Building on Key stage 2
The Key Stage 3 Drama course at Walsall Academy seeks not only to empower young students through the process of Drama, but mould young people into young actors with the skills to succeed as they grow. The topics explored allow students to learn a range of exciting acting skills, as well as developing their own collaborative, communication and creative skills.
Important Links:
Introduction video
Learning to Improvise - Introduction
This module introduces the learner to the basics of devising, performing and responding. Week by week the students will learn a new skill that will be built on as the course progresses. This will include the basic techniques needed to create and perform. By the end of the module students should be able to confidently devise working in groups, rehearse with concentration and perform with confidence. They will also start to be able to evaluate their process and outcome, as well as using a range of dramatic techniques.
Prior Learning
Builds on prior knowledge of Drama completed in KS2. This can range from participation in school productions, to attendance of Drama clubs
Lesson 1 - What is a Still Image?
Learn/Discuss – what is Drama and how is it a subject in its own right?
Learn – What are still images and how do you create them?
Learn – What is improvisation?
Lesson 2 - What are Spontaneous and Devised Improvisations?
To learn what Spontaneous and Devised Improvisations are.
To use improvisation techniques in creating a short drama performance
Lesson 3 - How can we use mime, gesture and physical skills?
To introduce gesture and mime
To devise scenes showing appropriate voice and body language to suit a given character
Lesson 4 - As an actor how do we use vocal skills?
To learn that voices need to be clear when performing or sharing work
To understand that ‘clear’ does not necessarily just mean ‘loud’
Lesson 5 - What is characterisation?
To understand that we must think about how our characters move differently from ourselves
To develop skills in producing a wide variety of movements from different characters
Murder Mystery - Introduction
This module introduces the learner to the tradition of Murder Mystery. It will re-visit the system of making, performing and responding but also add a focus of stereotypical characters. New techniques will be introduced and used such as rounded characterisation and hot-seating. Week by week the students will learn about the structure of a murder mystery whilst developing a performance with greater depth. They will work in teams to create and perform a well-structured play. By the end of the module students should be able to confidently devise working in groups, rehearse with concentration and perform a stereotypical character. The responding stage will also include an evaluation of process and performance in written form.
Prior Learning
Builds on ‘drama basics’ as learned in Topic 1. Contextualises skills within a genre with a greater focus on characterisation skills
Lesson 1 - How do we perform as a stereotype?
Learn/Discuss – what is a murder mystery play?
Learn – What is a stereotype?
Learn – How to create an intriguing opening of a play.
Lesson 2 - How do we hot-seat a character effectively?
What is hot-seating?
How is hot-seating useful in Drama?
What makes a successful interrogation performance?
Lesson 3 - How can we use cross-cutting to develop our murder mystery?
What is cross-cutting and how is it useful in Drama?
How do you plot a Murder Mystery?
How do you work as a team when planning?
Lesson 4 - How do we rehearse our murder mysteries effectively?
How to hold a concentrated rehearsal.
How to demonstrate skills that you have learnt so far.
Lesson 5 - Performing and evaluating your Murder Mystery
How to hold a concentrated performance in front of an audience
Soap Opera - Introduction
This module introduces the learner to the genre of Soap Opera, with a focus on basic stage combat techniques. It will allow students to choreograph their own stage combat routines. New techniques will be introduced such as the punch, slap and hair pull. These techniques will be embedded within the context of the Soap Opera, where students will use stereotypical characters from their previous learning to create short scenes. They will work in partners and groups to create and perform well-structured plays. By the end of the module students should be able to confidently use a range of stage combat techniques safely and effectively and use these to create exciting drama work.
Prior Learning
Builds on characterisation skills (stereotypes) from Topic 2. Uses are Drama basics from Topic 1
Lesson 1 - Why are Soaps called Soaps?
Learn/Discuss – what is a Soap Opera?
Learn – what elements do we find in Soaps?
Learn – our first two stage combat techniques safely
Lesson 2 - How do we fight on stage effectively?
What is effective stage combat?
How do we use the stage kick and head butt effectively?
Lesson 3 - How to stamp and pull hair!
To re-cap Soap Operas
To build on stage fighting techniques from last week
To learn the stamp and hair pull
Lesson 4 - Why do Soap characters fight?
To re-cap Soap Operas and stage combat techniques
To build a Soap context into your stage combat routines
Lesson 5 - Bloxwich Lives... LIVE!
To finalise your Soap Opera in small groups
To perform your Soap Opera and stage combat for assessment
To show evidence of prior learning in your performance
Introduction video
Practitioners - Introduction
This module introduces the context of theatre practitioners (Stanislavski, Brecht and Boal) to student’s Drama work, and they will apply their newly learned techniques to existing dramatic repertoire to develop new skills. By the end of the module students should be able to confidently utilise practitioner-based skills to approach devised drama work.
Prior Learning
Builds on prior knowledge of Drama in Year 7, including vocal and physical skills, characterisation and conventions. In Year 8 these skills are developed within Drama practitioners, professional genres and script work
Lesson 1 - Stanislavski who?
Who is Stanislavski?
What is Magic If and how does it help an actor?
What are Given Circumstances?
What is Emotion Memory and how does it help an actor?
Lesson 2 - What are ‘Objectives’ and how are these used in Drama?
What are Objectives and how do they help an actor?
How can we apply the techniques learned so far when devising a piece of drama?
Lesson 3 - Easier to pretend or believe?
How can we apply the techniques of Given Circumstances, Objectives and Belief to a longer performance scenario?
Lesson 4 - Brecht who?
What is Brechtian Theatre?
What is Demonstrating the Role and why did Brecht want to use it?
What is Gestus and why did Brecht want to use it?
Lesson 5 - Boal who?
To understand the term ‘Theatre of the Oppressed’
To take part in exercises designed by Augusto Boal
To devise and contribute to pieces of ‘Forum Theatre’
Verbatim Theatre - Introduction
This module builds on previous work on Stanislavski and Naturalism and places newfound acting skills into a challenging, exciting dramatic genre. Thus, students are able to take acting techniques and apply them to a genre. It will also develop key characterisation, research and devising skills for students.
Prior Learning
Builds on the naturalistic work of Stanislavski, placing this skill set into the context of a contemporary genre.
Lesson 1 - What is Verbatim Theatre?
To learn what Verbatim Theatre is
To identify an appropriate period for your devising work
To begin structuring your work, discussing drama techniques
To take ownership of your achievement in this project by assigning tasks and researching your chosen event
Lesson 2 - How do we develop a Verbatim Theatre piece?
To use research to inform your creative responses
To work individually and within a group situation displaying cooperation, concentration and motivation
To apply Still Image and Thought-Tracking to your work
Lesson 3 - How do we use music in a Verbatim Theatre piece?
To perform your role with focus and to the best of your performance skills.
To work individually and within a group situation displaying cooperation, concentration and motivation.
To use Music to create dramatic atmosphere and effect.
Lesson 4 - How do we use flashback in a Verbatim Theatre piece?
To perform Verbatim work in a committed manner, with use of relevant research
To develop your performance work appropriately
To use flashback or cross cutting
Lesson 5 - Verbatim Theatre performance!
To perform Verbatim work in a committed manner, with a sense of professionalism
To be recorded for evaluation
Scripts - Introduction
This module teaches the learner how to read a script with elements including dialogue and stage directions. Each week students will be introduced to a variety of scripts for different group sizes as well as varying genre. By the end of the module students should be able to confidently perform a short, scripted piece understanding the process needed to lift the action from page to stage.
Prior Learning
Builds on the naturalistic work of Stanislavski, placing this skill set into the context of a contemporary genre.
Lesson 1 - The four-line script
Learn/Discuss – what is a script and how do you use it in Drama.
Learn – What are stage directions and why are they important.
Introduce students to a basic four-line script.
Lesson 2 - Longer duologues
To rehearse and perform a short script
Understand the purpose of the script
Develop tone of voice when rehearsing and performing.
Lesson 3 - Large group scripts
To introduce a script with 4 or more roles.
To rehearse and perform a scene showing appropriate voice and body language to suit a given character
Lesson 4 and 5
To rehearse and perform a script from page to stage.
Identify key components of a script such as setting plot and character development.
Develop effective vocal and physical techniques for performing scripted lines.
Reflect on personal growth as a performer evaluating strengths and areas for improvement.
Introduction video
Devising skills - Introduction
This module introduces Year 9 Acting through a series of sessions designed to build on students’ dramatic repertoire of skills, whether it be implied environments, devising methods or dramatic structure. Students will gain insight and knowledge of a variety of new dramatic skills, particularly how to devise and structure devised plays, each designed as a foundation platform to work from in Year 9.
Prior Learning
Students will use all their dramatic experience as they approach work in Year 9. Students will use previously learned devising skills and develop them. Scripts will be explored, and students will use their experience of scripted work to tackle these.
Lesson 1 - What makes a good opening to a piece of theatre?
To experiment and use a variety of staging methods and configurations
To consider the positioning of the audience and how this affects drama work
To use dramatic techniques to add suspense and tension
The ability to create an effective opening and a suspenseful ending
Lesson 2 - How can we show big events on stage effectively?
The ability to create an effective opening and a suspenseful ending
To use techniques such as implied environment, audience focus and audience positioning to develop dramatic structure
To begin working from a stimulus
Lesson 3 - What is a stimulus and how do we devise using it?
How do we develop a coherent devised performance?
What can we do to perform to the best of our abilities?
Lesson 4 -Tube suicides
Apply our current set of drama techniques and conventions to an original piece based on a stimulus idea
Explore 3 different devising methods
Peer evaluate work in progress
Lesson 5 - Tube Suicides performance
How to perform your final Tube Suicides piece to the best standard possible.
How to use all available new repertoire to make our work original and engaging to watch.
Russellfest, exploring scripted plays - Introduction
This module continues to develop new skills in scripted acting, this time exploring full scripts by the renowned playwright Willy Russell. This is the first opportunity students get to explore published scripted plays, and it will develop key skills used in the exploration, rehearsal and performance of scripted plays. It will focus primarily on the skills of ensemble performance, characterisation and line learning. It will in turn help students to approach the wide variety of scripted plays explored throughout the drama course.
Prior Learning
Students will develop scripted Drama skills by exploring the plays of Willy Russell, building on the script work started in Year 8 where students explored different types of scripts. We now apply these skills to a longer scripted project
Lesson 1 - How do we stage the street scene?
To be introduced to the play explored
To understand plot, characters and themes through read-through
To explore the opening of the play
To rehearse and perform the opening as an ensemble
Lesson 2 - How do we stage the bus scene?
To re-cap last week’s work
To continue work on the play Our Day Out
To understand plot, characters and themes through read-through
To explore how we stage scripted plays
To rehearse and perform the bus scene as an ensemble
Lesson 3 - How do we stage the duologues?
To re-cap last week’s work
To further explore the play
To explore the duologues in the play
To rehearse and perform in pairs with
commitment
To perform showing evidence of characterisation
Lesson 4 - Which sections will you perform?
To stage and prepare a section/s of the play for assessment
To understand the need for line learning
To apply imaginative blocking to your section of play
To remain positive, communicate effectively and make good progress within your group
Lesson 5 - Russellfest: LIVE!
To perform your final Russellfest extract to a live audience
To demonstrate understanding in line learning, ensemble work and characterisation in this performance
Macbeth - Introduction
This module introduces Shakespeare and his play ‘Macbeth’. This introduces not only the narrative and characters within the play but explores how Shakespeare is performed on the stage. Students will learn key acting skills such as how to understand and deliver verse dialogue, as well as linking their learning to their work on Shakespeare as part of the English curriculum.
Prior Learning
Students will use devising skills, scripted exploration skills and characterisation skills to explore a Shakespearian script
Lesson 1 - Who murdered King Duncan?
To describe the key plot events of King Duncan’s murder
To explain how and why Duncan was murdered
To evaluate the types of characters Macbeth and Lady Macbeth are
Lesson 2 - The Whoosh!
To learn the full story and narrative of Macbeth
To understand how to perform a WHOOSH
To evaluate the effectiveness of your performance
Lesson 3 - Something wicked this way comes...
To explore the presentation of the Witches in Act 1 Scene 1
To perform a short excerpt using characterisation skills and interpretative skills
To give and receive constructive feedback
Lesson 4 - The ghostly dagger
Apply understanding
of iambic pentameter
Explore a famous soliloquy
Perform this soliloquy and respond to others with evaluative comments
Lesson 5 - Banquo's ghost
To explore Act 3 Scene 4
To perform a short excerpt using characterisation skills and interpretative skills
To apply previous learning to a verse extract
To give and receive constructive feedback
