This booklet will help you understand how to make progress in
Drama. Use it to consider what you are doing well and ways of
improving your work.
Working above
expectation
Are
you
?
Working below
expectation
Making good
progress
What do I need to do to make progress in
drama?
You need to show that you can
Work co-operatively in a group to explore and develop ideas.
Respond creatively to a stimulus by creating characters and devising your own drama.
Perform conveying ideas successfully. Evaluate and interpret your own and others work
showing understanding of how the characters are created and the drama is shaped.
Remember you are responsible for the
quality of the groups work, if you co-operate
and contribute the work is more likely to be
effective.
What is a stimulus??
A Newspaper article
Etc.
Anything that gives us an idea for the drama. Using the stimulus will help us develop a meaningful piece of drama.
In this project you will learn how to;
* Explore and respond to a stimulus.
* Create characters which show an
understanding of the theme.
* Use dramatic devices in your drama.
* Stage a scene effectively.
Stimuli used for this project :
Poems, Images, a Script.
Evaluating the Drama
As an actor, are you conveying the ideas clearly ?
1 I took on a role in drama using some movement and
gesture.
2 3 I conveyed who I am (character) in the drama.
I helped show what the drama is about.
4 5
I spoke loudly and clearly, with some expression in my
voice.
I used some movements and gesture well to
communicate the characters feelings.
I used appropriate language for the character, helping
the audience understand who I am.
6 7
I staged the drama effectively, mostly facing the front.
I used props and/or costumes effectively to help the
audience understand the character.
I performed with focus and commitment, clearly
communicating the theme of the drama.
The character/role I played is important to the plot.
8 The character I played was detailed and original.
Feedback 1
Examples.
Your movement was effective in showing your ‘bad’
character.
Your Character was very clear.
Your facial expressions communicated that the character was
upset.
Examples.
You faced the audience.
Your performance was more focussed and committed.
The tone of your voice sounded more convincing.
W W
W
E B
I
Use the feedback to improve your work. This could be from
your teacher or another student.
As an actor…
What tone of voice will you use?
What movement or gesture will you add so the audience can see how you are feeling?
Discuss with your partner
How did we use these dramatic devices to convey meaning to the audience?
Freeze Frame Thought Tracking
Mime Narration
Direct Address Slow Motion
Do you understand what they all mean? Look at the definitions on the display board or on page (…) of this booklet.
In this project we will learn how to: 1. Play a role in a scripted scene. 2. Create atmosphere on stage. 3. Use dramatic devices within a scene. 4. Engage the audience.
Stimuli used for this project :
Scene I, Act IV from Macbeth. Scene from a film.
Ernies script.
By William Shakespeare By Alan Ayckbourn
Dramatic Devices
Choral speaking
Slow motion
Symbolism
Dramatic Pause
Multi-Role
Narration/Direct address
Flashback
Freeze frame
2
3
45
6
7
8
Vo
ice
So
meti
mes
so
un
ds
like
the
char
acte
r
Sou
nd
s ap
pro
pri
ate
to
the
char
acte
r, u
sin
g so
me
exp
ress
ion
.
The
voic
e en
gage
s th
e au
die
nce
, usi
ng
vari
ed
exp
ress
ion
.
The
voic
e en
gage
s th
e au
die
nce
an
d a
dd
s m
uch
atm
osp
her
e..
Mo
vem
en
t an
d
gest
ure
Som
e u
sed
to
co
mm
un
icat
e th
e ch
arac
ter
and
wh
at is
h
app
enin
g
Cle
arly
use
d t
o c
reat
e im
ages
fo
r th
e au
die
nce
e.
g. w
hat
is g
oin
g in
th
e p
ot?
Stro
ng
use
of
mo
vem
ent
and
ges
ture
to
ad
d
imp
act
to t
he
dra
ma
and
cre
ate
a sc
ary
atm
osp
her
e
Det
aile
d m
ove
men
t an
d
gest
ure
, ad
din
g m
uch
im
pac
t.
Faci
al
exp
ress
ion
Som
etim
es lo
oks
like
th
e ch
arac
ter,
so
me
chan
ges
in e
xpre
ssio
n.
Loo
ks a
pp
rop
riat
e to
th
e ch
arac
ter
thro
ugh
ou
t.
Use
d im
agin
ative
ly t
o
com
mu
nic
ate
a s
cary
ch
arac
ter.
Usi
ng
vari
ed e
xpre
ssio
ns
to c
om
mu
nic
ate
a ve
ry
scar
y ch
arac
ter.
Entr
ance
/in
tro
du
ctio
n o
f ch
arac
ter
Beg
ins
the
dra
ma
in r
ole
co
mm
un
icati
ng
wh
o t
he
char
acte
r is
Cre
ates
an
ap
pro
pri
ate
beg
inn
ing
intr
od
uci
ng
the
char
acte
r eff
ecti
vely
.
Cre
ated
a s
cary
at
mo
sph
ere
for
the
aud
ien
ce.
Cre
ates
an
ori
gin
al
beg
inn
ing
wh
ich
en
gage
s th
e au
die
nce
an
d p
rovo
kes
a re
acti
on
.
Enga
gem
en
t w
ith
th
e
aud
ien
ce
Ab
le t
o p
erfo
rm t
o t
he
aud
ien
ce
Has
so
me
app
rop
riat
e en
gage
men
t w
ith
th
e
aud
ien
ce
Enga
ges
wit
h t
he
aud
ien
ce w
ith
co
nfi
den
ce.
Enga
ges
wit
h t
he
aud
ien
ce p
rovo
kin
g a
reac
tio
n.
Pe
rfo
rmin
g a
scri
pt—
acti
ng
Wh
at y
ou
are
do
ing
wel
l an
d w
hat
do
yo
u n
eed
to
imp
rove
?
1 -
:
I can
do
so
me
of
23
Learn your lines for your assessment.
The script is on Show my homework.
Optional extra—bring a piece of costume or a prop to
enhance your character and help communicate a spooky
atmosphere.
Discuss with your partner
How will you convey to the audience your change in
character?
What techniques/devices did you use so the audience
understands the change from reality to Ernie’s
‘illucinations’?
In this project we will learn how to: 1) Communicate era (when the play is set). 2) Use research in your
drama. 3) Convey to the audience
where the drama is set? 4) Use Rehearsal
techniques to explore ideas for the characters and scenes.
5) Use dramatic devices to convey meaning effectively.
Stimuli used for this project : Extracts from the films—’Hope and Glory’ and ‘Carries War’, photographs, sound effects, props.
Evaluating the Drama
Can you identify how era is being communicated ?
Can you explain what was used effectively to communicate era?
Can you suggest ways to improve using basic drama vocabulary?
Costume Props Symbols Movement and
gesture
Set Dialogue
Sound effects
(SfX)
Music
Example : The Evacuee was having nightmares
about her/his father fighting in the war.
Example : If they had mentioned things like
‘bombings’, Hitler, Air Raid Shelter, we would
understand that the drama is set in WW2.
What dramatic devices did they use to convey meaning effectively?
Bring a prop to use in the drama. It needs to be
something an evacuee would have taken with
them on the train.
Think about how your character can use this in
the drama to help communicate era (the time
period it is set in).
Feedback 1
Examples.
Your props were used clearly to help us understand what is
happening to the evacuee?
Examples.
You made reference to WW2 in your drama so we knew it
was set then.
W W
W
E B
I
Use the feedback to improve your work. This could be from
your teacher or another student.
Knowledge Organiser By the end of Year 7 I need to know how to:
Play a character/role effectively on stage.
Create my own drama in response to a stimulus.
Evaluate my own and other work, identifying how meaning is
being conveyed and considering some improvements.
Perform and stage a script for an audience.
I need to understand these dramatic terms and understand how they
are used to convey meaning.
Dramatic Devices
Freeze Frame - A vivid motionless scene or image
Thought Tracking - A group makes a still image and individuals speak their
thoughts and feelings out loud. It can also involve members of the class speak-
ing one characters thoughts aloud for them.
Mime - A storyline is acted out through movement and gesture without the
character speaking.
Direct Address - An actor speaking directly to the audience.
Narration - A narrator tells a story or gives an account of something.
Slow motion - Sometimes scenes showing events such as fights or races are
shown in slow motion for greater visual effect.
Choral Speaking - Recitation of poetry or prose by a chorus.
Symbols - Dramas are produced to a great extent through the use of sym-
bols—or representations—standing in for real things.
Dramatic Pause - During the dialogue a short silence is created—this can
help build up the tension.
Multi-Role - Actors commonly perform more than one character in a drama.
Performance skills needed to convey the character/idea clearly.
* Vocals
* Movement and gesture
* Stage positioning
* entrance and exits
* engagement with the audience
* commitment and focus
Basic structure for devising
Exposition - Introduction of idea/character
Design Elements
Costume
Props
Set
Symbols - Dramas are produced to a great extent through the use of
symbols—or representations—standing in for real things.
Sound Effects
Lighting