Achieving Excellence Beyond Belief
Sandy Upper School

Drama

Drama & Performing Arts Department Plan of Action (School closure)

Provisions Already in Place :

Year 10 – All students have been given a photocopy of the revision guide. ‘An Inspector Calls’ (set text) is being sent to reprographics to photocopy for each student. Photocopy all students a set of live theatre notes. All students have taken their exercise books home in their next lesson.
Year 11 – All acting students have already been asked to e-mail all coursework home/save onto a memory stick so they can continue to work on this at home at short notice if necessary.
Photocopy all students (dance and acting) a copy of live theatre notes ‘Macbeth’.

A LEVEL Drama
All students have been asked to ensure they bring in their folder to every lesson and take this home every night for the foreseeable future so they can work at home at short notice if necessary.
Year 12 – All students have been given a copy of ‘Equus’ (set text). All students have already been given a pack of monologues to chose from to begin preparing for Component 2.
Year 13 – All students have a copy of both set texts (Equus and Dr Faustus).

Performing Arts
Unit 14 – Scaffold for essay and research plan has already been created to support learners with the task for leaning aim A.
Unit 27 - Scaffold for essay and research plan has already been created to support learners with the task for leaning aim A. Students have begun working on solo performance at home.
Unit 19 – Photocopy a selection of monologues from ‘I Think We Are Alone’ for students to choose from.
Unit 5 – Deadlines for when final ideas need to be decided and development phase should begin. Practice written proposals to be completed and students to send ideas and research to keep track.

Year 7:

TASK:

• WW2 & Child Evacuees Research – students to each research on child evacuation during WW2 and what happened, why is was done and any interesting research they discover. Each student to produce the research in a format of their choosing – power point presentation, on a word document, collage of information/facts/pictures
• Child Evacuee monologue – Based on classwork already completed, think about how would a child feel the first night in their new home, away from their parents and friends. Write a monologue about how you would feel if you were that child. Add notes around your monologue about how, when and why you would change your voice and movement to reflect the emotions you are feeling
• Watch a new clip from ‘Goodnight Mister Tom’ – write a short review on how one of the actors uses their voice and physicality to help show their emotion of the situation. Examples and sentence starters to be provided.
• Post Easter work – Knowledge Organiser and Quiz on new topic of Comedy

Resources: Power points from previous lessons (to help recap), ‘Goodnight Mister Tom’ link and example reviews and sentence starters, Knowledge organiser and quiz sheets

Teacher Allocated: Mrs Marabese

Year 8:

TASK:

• Verbatim Theatre – continue exploring the idea of theatre based on real life events. Students to research an important or significant event, situation that has occurred in the UK in the last 2 years that would be relatable and interesting to a teenage audience. (For example – knife crime incident, gang related stories, mental health case studies of real teenagers)
• Students to provide a research/fact/summary page of their findings: What event/true story/case study did they find? What themes does it relate to? Why would it be suitable for a young audience to learn about? What message is it promoting? Who are the main characters? What would be the main parts of the story that would need to be told?
• Students to watch a video clip (provided on Edulink) from verbatim play ‘I love you mum…’ and get ideas of how a scene can be staged and written
• Students to write a draft script of a scene from their chosen story – use real names of characters, places and any real life interview or speech they have found as their dialogue. They should include ideas of Drama techniques within their scene – for example when they would include the use of still image, slow motion or thought tracking etc. Scene should include 4-5 characters and show a significant part off the story that helps the audience understand the message
• Post Easter work – Knowledge Organiser and revision on new topic of Masks

Resources: Video link for ‘I love you mum…’ clip, Knowledge organiser revision sheet and quiz sheets

Teacher Allocated: Mrs Marabese

KS4 Students to take exercise books home to complete any written work in.

Year 9:

TASK
• Component 2 Prep: Students being introduced to the requirements of the Component 2 exam. EME to place a copy of the power point with the information on Edulink to allow continuous reference.
• C2 – Each student to be provided with two monologues from ‘DNA’ by Dennis Kelly to start preparing a short performance. EME to set a series of layered and structured to task to build up to performance.
• C2 -Students to take on tasks such as researching the play ‘DNA’ and writing a summary of the plot. Research should then lead to character profiles for their character which should be (where possible) sent to Mrs Marabese. Monologues should then be studied and explored by each student and annotations, ideas, notes be formed about how the student would perform each monologue (voice and physicality movement)
• C2 – Students to learn the lines, block and stage their monologue and prepare them ready for performance standard. Students to also practice writing statement of intention for each monologue – guidance to be provided on Edulink
• Component 3 – should closure last a significant amount of time – students can start prepping for the written exam and research into set text ‘An Inspector Calls’, looking at themes, characters, plot and design ideas.

Resources: DNA Monologues (hard copies and if possible, electronic copies to be supplies on Edulink), student exercise books to complete work, research

Teacher Allocated: Mrs Marabese

Year 10:

TASKS:
• Component 1: Students can continue making improvements to Component 1 portfolio. Students to send to Mrs Quinn for further feedback.
• Component 2: Students can continue to prepare for Component 2 practical exam by ensuring the know their lines and/or have prepared their design
• Component 3: All students have already been provided with a revision guide for this Component. Revision for Section A (timeline of the play, designs for all production elements, research into context, practise questions). Students can prepare their 500 word live theatre notes at home for Section B. Section B practise questions.

Resources: Revision guide, a copy of ‘An Inspector Calls’, live theatre notes, students workbooks

Teacher allocated: Mrs Quinn

Year 11 Performing Arts:

TASKS:
• Students have already been asked to send all coursework home so that they can continue to work on this in the event of a closure.
• Component 1 – Improvements to ‘The Curious Incident of the Dog in the Night-Time’ section of coursework.
• Component 1- Students to complete ‘Macbeth’ section of coursework. All students to be provided with a copy of Mrs Quinn's notes for support
• Component 3 – Choreography / Devising at home. Acting students all to be asked to write a monologue which they could include in their exam piece.

Resources: Coursework, marked Component 1 coursework (to enable students to make improvements), ‘Macbeth’ notes.

Teacher Allocated: Mrs Quinn & Miss Mosedale

Year 12 Drama:

Students have already been reminded to take their folders every night in the event of a last minute closure.

TASKS:
• Component 2 – Select and begin preparing Component 2 monologue (learn lines, researching the play, prepare for first in-class performance, character profile etc)
• Component 3 – Live theatre practise questions. Begin study of ‘Equus’ (read the play, create a timeline of the play, research the playwright and context surrounding the play, designs of production elements).

Resources: Monologue pack, copy of ‘Equus’ – Students have already been given these in preparation for a closure.

Teacher allocated: Mrs Quinn

Year 13 Drama:

Students have already been reminded to take their folders every night in the event of a last minute closure.

TASKS:
• Component 1: Continue to make improvements to coursework
• Component 2: Continue to rehearse Component 2 monologue. Also go over lines for group performance piece.
• Component 3: Live theatre & Equus revision. Continue to prepare ‘Dr Faustus’ (timeline of the play, research of chosen practitioner, research of original performance conditions, powerpoint presentation detailing all aspects of students individual performance concept of the play).

Resources: Students have copies of both set texts (Equus and Dr Faustus), and a marked draft of their Component 1 coursework.

Teacher allocated: Mrs Quinn

Year 12 & 13 BTEC Performing Arts:

TASKS:
• Unit 1 preparation: Research social, cultural, historical and political contexts that have influenced practitioner 2, notes on live performance ‘I Think We Are Alone’.
• Unit 14: Finish learning aim A research and complete first draft of essay. Finish researching chosen contexts for choreography and begin creating choreography. Ensure logs are up to date – you should have at least 3 on the workshops you have participated in so far.
• Unit 27: Finish learning aim A research and complete first draft of essay. Working on solo musical theatre performance. Ensure logs are up to date – you should have at least two on the workshops you have participated in so far.
• Unit 19: Choose a monologue from the pack and begin preparing this (learn, block, character profile, research on the play etc.).
• Unit 5: Finalise individual performance ideas based on research – Mrs Marabese to provide students with outline of what research needs to have been undertaken. Students to draft a written proposal of their idea – should first send notes to be checked and then spend one hour writing it (1000 words). Students can then start the development of their performance. Mrs Marabese to provide a timeline for students to refer to.
Resources: All students have been told to take their folders home and save/send any files home that they may need to access. Pack on monologue to be prepared by Mrs Quinn Teacher Allocated: Mrs Quinn (Units 1, 14, 27 and 19), Mrs Marabese (Unit 5)

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