To understand the requirements of the three components at GCSE and how they relate to each other and to review the basics and use a stimulus to devise performance work. This will be the first informal assessment. Students given a range of opportunities, including practical sessions, to develop their underpinning knowledge, understanding and skills for the course, as outlined in the specification. This should be an on-going development process.
Students are assessed on the creation of a short devised piece based on a stimulus. Internally assessed against Component 1 criteria. Students are assessed on a response to own work and the work of others (also internally assessed against Component 1 criteria).
Stimulus
Something that generates ideas for performance.
technique
a means of communicating an idea/s e.g. freeze frame
naturalism
performance style that is like real life
non-naturalism
expressing ideas in a way that is unlike real life e.g. monsters, flash backs, direct address
objective
the thing a character wants - their reason for being on stage
blocking
deciding whereabouts on stage characters should be positioned
proxemics
using space to communicate relationships and meaning between characters e.g. standing far apart to show isolation or emotional distance
physical
relating to movement, facial expressions, stance, gesture
vocal
relating to the voice
Develop the individual:
Students are exposed to different practitioners, styles of theatre and texts that help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership and communication skills. There may be a sense of awe and wonder as they explore theatrical styles and stimuli.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.
Students explore stimuli based around a topic and develop their devising skills in small groups leading to a performance. They tackle GCSE portfolio style questions. Students learn and perform a monologue as practice for C2. In 2021-22 they will also take part in the National Theatre New Views playwriting programme.
Students will be given a holistic grade for their practical and written work.
devised drama
to create an original piece of theatre; not necessarily using a script
characterisation
what a character is like physically, vocally, emotionally, visually
climax/anti-climax
a high point of tension in a scene/performance / when the tension doesn't quite peak
physical theatre
a style of theatre whereby the actors use movement, repetition and sometimes music to communicate meaning
improvisation
performing without a script
scenario
a situation/scene
monologue
a speech for one person
duologue
a speech, usually a conversation, for two actors
audience
the people watching the play
symbol/symbolic
when one thing represents another
tension
when the mood is anxious/strained on stage
rehearsal
when you practise your piece/play/script to hone and improve it
Stanislavski
Russian theatre practitioner who espoused naturalism
Brecht
German playwright and theatre practitioner who saw theatre as a means for social and political change ( Brechtian style )
epic theatre
Brecht's style of theatre which often used multi-roling, episodes and placards
status
where you/your character fits into society
sustain
to stay in role
Develop the individual:
Students are exposed to different practitioners, styles of theatre and texts that help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership and communication skills. There may be a sense of awe and wonder as they explore theatrical styles and stimuli.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.
Students will continue their study of their set text. Students will complete a second 'mock' C2.
Practice questions for C3 and C2 criteria used for practice piece.
characterisation
the means of communicating a role physically, vocally, spatially, emotionally
fresnel
type of stage light that creates a wash of light
spotlight
light that is a defined circle
follow spot
a light that follows an actor around on the stage
gel
a coloured acetate that creates a coloured wash of light
gobo
a metal stencil that sheds an effect on the stage e.g. clouds, trees, window, words
flat
piece of scenery that stands upright
flies
a pulley system for hanging set and also suspending actors
revolve
a type of stage that has the machinery to allow the stage to turn
trucks
a system for moving pieces of set on and off stage on wheels
tabs
curtains at the sides of the stage
backdrop
scenic hanging background
Develop the individual:
Students are exposed to different texts that help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership and communication skills. There may be a sense of awe and wonder as they explore characters.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.
Understanding how to bring an extract from a performance text to life for an audience. Students develop ideas and perform the extract to the rest of the class. They will understand how to approach the text as a theatre maker and have discussions to identify key aspects of the text and creative intentions. Where possible students see a piece of Live Theatre and evaluate in preparation for C3 Section B. In 2021-22 some students will continue writing plays for New Views and will visit the National Theatre.
Students are practically exploring their set text and will be given exam style written questions.
playwright
the person who has written the script
designer
the person with responsibility for the look of a production ( costume, set, SFX, lighting, sound )
convey
to put across to the audience/other characters
staging
the type of stage used
proscenium arch
a stage framed by an arch like a picture frame with the audience facing the action from one direction
thrust stage
the stage juts out into the audience who sit on three sides
traverse stage
the audience are seated in two blocks opposite one another with the stage space down the middle ( and at either end )
in the round
the audience sit in a circular fashion with entrances and exits within the circle
end on
audience sit in rows facing the stage
promenade
the audience literally follow the action on foot, from the French word, promener
lighting
illuminating the action
set
what the audience sees that represents the place the action occurs
costume
the clothes the actors wear
Develop the individual:
Students are exposed to a text that will help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership, creativity and communication skills. There may be a sense of awe and wonder as they explore the play.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.
Students are given the stimuli that their assessment will be based on. As a group students begin to devise their own piece of work based on the stimulus. Students begin their portfolio of evidence detailing their devising process.
Formative Assessment - students will be working practically and writing up their process in their portfolio.
stimulus
a starting point
dialogue
speech for two or more characters
characterisation
how an actor creates the character physically, vocally, visually, emotionally
effect/effective
the reaction something has on the audience/if it is successful
Develop the individual:
Students are exposed to different practitioners, styles of theatre and stimuli that help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership and communication skills. There may be a sense of awe and wonder as they explore theatrical styles and stimuli.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.
Students devising their pieces and completing notes for portfolios.
Students will have an end of Year assessment based on their study of Component 3.
see Term 5
Develop the individual:
Students are exposed to different practitioners, styles of theatre and stimuli that help them explore issues and empathise with characters. They work collaboratively, developing their teamwork, leadership and communication skills. There may be a sense of awe and wonder as they explore theatrical styles and stimuli.
Create a supportive community:
Students have to work together and show independence and resilience. They will support one another through practical work and have an appreciation of others' performances.