Year 8 Drama Scripted Week Objective Teaching Focus Content Addressed Resources 1. Recall prior knowledge on scripts Identify and discuss the key features of a script. Warm up Scripts: Students brain storm and make posters What do you know about scripts? Have you read a script before? Identify features on the boards: dialogue, stage directions etc. Activity: Script work Students to work in Give each student a copy of the script ‘The Note’ Students are to follow this process through the task: Read script out loud (characters are general neutral) Discuss characters (who are you?), setting (where are you?) and plot (what is happening?) Discuss dramatic action (what happens next?) Get up and rehearse scene (go through it at least 3 times) Add 15 lines of dialogue (and a third character if you are in a group of three) Re-rehearse Memorise script Add any deign elements (e.g. props, costumes, sound effects) Final rehearsal Perform Reflect on performance Performance: Preparation techniques for voice and movement for selected drama forms and styles. Mime techniques (creating objects using shape and weight) in drama. processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and action-audience relationships. Effective group work processes (problem-solving, listening skills) in drama. geography, blocking notation and the impact of thrust stages. Imaginary spaces created by stage components and properties, the elements of drama and audience. Design and technology to support dramatic meaning and create smooth transitions. Safe practices in drama (backstage management to ensure safe movement) Script interpretation of a scene or section through the elements of drama to highlight mood and reinforce selected themes. Extended improvisation-exploring community themes based on research and selected drama forms and styles. Approaches to characterisation (adapting archetypes) Levels and status in making drama. Responding A3 for brain storming Non –descriptive script. (The Note)
Students go into groups. Students begin planning and rehearsing Students are to use the script and keep it as their prompt copy, annotating all blocking and design choices. Scripted Drama task sheet. 4. Continue rehearsal process. Develop performances based around the process. Develop own when blocking out scenes Warm up: Vocal warm-up Improvisation warm up The rehearsal process: Students use this time to rehearse their scripted performance. Teacher will facilitate. Do a tableaux exercise to get students to block out scenes. Students have to create 5 tableaus which show the beginning, middle to end. Students should use levels and proximity to show situation, character and relationships. Students then incorporate movements Students then incorporate voice. 5. Analyse characters in scripted performance. Voice Movement Asking some of the Fundamental Questions. Who Where What When Why Continue rehearsal process. Character analysis & rehearsals Students will work on characterisation, focusing on: Character voice Movement Students will fill out their character analysis handout and document what they know. Students will walk around the room as their character analysing the way they move. Get students to think about the following: Fill out hand out How do they walk? How do they talk? What are they wearing? How do they feel? What are they doing? What do they want? Practical activity: Teacher calls out actions and situations. Students Walk like your character Your character is running late Your character has forgotten something Your character is upset Character analysis handout.