Devising and performing Component 1 pieces. Portfolios completed.
Final marks for C1 (40% of GCSE) NEA
portfolio
written document
analyse
to look closely at, to examine in detail
evaluate
to say what was successful about something
gesture
an action, usually with the hand/s, that represents meaning e.g. a wave, a thumbs up
stance
how a person stands
physicality
the physical elements of a character
facial expression
how meaning is communicated by means of the face e.g. smile, raised eyebrows
props
items used that belong to a character e.g. book, umbrella
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.
Revision of the play '1984' for C3.
Preparation for mock exam (including live theatre evaluation)
Focus on design elements (visual communication; staging; set and props – including stage furniture and personal props; lighting – including colour, types of lights, gobos, transitions and effects; sound – including sound effects, music, live and recorded; costume, makeup, masks).
Reading of the play for C2; analysing the playwright’s meaning (themes, genre, structure, character, form, style, language, stage directions), characterisation (vocal and physical interpretations) and theatrical conventions, including introduction to basic design elements (staging, costume, lighting, set, sound).
Rehearse and perform extracts from the play.
Mock exam based on Component 3
blackout
when the stage is in complete darkness
fade
lighting term - when the lights go off/on gradually
wash
when lighting is generally distributed across the stage
dramatic irony
when the audience know more than the characters
genre
a type or category of drama eg tragedy, musical, pantomime
fourth wall
imaginary 'wall' that is the audience; breaking the fourth wall means talking directly to the audience
chorus
a group of actors speaking and moving at the same time, usually stylised
ensemble
working together as a group
raked
seating or staging - set off at an angle down towards the stage if seating
subtext
other meanings below the surface of the words spoken
tempo
speed
soundscape
an aural environment created for a scene using voices and found instruments
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. There may also be a sense of awe and wonder as they respond to Live Theatre seen.
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.
Component 2
Reading of the play and analysing the playwright’s meaning (themes, genre, structure, character, form, style, language, stage directions), characterisation (vocal and physical interpretations) and theatrical conventions, including introduction to basic design elements (staging, costume, lighting, set, sound).
Rehearsing and refining work.
Preparation for external assessment of performance by examiner.
Gesture
Physical movement performed by the hands
Characterisation
The role of somebody else, created by an actor
proxemics
using space to communicate relationships and meaning between characters e.g. standing far apart to show isolation or emotional distance
monologue
a speech for one person
duologue
a speech, usually a conversation, for two actors
tension
when the mood is anxious/strained on stage
rehearsal
when you practise your piece/play/script to hone and improve it
staging
the type of stage used
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, as well as any Live Theatre seen.
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.
Final performance of Component 2 to an external examiner.
Revision of the play '1984', performance techniques and design elements, differentiating between performer, director and designer.
Consideration of interpretation (understand the practices used in 21st century theatre-making; layered meanings and different possible interpretations; understanding of social, historical and cultural contexts and its impact on interpretation and meaning – e.g. an examination of the differences in interpretation between the 1949 novel and the 2014 play).
External exam Component 2 (20%)
characterisation
what a character is like physically, vocally, emotionally, visually
staging
the type of stage used
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, as well as responses to Live Theatre.
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.
Revision and Exam Practice
Ongoing exam practice prior to final GCSE C3 exam
Effect
Emotional impact.
evaluate
to consider what was successful about something
analyse
to look closely at, examine in detail
interpretation
how you see something, your personal view of it
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, as well as responses to Live Theatre.
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.