Drama
The intention of our Drama curriculum is:
The purpose of Drama and Performing Arts is to embrace and celebrate creative skills and harness them into performance and production. What is perhaps often defined as a subject which encourages “imaginative play” is also one which builds teamwork, self-confidence, self-awareness, assertiveness, resilience and stamina, patience, empathy, trust, organisation, physical fitness, timing, spatial awareness and of course in its broadest sense, community. The list is far more extensive when Drama and Performing Arts is viewed academically – taking into consideration the theoretical approaches of theatre practitioners from a range of styles and backgrounds and the practical knowledge needed to use technical equipment. Not to mention of course, the place of Performance in society as “Cultural Capital” – investing in our rich and diverse culture of The Arts as a societal medium for all.
Our Drama curriculum is implemented by:
At Key Stage 3, we teach students through guided practical exploration to encourage original creative thought which can be realised through warm ups, set scenes, improvisations and self-scripted performance.
We are encouraging students to understand the process of creating a performance from abstract creative thought to the final performance.
Each termly unit focuses either on a theme or on a style of theatre within which students will explore:
- technical terminology which aids students’ understanding of style and genre.
- the essential nature of teamwork in a practical situation
- the chance to revisit or edit to improve a performance.
- a range of drama practitioners from a vast array of culturally different backgrounds.
- technology and technical skills for performance.
- a range of different live and recorded performances to help students inform their own practice.
At Key Stage 4, we revisit the skills students have developed through KS3 and using them to explore the Performing Arts as a world-wide, culturally essential industry.
We guide students through the process of following a brief and creating their own material.
We aim to teach to students own strengths and interests in the following Performance areas: Acting, Dance, Music, Musical Theatre, Video, DJing
We teach the technical production skills which will enhance and develop a production
We guide students towards their own strengths and interests in the following Production areas: Lighting, Sound, Set Design, Costume, Hair and Make-up, Front of House, Original Writing, Directing, Stage Managing.
In both performance and production, we aim to give input for development across a range of skills, using our own specialisms and those of industry professionals to guide students learning across the skillset.
We cover:
- The Performing Arts as an Industry in the UK
- The roles and responsibilities of those in the Performing Arts sector
- The role of the Performing Arts in society
- Approaches to rehearsal
- Working as a deviser, performer, director, practitioner and facilitator
At Key Stage 4, students currently follow the AQA Technical Award in Performing Arts, which is split into 3 Units over the two year course:
Unit 1: Unlocking Creativity – an NEA unit which enables students to work together in small groups on a “Pitch” which fulfils a brief pre-selected by the exam board.
Unit 2: The production/performance – an NEA unit where students utilise their diverse skills and abilities in a larger group to develop a performance from a choice of briefs provided by the exam board.
- Marketing and public relations
- Health and safety
- Design and technical elements
- Reviewing and evaluating a range of performances
- Considering careers and opportunities.
Our department has a real love of Drama, Theatre, Music, Dance and all other types of performance. We are performers, and technical crew, who thrive on bringing a creative project together. To be able to share this cultural world with our pupils is incredibly important to us.
At Key Stage 4 the Performing Arts course is a new “Technical Award” which enables students of all abilities to build on their prior skills, talents and interests in order to receive a realistic insight and “hands on” opportunity to experience what the Performing Arts Industry is all about. Many Drama courses have less emphasis on the industry in this way and are more geared purely towards academic study. Performing Arts gives a broad range of skills which enables specialism in both performance and production skills at a GCSE equivalent level.
AQA is a widely respected exam board who have consistently provided support. We have been impressed with the way in which they have responded to the needs of students who do not necessarily respond to a more academic Drama course. By choosing this unique, flexible course we feel we are best serving the diverse needs of our students.
The impact of our Drama curriculum is:
Our three expected outcomes are simple: Build a range of practical and artistic skills which are vital to understand the various aspects of performance and production; encourage creativity which acknowledges these different aspects; develop confidence (including self-awareness and self-control) ultimately building the cultural capital of our students.
Students will emerge as self-aware, confident, creative young people who understand the legacy of theatre and importance of a diverse range of culture in today’s society, whilst appreciating the diversity of their peers and of a global community.
Key Stage 4 Assessment
At Key Stage 4, students currently follow the AQA Technical Award in Performing Arts, which is split into 3 Units over the two year course:
Unit 1: Unlocking Creativity – an NEA unit which enables students to work together in small groups on a “Pitch” which fulfils a brief pre-selected by the exam board.
Unit 2: The production/performance – an NEA unit where students utilise their diverse skills and abilities in a larger group to develop a performance from a choice of briefs provided by the exam board.
Unit 3: The Performing Arts experience – the Examination aspect of this course demands that students research and study a wide range of theatre styles, practitioners, and the place of the industry within society as well as responding to stimuli and using their creativity to initiate ideas for performance.