Year 8. Key Stage 3 Drama. Unit 1. How can I further develop my drama skills and processes through the story of Darkwood Manor? Drama Key Concepts and processes 1 Concepts 1 Dramatic competence and communication, 2 Critical understanding, 3 Cultural, ethnic and religious diversity, 4 Creativity. 2 Processes 1 Dramatic exploration and reflection, 2 Critical thinking around representations and interpretations, 3 Documenting evidence, 4 Developing relationships and working with others. Expectations At the end of this unit Most pupils will: Be able to create a character and shape a basic plot and play for performance using basic drama techniques. Some pupils will not have made so much progress and will: Be able to create a character with direction and be part of shaping a plot and play for performance. Some pupils will have progressed further and will: Be able to confidently create a character and a unique plot and play for performance using a creative application of several drama techniques. Homework Create a diary entry, video, newspaper article depicting one of the stories Draw clear suitcase/bag and the contents that reflect their character Storyboard or script one scene of your plot Cross Curricular Framework (CCF) 1 Cross Curricular Aspects PLTS 1 Independent enquirers, 2 Creative thinkers, 3 Reflective learners, 4 Team workers, 5 Self managers, 6 Effective participators. ECM 1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and 5 Participate. 2 Curriculum Dimensions 1 Identity and cultural diversity, 2 Community participation, 3 Healthy Lifestyles , 4 Enterprise 5 Global dimension, 6 Technology and media , 7 Creativity and critical thinking. Curriculum Opportunities and links (COL) English – Characters of media reporters and creation of newspaper articles Media – use of film clips to explore horror genre Media – Use of Flip camera’s Assessment – As part of their final assessment Students will be creating a full length role play of several scenes exploring the night in the manor Range and content and Assessment opportunities Q and A in lessons and H/W tasks End of term written assessment Resources Darkwood Manor poster Extract of ‘scary’ music Urban Myths Police reports from staff at the manor Train station Narration
APP RA,RB Students in role as characters and respond and question as part of the whole class drama. (G&T students to be given roles in advance.) Why might character need money. (Economic Wellbeing.) Lesson Three To investigate the story and develop characters from within the manor. DC 1,2,4. DP 1,2,3,4. APP DB,DE,EC. Lesson Four To recap and develop individual characters and personal response to the stimulus. DC 1,2,3,4. DP 1,2,3,4. APP RD, DB,DC In groups of 3, hot seat one of the main characters to try and discover more about the story and situation. As a whole class, spotlight a few examples to develop improvisation skills. In the same groups, create a scene that shows one of the stories they have heard. Spotlight and evaluate. WWW, EBI HW – Create a entry, video, newspaper article depicting one of the stories. Individual class freezes and thought-tap as character. Character walk around exercise. Whole class images within the community e.g. local pub, shopping street, doctors, train station. In small groups, create a scene that takes place somewhere in the To develop dramatic skills in instant improvisation, mantle of the expert and multi-rolling. Developing creative enquiry skills through the technique of and role-play. To deepen and experiment with developed characters through physicality and vocality. To continue to develop the skills of team work, listening and cooperating. PLTS 1, 2, 3, 4, 6 ECM 4,5 WCD 7, 6 COL English PLTS 1,2,3,4,6 ECM 4,5 WCD 7 COL English, Art.
community. They need to communicate the Darkwood Manor proposal and their opinions of it. What are their fears? What are they excited about and what are they going to take with them? Include at least two drama techniques. (Thought-tap some responses.) Spotlight and evaluate H/W Draw a suitcase/bag and the contents that reflects personal character. What would they take to the manor and why? Lesson Five To develop the narrative through the creation of the journey to Darkwood Manor. DC 1,2,4. DP 1,2,4. APP RC, DB, DE. Communicate the of the journey to class. Groups to create three images of arriving at the station, the journey and getting off the train. Layer the images with sounds/thought-taps/gesture. In groups, create the physical journey ending in a freeze outside of the manor to highlight reactions. Spotlight and evaluate. To pupils to experiment with the movement of their bodies creatively and imaginatively, using exploration to develop competence PLTS 1,2,4,5,6 ECM 4,5 WCD 7 COL English Lesson Six To explore through the use of media how horror, tension and atmosphere is built DC 1,2,4. DP 1,2,3,4. Explore the horror clips and fill in evaluation to look at how tension and fear is built. Whole class feedback. Discussion about how we can create these effects as an actor in the space and technology/set/costume. PLTS 1,2,4,5,6 ECM 4,5 WCD 6,7 COL Media, English, Music.
APP DD, EB. Create a Soundscape to reflect what inside the haunted house could sound like. Lesson Seven To develop a structured scene that explores the entrance to the manor To think about an audiences first impressions on a character DC 1,2,3,4. DP 1,2,3,4. APP EB, EC, Lesson Eight Create freeze frame to show reaction of characters on seeing the manor. Spontaneously improvise first 20 seconds of entering the manor to atmospheric music. Spotlight examples and evaluate impact on audience. Create a that explores what happens as soon as they arrive into the manor. Is anyone there? How are they feeling? What can they see, hear and smell. Must include at least 4 techniques. Spotlight and evaluate. WWW, EBI To allow pupils to experiment with freeze frame To work on the skills of focus, team work and cooperation To students to watch and evaluate the work of others in order to understand how to make it look visually effective. PLTS 1,2,4,5,6 ECM 4,5 WCD 7 COL & English To begin devising the final assessment including several scenes exploring the night in the manor. DC 1,2,4. DP 1,2,3,4. APP DA,DB In assessment groups create a floor plan of the manor and draw on sugar paper. Think about what rooms might be in the house. Flip and evaluate. Groups to brainstorm five key moments that will happen in their play. The aim is to build tension. How are you going to mark these moments? To continue to develop the skills of team-work, cooperation and listening to each other. To pupils to explore using a range of techniques using exploration to develop competence. To develop the use of the drama techniques of soundscape and marking the moment. PLTS 1, 2,4,6 ECM 4,5 WCD 7,6 COL, Art, Media.
Lesson Nine To continue to devise the final assessment including several scenes exploring the night in the manor DC 1,2,4. DP 1,2,4. APP EB,DE. Lesson Ten To continue devising the final assessment including several scenes exploring the night in the manor DC 1,2,4. DP 1,2,3,4. APP RB,RC. Lesson Eleven/Twelve/Thirteen To continue devising the final assessment including several scenes exploring the night in the manor H/W Storyboard or script one scene of your plot. This could be created online/script recorded as audio. Groups to key moments to life using different techniques for each one. Spotlight and evaluate. Begin to develop your scenes. Develop scenes independently as a group. Recap scenes so far and develop further. Spotlight and give feedback. Groups can use flips to improve scenes during process. Rehearsal and assessment of process. Final rehearsal and performance of assessment pieces. Flip recorded To develop the use of the drama techniques of marking the moment To reflect on work and improve through peer assessment. To continue to develop the skills of team-work, cooperation and listening to each other. To allow pupils to explore using a range of techniques using exploration to develop competence To continue to develop the skills of team-work, cooperation and listening to each other. PLTS 1,2,4,5,6 ECM 4,5 WCD 7 COL English PLTS 1,2,4,5,6 ECM 4,5 WCD 7,6 COL Media, English PLTS 1,2,4,5,6 ECM 4,5 WCD 7 COL Media, English.