Chinese International School

Course Outline 2013-2014 Department: Drama Year Year Year Year Year Year Year 07 08 09 10 11 12 13

UNIT ONE Year 7 Drama: MACHINES: The New Age - exploring man the creator through movement and imagination. Using the workings of household machines, students become aware of the creative possibilities in their home environment. Focus: Ways the body can be used as a tool for communication. An introduction to the Elements of Drama and Theatrical Techniques. Area of Interaction: Environments, Approaches to Learning Interdisciplinary links: Visual Arts, Design & Technology & History Guiding Question: In what ways can the body be used as a tool for communication? Aims: Demonstrate the kinaesthetic ability (autonomously and collaboratively) to create informed improvisatory scenes which utilise Non-Naturalistic Theatrical techniques to manipulate the Elements of Drama specified in Criterion A. Demonstrate the written ability (descriptions, annotations, drawings and discussions) to communicate how applying the non naturalistic techniques to the elements of drama, content can be created within the form of a linear narrative. Demonstrate the ability to perform using the required Elements of Drama and Non-Naturalistic techniques of Theatre. To understand the need for historical research in order to understand plot and character in performance. To be able to develop appropriate practical skills such as use of language, physical movement and the use of simple costume to create a character on stage. To be able to create a plot time line as the road map for a character being creating on stage. Learning Activities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Movement and its relationship with Space. Creating Soundscapes using Vocalisation, Movement, Space and Sound to create improvisation. Non-naturalistic Theatrical Techniques to manipulate the Dramatic Elements; Space, Movement and Vocalisation. Simple scenarios that use Non-naturalistic Theatrical Techniques to manipulate the Dramatic Elements; Space, Movement and Vocalisation and begin to introduce narrative. Differentiated learning tasks such as autonomous work, pair work, working in groups of fours, working in groups of eight, working in half class groups, working as a whole class. Students create and perform as part of an ensemble Students manipulate the elements of drama, by using the non-naturalistic technique Students create a narrative with a clear introduction, complication and conclusion. In ensembles, students evaluate and reflect on feedback (Formative and Peer Assessment) received post Criterion B1 performance (evidenced in DW). In ensembles students use reflection and evaluation to develop their synthesize skills and decide on the best Informed Improvisatory Combinations (see Criterion B1) as the basis for a good narrative. 1. Beginning (turning on the machine) 2. Series of events (machine in running order) 3. Complication (malfunction of machine) 4. Conclusion/ Resolution (machine turns off) In ensembles students: 1. create links (using non-naturalistic techniques) to thread together informed improvisatory combinations, 2. rehearse and polish their narrative for formal performance

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ASSESSMENT: Students will be assessed in the following ways: Criterion A Knowledge and Understanding In groups of between 6-8 invent a new machine that will make everyday life a lot easier for humans. In role as a member of the company who have invented the machine (list of roles provided) give a one minute, exciting pitch telling the investors (teachers in role) how the newly invented machine works, why it is so special and why they should give you a million dollars to develop the new machine. Criterion B Application Create a machine that will make everyday life easier for humans, that utilizes the movement, improvisation and group work skills developed in this unit. Criterion C Reflection and Evaluation Show the reflection & evaluation of your work in your DW with the following entries: Draw sketches of and/or collect photos of some of the improvisations you have worked on. After each lesson reflect critically on your own artistic development and processes at different stages of your work. Show evidence of learning specified dramatic elements and non-naturalistic theatrical techniques. Demonstrate the ability to use guiding questions to evoke written reflections which describe, analyse, annotate, interpret and evaluate the learning outcomes outlined in Criteria A and B objectives. Also include any other notes, charts, research, drawings you have collected during the unit arranged with headings. State how they have helped you develop your understanding of the elements of Drama and non-naturalistic techniques. Criterion D Personal Engagement This is shown through your individual effort each lesson. You need to have a high level of curiosity, concentration, creativity and collaboration. You need to demonstrate commitment and self-motivation to challenge yourself and an attitude which allows you to engage with the artistic processes and forms being studied. UNIT TWO Year 7 Drama: Greek Theatre The Greeks - the beginnings of Western Theatre. Through the study of Greek Theatre the students will develop they need to work as part of an Ensemble while gaining an understanding of the origins of Western Theatre and in particular the elements of Greek Theatre. Students will be introduced to Ritual as a means of expressing beliefs, histories, and culture, as well as the roots of Western Theatre. Using Homers Odyssey students will explore the role of a chorus, elements of Greek Theatre, and development of their own interpretations of the story. Focus: The origins of Western Theatre - the social and historical foundations. An introduction to working as an Ensemble. Area of Interaction: Community and Service, Approaches to Learning - Students will explore the ways in which communities, through time, express ideas, culture, beliefs and values. Interdisciplinary links: Visual Arts, History

Guiding Question: In what ways do individuals and communities express their ideas, culture, beliefs and values, and history? Aims: To gain an initial understanding of the origins of World Theatre and specifically how the Greek myths form the basis of much of Western Theatre To gain a basic understanding of comedy and tragedy and to appreciate the skill of the first playwrights To gain an understanding of elements of Greek Theatre and to use theatrical techniques to create their own piece of work based on these elements To gain a basic technical theatre knowledge (i.e. masks, amphitheatre) To consolidate and further develop students ability to work co-operatively in various group settings. Learning Activities: 1. Students explore ritual and its use - creating their own rituals based on a god they have created. Focus on synchronized movement. 2. Students brainstorm what they already know about the Greeks and Greek Theatre, and question why we study this particular unit in Drama. 3. Students are made aware of the Greek Gods and how they dominated the way in which the Greeks lived their day-to-day lives. 4. Formative Assessment: 5. Students get an introduction to the elements, and history of Greek Theatre. 6. Define and identify the basic theatrical elements of tragedies and comedies for the students. 7. Students visit an interactive BBC website that explores Greek Theatre. 8. Exploration into Greek amphitheatres is done, and students complete an investigation of the traditional Greek theatre space. 9. Introduction to the 4 elements: earth, air, water and fire. Students focus on using their bodies to create these. 10. Students use a poem about one of the elements and related god to work on choral speaking. 11. Formative Assessment: create their own Greek-theatre style performance based on an everyday scenario. 12. Students are able to make their own Greek mask: tragic or comic. 13. Introduction of Homers Odyssey. Students watch a video summary of the story and are provided with a breakdown of the story. 14. In groups students create their own their own interpretations of the story by exploring the role of a chorus, elements of Greek Theatre, and how they can apply these, and theatrical techniques to create their piece. ASSESSMENT: Students will be assessed in the following ways: Criterion A Knowledge and Understanding Students will describe how the techniques of Greek Theatre are used to manipulate the elements of drama (space, movement, vocalisation, symbolism, etc.) in their extract of The Odyssey. Through their description they will need to demonstrate an understanding of how the techniques of Greek Theatre are used to entertain and engage audiences. They will use illustrations/photographs/sketches to support their descriptions. They will also create a mask (worn in performance) for the characters and chorus members. Criterion B Application Students are required to develop and perform their own version of an excerpt of Homers The Odyssey in their ensemble groups.

Students are to use the elements of drama with the techniques of Greek Theatre: Chorus, Exaggeration, Slow Motion, Protagonist, Antagonist, Amphitheatre, Stage Space and Still Image. Criterion C Reflection and Evaluation Show the reflection & evaluation of your work in your DW with the following entries: Draw sketches of and/or collect photos of some of the improvisations you have worked on. After each lesson reflect critically on your own artistic development and processes at different stages of your work. Show evidence of learning specified dramatic elements related to ritual and Greek Theatre and theatrical techniques. Demonstrate the ability to use guiding questions to evoke written reflections which describe, analyse, annotate, interpret and evaluate the learning outcomes outlined in Criteria A and B objectives. Also include any other notes, charts, research, drawings you have collected during the unit arranged with headings. State how they have helped you develop your understanding of the elements of Ritual, Greek Theatre and different theatrical techniques. Criterion D Personal Engagement This is shown through your individual effort each lesson. You need to have a high level of curiosity, concentration, creativity and collaboration. You need to demonstrate commitment and self-motivation to challenge yourself and an attitude which allows you to engage with the artistic processes and forms being studied.