a climax/anti-climax help you to identify strategies
needed to demonstrate this to an audience?Students should complete Resource 1, pp. 12 and 13.
Key words: f Explicit f Implicit f Prop f Set f Hot seating f Playwright f Punctuation f Blocking.
Resources f Resource 1, pp. 12 and 13. f Resource 2, slides 18 and 19.
HomeworkStudents should research different types of stage ready for the next lesson.
6Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 5: Relationships between characters and audienceLearning objectivesBy the end of the lesson students will have learnt:
f To apply and recognise stage directions f To explain what the audience needs to understand from a script f To draw and label a plan of a stage, set and audience placement for a specific script
f To understand and apply levels and space to show relationships.
Starter activity: Space and levelsRecap the work in previous lessons.
Resource 2, slides 20 and 21.Demonstrate to students how the deliberate use of space and levels can show
the status of a character and the relationship they have to other characters. Ask three students to model:
f One student standing at a distance from the other two who are stood close together.
f One student standing, the other two sitting on a chair each. All fairly close together.
f Two students standing, one kneeling. f All students far apart.
For each position, each student should say ‘Hello’ in a neutral way to the others in the demonstration.
For each position ask the watching students to comment on the impression of the characters that they have from the picture created. Are they all very good friends? Do some appear to be better friends than others? Does anyone appear to be in charge?
Main task: Where is the audience?Students should consider appropriate levels and use of performance space that help to demonstrate the status of characters and the relationship between the characters on stage while maintaining the scriptwriter’s intentions.
Ask students: Where is the audienceWhat information is given about the intended performance space in your
extract?Where do you think the audience should or could be? All around? Directly
facing? On three sides?Is there a fourth wall?Is the audience directly included in the play? For example, is there any direct
address to the audience?Where is the performance space? Is it part within the audience and on a
standard stage? Does it enter the audience space via a traverse style of stage?Students should discuss in their cast groups a plan for the placement of the
performance space, the set and the audience while maintaining the playwright’s intentions.
Students should draw a plan of their ideas on p. 15 of Resource 1. They should include labels and notes on their plans.
PlenaryAsk the class for a response to the following:
Why is it important to stay in character?What ideas have you applied/intend to enhance the performance of your play?How did feedback help you to develop your play?
Key words: f Audience f Performance space f Stage f Levels and space f Set f Props f Relationship between characters.
Resources f Resource 1, pp. 14 and 15 f Resource 2, slides 20 and 22.
HomeworkStudents should create/complete props, etc. ready for the next lesson which will be a performance and evaluation lesson. They should also complete pp. 14 and 15 of Resource 1, as well as learn their lines.
7Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Lesson 6: Performances and evaluationLearning objectivesBy the end of the lesson students will have learnt:
f To communicate a playwright’s intentions in the performance of a play or extract lasting 10 minutes.
f To maintain character throughout a performance f To demonstrate communication between characters f To evaluate your own work and the work of others f To set their own targets for learning.
Main taskResource 2, slides 23 to 25; using the objectives explain to students that this is a performance and evaluation lesson.
Allow students time to rehearse and organise any props etc.Allot about 15 minutes for each group. Students will present their plays to
an audience. Presenting students should not review their own plays on p. 16 of Resource 1. They can review their own work on pp. 17 and 18.
AudienceStudents should aim to provide a written and oral analysis of the plays, using appropriate language and theatre vocabulary to suggest improvements.
Students should be respectful audience members.Students should observe each play carefully and decide on their favourite
performance by judging the quality and standard of the performance by the standards set out in the drama objectives.
Student should be asked for constructive feedback at the end of a performance.They should be able to comment on the successful demonstration of the
playwright’s intentions, as well as, how successful the group was in portraying convincing characters.
Using resource 1, page 16, students are to write a review of the play that impressed them the most, using appropriate terminology and giving reasons for their opinions. They should also comment on what they learned from their favourite performance.
Students should then write about their own work in Resource 1, pp. 17 to 18 and answer the following questions:
f What have you found the most difficult to do in this topic? Why? f What did you do well? Explain. f What do you need to focus on to improve/achieve your targets? (Write three targets one each for creating/making, performing and evaluating/responding).
They should aim to: f Make constructive comments about their own work, and other people’s work f Use the appropriate terminology when reviewing performances f Write about their contribution to the work done in class.
Plenary: EvaluatingChoose students to give examples of written comments and performance reviews.
Ask for feedback regarding what students have learnt over the whole scheme. f Did they enjoy the work? f Would they like anything included in the scheme that wasn’t covered this time? f Would they like to see any other changes to the scheme of work? f What did they learn? f What was their favourite aspect of the scheme?
Students are to complete Resource 1 neatly, using the expected standard of grammar and spelling.
They should attach their scripts to p. 19 of Resource 1.
Key words: f Audience f Performance f Evaluation.
Resources f Student targets taken from the
appropriate Key Stage Drama objectives.
f Description of effort levels f Resource 1, pp. 16 to 19 f Resource 2, slides 23 to 25.
8Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4RESOURCES
Play suggestions (not supplied)P’tang, Yang, Kipperbang by Jack RosenthalBlood Brothers by Willy RussellTeechers by John GodberA Midsummer Night’s Dream by William Shakespeare
Other resources (not supplied)KS3 Drama level objectives.KS4 Drama level objectives.
9Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4Resource 1: The student Script booklet
Drama Page 9
How would the events before affect your character now? (Emotion/Voice/Movement) _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ What is your character’s main objective in the scene? _________________________________ _________________________________ _________________________________
Drama Page 11
Are there any stage directions? ________ Where are the stage directions for your character? _________________________________ How will your character’s emotion affect the way props and set and staging are used? _________________________________ _________________________________ _________________________________ _________________________________ Do any of other character’s stage directions require a response from your character? _________________________________ How?
Drama Page8
Who is your character? _________________________________ _________________________________ What is the temperature in the Scene? How will this affect your character? _________________________________ _________________________________ _________________________________ What does your character do in the Scene? _________________________________ _________________________________ _________________________________ _________________________________
Drama Page10
What is the Climax/Anti-climax of your scene? _________________________________ _________________________________ _________________________________ _________________________________ How does it affect the pace of the action and dialogue? _________________________________ _________________________________ _________________________________ How will your character’s voice and movement show it? _________________________________
Drama Page2
Less
on
Less
on t
opic
Yo
u wi
ll le
arn
At
the
end
of t
he le
sson
you
will
be
able
to
1.
Read
ing
scri
pt
Impr
ovis
atio
n fr
om t
ext
To u
nder
stan
d a
scri
pt.
To im
prov
ise
dram
a fr
om a
scr
ipt.
Expl
ain
what
the
scr
ipt
is a
bout
. Id
enti
fy i
nfor
mat
ion
abou
t pr
ops
and
set.
U
nder
stan
d ev
ents
in t
he s
crip
t an
d be
abl
e to
exp
lain
how
the
y re
late
to
the
tim
e th
e sc
ript
was
wr
itte
n in
. 2.
Ch
arac
ter
Tech
niqu
es f
or e
x-pl
orin
g a
char
acte
r’s
surr
ound
ings
. Vo
cal t
echn
ique
s.
To id
enti
fy c
hara
cter
ob
ject
ives
.
Expl
ain
how
you
will
dem
onst
rate
yo
ur c
hara
cter
’s ob
ject
ives
to
an
audi
ence
. A
pply
mov
emen
t, g
estu
re a
nd
expr
essi
on t
o yo
ur c
hara
cter
.
3.
Clim
ax a
nd
Ant
i-clim
ax
Still
ness
Sc
ript
Sc
orin
g.
To id
enti
fy c
limax
and
an
ti-c
limax
. Te
chni
ques
to
show
a
clim
ax o
r an
ti-c
limax
. To
ann
otat
e a
scri
pt.
Expl
ain
how
a ch
arac
ter
can
de
mon
stra
te a
clim
ax o
r an
ti-c
limax
th
roug
h ph
ysic
alit
y an
d vo
ice.
Drama Page6
Focus on the Scene you are studying for the following questions: Is it inside or outside? _________________________________ What time of day is it? _________________________________ List any objects used in the Scene? What is happening in the Scene? _________________________________ _________________________________ _________________________________
Drama Page 1
SCRIPT
Name ……………………………………………………………..
Drama Page 5
What is the name of the script you are reading? _________________________________ Who wrote it? _________________________________ When was it written? _________________________________ When and where is it set? _________________________________ _________________________________ What is it about? _________________________________ _________________________________
Drama Page4
Contents
Lesson 1 Pages 4, 5 and 6 Lesson 2 7, 8 and 9 Lesson 3 10 and 11 Lesson 4 12 and 13 Lesson 5 14 and 15 How is your script divided? Is it separated by Acts?______________ Are the Acts separated by scenes?______ How many Acts are in your script?_______ How many scenes does each Act have? _________________________________
Drama Page 3
Le
sson
top
ic
You
will
lear
n A
t th
e en
d f
the
less
on y
ou w
ill
be a
ble
to
4.
Stag
e di
rect
ions
To m
ap in
form
atio
n fo
r st
age
dire
ctio
ns.
To id
enti
fy a
nd m
ap
mov
emen
t of
cha
ract
er
inte
ract
ion.
H
ot s
eati
ng.
Follo
w st
age
dire
ctio
ns.
Follo
w im
plic
it a
nd e
xplic
it
inst
ruct
ions
for
mov
emen
t an
d th
e us
e of
pro
ps a
nd s
et.
Expl
ain
mor
e ab
out
your
c
hara
cter
thr
ough
hot
sea
ting
. 5.
Sp
ace
and
leve
ls
Obs
erva
tion
. St
age,
set
, pr
ops.
A
udie
nce.
To e
xplo
re h
ow le
vels
an
d sp
ace
can
dem
on-
stra
te t
he r
elat
ions
hip
betw
een
char
acte
rs.
How
obs
erva
tion
can
hel
p to
cre
ate
char
acte
r.
To id
enti
fy h
ow t
he a
udi-
ence
is in
tend
ed t
o re
-sp
ond.
App
ly a
nd r
ecog
nise
sta
ge
dire
ctio
ns.
Expl
ain
what
the
aud
ienc
e ne
eds
to u
nder
stan
d fr
om y
our
scri
pt.
Dra
w an
d la
bel a
pla
n of
you
r st
age,
set
and
aud
ienc
e p
lace
men
t.
6.
Perf
orm
ance
and
ev
alua
tion
To
per
form
you
r pl
ay
Conv
ey t
he p
layw
righ
t’s
inte
ntio
ns o
f c
hara
cter
and
st
ory
in p
erfo
rman
ce
Eval
uate
you
r ow
n an
d ot
her
play
s.
Drama Page 7
Describe each character in the Scene. How old are they? Do they have any special vocal or physical characteristics? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
10Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4
Drama Page20
DRAMA
Drama Page14
Page 14
Where is the audience? ________________________________ How will the audience interact? Is there a ‘fourth wall’? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ What does the audience need to understand from the scene? _________________________________
Drama Page12
What is your character’s relationship with other characters? _________________________________ _________________________________ _________________________________ _________________________________ How could your character be placed to show the relationship with other characters? _________________________________ _________________________________ _________________________________ _________________________________
Drama Page18
Creating Performing Evaluating Effort Level What could you do to improve? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Drama Page 13
How did you use levels and the space to show the relationship between characters? _________________________________ _________________________________ _________________________________ _________________________________ What did you discover in the observation task? _________________________________ _________________________________ _________________________________ _________________________________ _________________________________
Drama Page 17
Self Assessment Look at your personal targets and the level descriptions. Are you on track to achieving your drama targets? Yes? No? What do you need to focus on in improving/reaching your targets? _____________________________
_____________________________
_____________________________
What did you do well? _____________________________
_____________________________
Drama Page16
Write about a class performance that you think demonstrated the playwright’s intentions. What did they do? _____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Drama Page 15
DRAM Page 15
Draw a stage plan for your scene. Show
where the audience will be. Include lighting
effects and labels.
Drama Page 19
Attach a copy of your annotated script here. Write down any new keywords and their meaning below:
12Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4
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Lesson 2
Physicality and Voice
Some plays will give a detailed description of characters and their surroundings.Other plays don’t.
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Objectives
By the end of the lesson you will;• Explore your character’s surroundings.• Be able to explain how you will
demonstrate your character’s objectives to an audience.
• Be able to apply movement, gesture and expression to your character.
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Warm up
A: You Okay?B: I’m Okay.C/A: Let’s go.1.The setting is a domestic kitchen. Character A/C is very angry.2.The setting is a library Character B is very excited.3.The setting is outside on a street. All the characters are in panic.
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Physicality
• How does your character move?• What is your character doing?• What is your character’s emotion?• How does your character’s emotion
affect their movements and expressions?
• What is your character physically feeling? (Are they hot/cold/tired/in pain etc.?)
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Voice• How does your character breathe?• What is your character doing?• What is your character’s emotion?• How does your character’s emotion
affect their voice?• What is your character physically
feeling? (Are they hot/cold/tired/in pain etc.?) How would this affect speech?
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Character Objective/s
• What is the purpose behind your character’s speech and movement?
• What does your character want?• What does your character intend?
13Teaching Drama · Summer term 1 · 2016/17www.teaching-drama.co.uk
Scheme of work|KS3/4
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Lesson 3
Climax and Anti-Climax
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Objectives
By the end of the lesson you will;
• Be able to explain how a character can demonstrate a climax or anti-climax through physicality and voice.
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Warm upVoice “ Hand me that paper. Thankyou.”Fast, slow, high pitch, low pitch. Pause.How does pace, pitch, intonation, and pause affect the meaning of the words?
Movement and expressionFast, slow, big, small. Stillness.How does stillness, speed, size of movement and expression affect the meaning shown?
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Climax and Anti-Climax
• Where is there a climax/anti-climax in your script?
• What clues are there in the script to show a climax/anti-climax?
• Annotate your script with instructions for how your character should move or speak.
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Application
• Apply what you have learned so far to the script practically.
