Drama Y10

Overall Curriculum Goals

1.    To develop a detailed understanding of a variety of theatre practitioner and theatrical styles.

2.     To develop an appreciation and understanding of live theatre.

3.     To appreciate the various theatrical disciplines and their roles and responsibilities within a production.

4.     To appreciate the process of theatre-making across a variety of disciplines.

5.    To evaluate their practical work in the written form. 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Topic Title: 

Practitioners

Topic Title: 

Component 1 – Exploring the Performing Arts - Play Case Study 1

Topic Title: 

Component 1 – Exploring the Performing Arts - Play Case Study 2 and 3

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Title: 

Component 2 – Developing Skills and Techniques in the Performing Arts

Topic Intent:

This SoL covers the study of four of the key 20th and 21st century theatre practitioners and their associated styles. It acts as a preparatory unit to introduce students to the knowledge and skillset needed for successful completion of component 1 and 2.

Topic Intent:

Students will begin their work on component 1 of the BTEC course through the study of a selected piece of live theatre. They will watch the performance live at the theatre and then go on to analyse and evaluate aspects of the performance and its creation. Students will develop their understanding of the acting and design by exploring the associated roles and responsibilities of the creative team, and by closely examining the work of existing practitioners and industry professionals regarding how a production is taken from page to stage.

Topic Intent: 

Students will continue with Component 1 of the course by exploring a second and third piece of live theatre.

Topic Intent: 

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Topic Intent:

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Topic Intent:

Component 2 is designed to give students a practical overview of the skills, techniques and knowledge required for a career in acting or theatrical design. They will develop technical, stylistic and interpretative skills in relation to their selected published play; they will explore and apply techniques in rehearsal and performance/ during the realisation process; they will complete an ongoing review of the skills and techniques developed in rehearsal/during preparatory work in order to gain a deeper understanding of their abilities and opportunities for progression in their selected field.

Key Content / Skills:  

  • Konstantin Stanislavski and Naturalistic Theatre
  • Bertolt Brecht and Epic Theatre
  • Antonin Artaud and Theatre of Cruelty
  • Frantic Assembly and Physical Theatre

Key Content / Skills:  

Practical exploration and evaluative writing covering the following:
  • Themes
  • Purpose and Creative intentions
  • Social, political and historical context
  • Roles and Responsibilities of an Actor
  • Roles and Responsibilities of a Costume Designer
  • Roles and Responsibilities of a Theatrical Make-up Artist
  • Roles and Responsibilities of a Lighting Designer
  • Roles and Responsibilities of a Set Designer
  • Page to stage – acting
  • Page to stage – costume
  • Page to stage – make-up
  • Page to stage – lighting
  • Page to stage - set

Key Content / Skills:  

Practical exploration and evaluative writing covering the following:
  • Themes
  • Purpose and Creative intentions
  • Social, political and historical context
  • Roles and Responsibilities of an Actor
  • Roles and Responsibilities of a Costume Designer
  • Roles and Responsibilities of a Theatrical Make-up Artist
  • Roles and Responsibilities of a Lighting Designer
  • Roles and Responsibilities of a Set Designer
  • Page to stage – acting
  • Page to stage – costume
  • Page to stage – make-up
  • Page to stage – lighting
  • Page to stage - set

Key Content / Skills:  

  • Selection and reading of a variety of play texts
  • Research on chosen play text and chosen specialism
  • A variety of workshops in the student’s chosen specialism

Key Content / Skills:  

  • Rehearsal/designing
  • Refinement
  • Evaluative reflection

Key Content / Skills:  

  • Further refinement
  • Performance/realisation of design
  • Evaluative reflection

Assessment:

There is a performance and evaluative written assessment attached to each of the practitioners/styles of theatre studied. Students are provided with teacher feedback but they are not provided with a numerical assessment grade, as this SoL acts as a preparatory unit for the entirety of Component 1 and 2.

Assessment:

10% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

20% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

5% of the overall course – controlled assessment completed over the duration of the half term.

Assessment:

5% of the overall course – controlled assessment completed over the duration of the half term.

Assessment: 

20% of the overall course – controlled assessment completed over the duration of the half term.

Home Learning:

line-learning; research; written evaluations.

Home Learning:

research; written evaluations.

Home Learning:

research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Home Learning:

line-learning; research; written evaluations.

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Actor
  • Director
  • Theatre Practitioner
  • Theatre Critic

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Actor
  • Director
  • Casting Director
  • Anthropologist
  • Sociologist

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Actor
  • Director
  • Costume Designer
  • Make-up Artist
  • Lighting Designer
  • Set Designer
  • Architect
  • Engineer
  • Electrician
  • Hair Stylist

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Actor
  • Director
  • Costume Designer
  • Make-up Artist
  • Lighting Designer
  • Set Designer
  • Architect
  • Engineer
  • Electrician
  • Hair Stylist

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Teacher
  • Playwright
  • Fashion Designer
  • Dramaturg
  • Psychotherapist
  • Illustrator
  • Editor

Employability, Professionalism and Enterprise  (EPE) Links

All Drama SoL cover the transferrable skills of creativity, critical thinking, collaboration and communication.
Below is a list of the professional roles that are associated with this SoL:
  • Teacher
  • Playwright
  • Fashion Designer
  • Dramaturg
  • Psychotherapist
  • Illustrator
  • Editor

Useful Links

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