Drama

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    • Mrs R Humphrey, Head of Drama

    Mrs Humphrey has been teaching English and Drama for 11 years in both state and independent schools, and joined St. Francis’ in 2023. She gained her degree in Theatre and Performance from the University of Leeds and her PGCE (English & Drama) from UCL. Her passion lies in creating large-scale productions to instil confidence, commitment, and enthusiasm in her students. Outside of teaching she enjoys all elements of Theatre Culture, as well as caring for her two daughters and rescue dog, Puddles.

    Drama

    Subject Overview

    Our mission within the Drama department is to create and nurture confident, enthusiastic and resilient young performers. Through a diverse curriculum and a wide range of performance opportunities, we strive for excellence in performance and performance theory, as well as a cultural appreciation of the importance of Theatre.

    Programme of Study

    Key Stage 3:
    Year 7

    • Alice in Wonderland – Exploring Physical Theatre
    • The Terrible Fate of Humpty Dumpty – Exploring the theme of bullying through the play script and improvisation
    • The Little Mermaid – Exploring Musical Theatre
    • A Midsummer Night’s Dream – An introduction to Shakespeare
    • Devising Drama – Using a stimulus to create and develop our own performances
    • Year 7 Show – An opportunity to take part in a short production.

    Year 8

    • Frantic Assembly – An exploration of contemporary Physical Theatre
    • Pantomime – An exploration of the rich history and style of Pantomime performances
    • Greek Theatre – The history and origins of Theatre
    • Macbeth – An exploration of this classic Shakespeare text
    • Devised Project – Students build on the skills developed throughout Year 7 and 8 in order to produce their own piece of performance work for an audience.

    Year 9

    • Hamilton – Students study key performance skills as well as elements of Theatre Design through an exploration of the musical Hamilton.
    • Social Media – Students explore the benefits and drawbacks of social media through a range of improvisations and scenarios.
    • DNA – Students study this poignant and contemporary text written by Dennis Kelly
    • Boys will be Boys – Students explore gender stereotypes through the medium of Drama.
    • GCSE-style devised project. An opportunity to act or design in a devised performance.

    Throughout Key Stage 3 students attend Theatre Visits, participate in ISI competitions (Musical Theatre and Shakespeare) as well as having the opportunity to participate on or backstage in our whole-school production.

    Key Stage 4:

    GCSE Drama
    Examination Board: Eduqas

    The GCSE Drama syllabus is exciting and new. It is a challenging and stimulating course which explores innovative performance styles and techniques. Pupils will study a range of set texts and the craft of the playwright and have the opportunity to stage their work. There will be a number of visits to see live performances and students are taught skills in analysing theatre. The qualification is designed to enable students to as well as to develop their performance and analytical skills.

    The aims of this qualification are to enable students to develop:

    • Acquire a knowledge and understanding of the language of Drama and Theatre.
    • Enable students to as well as to develop their performance and analytical skills.
    • Provide a wide range of opportunities for students to understand and appreciate the rich culture of the Theatre.

    Course Content

    Component 1: Devising

    Non-examination assessment
    40% of the qualification

    • Learners will be assessed on either acting or design.
    • Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by Eduqas.

    Learners must produce:

    • a realisation of their piece of devised theatre
    • a portfolio of supporting evidence
    • an evaluation of the final performance or design.
    Component 2: Performance from Text

    Non-examination assessment
    20% of the qualification

    • Learners will be assessed on either acting or design.
    • Learners study two extracts from the same performance text chosen by the centre.
    • Learners participate in one performance using sections of text from both extracts.
    Component 3: Theatre Makers in Practice

    Written examination: 1 Hour 30 Minutes
    40% Of the qualification.

    • A study of a set text – Find Me by Olwen Wymark.
    • A question based on a performance of Live Theatre, visited during the Autumn term of Year 11.

     

    Extra-curricular

    At Key Stage 4, students are provided with the opportunity to participate in Theatre Visits, ISI Competitions, performances and concerts.

    A Level Drama
    Examination Board:

    The WJEC Eduqas A level in Drama and Theatre is an exciting and inspiring course which prepares learners for further study in Higher Education. This highly practical specification provides learners with the opportunity to work as either performers and/or designers on three different performances.

    The aims of this qualification are to enable students to develop:

    • Develop and apply an informed, analytical framework for making, performing, interpreting and understanding drama and theatre
    • Understand the place of relevant theoretical research in informing the processes and practices involved in creating theatre and the place of practical exploration in informing theoretical knowledge of drama and theatre
    • Develop an understanding and appreciation of how the social, cultural and historical contexts of performance texts have influenced the development of drama and theatre
    • Understand the practices used in twenty-first century theatre making
    • Experience a range of opportunities to create theatre, both published text-based and devised work
    • Participate as a theatre maker and as an audience member in live theatre.

    Course Content

    Component 1: Devising

    Non-examination assessment
    40% of the qualification

    • Learners will be assessed on either acting or design.
    • Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by Eduqas.

    Learners must produce:

    • a realisation of their piece of devised theatre
    • a portfolio of supporting evidence
    • an evaluation of the final performance or design.
    2.Component 2: Text in Action (40%)
    • Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by Eduqas:
      1. A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (a different practitioner or company to that chosen for Component 1)
      2. An extract from a text in a different style chosen by the learner.
    • Learners produce a process and evaluation report within one week of completion of the practical work.
    3.Component 3: Text in Performance (40%)
    • Section A&B – Open Book: Two questions, based on two different texts, one written pre-1956 (Hedda Gabler) and one written post-1956 (Love and Information).
    • Section C – Closed Book: A question based on a printed extract from the third text studied (The Curious Incident of the Dog in the Night-time).
    Extra-curricular

    A-Level students play an instrumental role in the success of the Drama department, participating in productions, visiting the Theatre, attending industry talks and supporting younger students.

    Open Events

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