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Drama Curriculum Intent Statement
“All the worlds a stage and all the men and women are merely players”
The curriculum is designed as a vehicle through which students can freely explore themselves, their emotions and the wider world, in a safe, supportive and nurturing environment. An opportunity that is unique to the subject and achievable through our well-planned and structured curriculum. The drama curriculum is designed to allow students to explore the world and themselves through carefully selected scripts, targeted devising work and interpreting and responding to professional theatre. The curriculum aims to inspire our students to become reflective and creative learners that have the confidence to explore and question the world around them. This is framed through the lens of our ‘key constructs’ that are arranged under three areas of ‘performing’, ‘devising’ and ‘knowledge’. Due to the enormity of elements within the umbrella of Drama every child has multiple possibilities to excel, therefore making the curriculum accessible to all students regardless of their prior attainment. This is especially important as the Tiverton community is one of the most creative within the Southwest, providing numerous creative opportunities for our students. The Drama department exists within the Performing Arts faculty, holding close links with TCAT. Together our aim is to inspire not just a life-long appreciation of the performing arts, but also to develop the confidence and ability to play an active role within them.
The key constructs of the drama curriculum are explored through three distinct approaches; the study of a range of play texts, live theatre review, and devising performances.
In Year 7 students study the play text of Animal farm and explore the power of language and how this can be limited when controlled and manipulated. Students explore issues around the abuse of power, as well as themes such as control, lies and propaganda. Live theatre review is introduced through the study of the national theatre collections digital recording of Peter Pan. Devising is explored in Year 7 through the lens of Masked theatre alongside other styles and genres of performance.
Year 8 builds on the knowledge obtained in Year 7 with the study of the play text Macbeth. In this text Students explore the idea of corruption and how easy it is to be manipulated and led astray by ambition, and the difference between how we often present ourselves to others and who we really are. Students’ ability to review live theatre is developed through the study of the national theatre collections digital recording Wonder.Land, whilst their understanding of ‘devising’ continues through exploration of Radio plays.
Although still contained within Key Stage 3, year 9 is an optional pathway for students. This year is used as an opportunity to lay the foundation knowledge prior to the start of the GCSE. The curriculum is focused on investigating Key Constructs in more detail through the study of the play text Lord of the flies where students explore the themes such as civilization vs. savagery, whilst also analysing human nature and the need for society in order to avoid chaos. Alongside this the play text Blood Brothers is also explored both practically and theoretically allowing students to explore themes around violence, nature vs. nurture and superstition; whilst at the same time exploring the detrimental effects of social inequality. Again, the students’ understanding of live theatre is developed through the study of the national theatre collections digital recording of Frankenstein. Devising is explored through a variety of lenses from Theatre in Education to Theatre practitioners. Throughout the year students are given the space to hone their performance skills whilst deepening and developing their theoretical knowledge to have a solid standing for the start of year 10.
The Drama curriculum at Key Stage 4 is designed to revisit and reinforce key constructs and component knowledge introduced in Key stage 3. This happens in a spiral curriculum allowing students to deepen their understanding by revisiting previously taught components. Students devising is in response to given stimuli, allowing them to put into practise all the skills they have developed through key stage 3. Students also revisit and study in more depth the play text Blood Brothers. Students deepen their prior knowledge of live theatre through the analysing and evaluating of Splendid Theatre company’s performance of The Tragical History of Dr Faustus. Students also investigate and explore a wide variety of play scripts in relation to component 3 from: Macbeth to Thinks I know to be True. These foci provide students with the knowledge and understanding to successfully create, perform, analyse and evaluate; therefore, placing them in a great position to make a successful transition to Drama based subjects at KS5.
Key Constructs
- Perform with effective use of theatrical elements (The component knowledge: theatrical elements, includes all vocal and physical skills and how they should be used in performance to accurately portray characters and events)
- Perform with effective expression of artistic intentions (Artistic Intentions links to the component knowledge: interpretation where you express the purpose of the performance; linking to the decisions made to communicate deeper meanings)
- Devise meaning for theatrical performance through the generation of ideas (Generating ideas to communicate meaning is the ability to use component knowledge, such as, theatrical elements, to clearly convey ideas / characters and storylines to an audience)
- Devise meaning for theatrical performance through the development of ideas (Develop ideas means to improve/evolve/refine or expand upon initial ideas using rehearsal techniques component knowledge to ensure scenes/performance are clear/effective
- Develop knowledge and understanding of how drama and theatre is created, refined, and performed (Express mastery of how theatre is both: created initially (rehearsal techniques) and how it evolves to become a finalised performance (interpretation, communication and theatrical elements).
- Develop Analytical techniques (Be able to examine in detail your own work and the work of others, citing theatrical elements used and the effect these had)
- Develop Evaluative techniques (Be able to form judgements in regards to the success of a piece in relation to an assessment criterion and identify why moments were or weren’t effective)
Progress within key constructs above is achieved through the learner acquiring knowledge, understanding and skills in being able to master, manipulate and exploit the Component Knowledge Below
Drama Component knowledge
Mature Communication; The ability to use characteristics of performance and theatrical elements to express ideas and intentions to audience.
Interpretation; Understanding of character, plot and situation through examination of the facts and exploration.
Segments of Performance; Plot, character, speech, stage directions, role, relationship, situation, voice, movement, space, time, language, symbols and metaphor, mood and atmosphere, audience and dramatic tension.
Script Characteristics; Aside, stage direction, narration, character dialogue, props list, technical information, scene, act, character entrance and exit.
Theatrical Elements; Understand and apply in context theatrical terminology including; Vocal skills: emphasise, pace, power/volume, pitch, pause, tone, intonation, accent, regional dialect. Physical Skills: facial expression, body language, physicality, gesture, mannerisms, gait, posture, stance, tension, pace, eye contact.
Helpful (or Harmonious) Collaboration; Demonstrate the importance of: respect, active listening, positive body language, asking questions, open-mindedness, giving feedback, conflict resolution, organisation, sharing responsibilities.
Exploration and Research; Identifying keywords, phrases, paying attention to detail, context, critical thinking, effective note-taking.
Analytical and evaluative techniques; Explain and interpret a performance: understanding: characteristic of performance, theatrical elements and theatrical techniques used / what they show (analyse) assess its value, worth and significance, pinpoint effective strategies / moments and ineffective ones – areas for improvement (evaluate).
Theatrical Techniques; Freeze frames, still image, thought tracking, hot seating, narration, mime, improvisation, proxemics, levels, status, physical theatre, sound-scapes
Roles and Responsibilities; Understanding jobs contained in the theatre: Performer, Lighting / Sound / Set / Costume / Puppet Designer, Understudy, Playwright, Theatre Manager, Technician, Director, Stage Manager and Costume Designer. Understand the responsibilities jobs hold; stage positions and stage configurations.
Experimentation through Rehearsal techniques; Hot seating; role on the wall; improvisation; creative writing; mind maps; group discussions; montages; creating unseen moments, character physicality, devising, stimulus.
Knowledge Organisers
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Learning Journey
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