performing arts year 7 drama workbook name tutor group ... · elements of drama – spoken...

1

Performing Arts Year 7 Drama Workbook

Name

...........................................

Tutor Group

........................................... Teaching Group

...........................................

2

Contents 3 Drama Progression Levels

5 English Speaking and Listening Key Processes and Personal Learning and Thinking Skills

6 Drama Schemes of Work

7 Peer Assessment Sheets

11 Terminology

13 Bullying Diary

14 Bullying Self-Evaluation

16 Circus Diary

17 Circus Characters

18 Circus Sound

19 Circus Lighting

20 Circus Peer Assessment

21 Circus Self Assessment

24 Character Self-Evaluation

26 Storytelling Key Moments

27 Storytelling Diary

28 Storytelling Sound Collage

29 Storytelling Peer assessment

30 Storytelling Self-Evaluation

32 Tinsel Truths Your Daydream

33 Tinsel Truths Reactions

34 Tinsel Truths Storyline

35 Tinsel Truths Self-Evaluation

36 Text Responding to a Script

37 Text Diary

38 Text Self-Evaluation

Assessment In Drama there are assessments during each half term, each one is based upon one of the following; devising (Making), performing, evaluating and these include teacher assessment, self assessment and peer assessment. These assessments are based upon the level descriptors below and are scored out of 60 (20 for each of the three strands; devising, performing, evaluating.) These will happen at the end of a scheme of work and in lesson time. Where needed students may be required to complete practical assessments at break/lunch time due to time constraints. Students need to be made aware of this.

3

responding to, researching and experimenting with stimulus material – the content and context

explore familiar themes and characters, e.g. responding to teacher in role to explore characters from stories and themes

respond to a variety of stimulus material including scripts of plays, artefacts, objects and images

work with others in researching the context of the drama (e.g. a concept or an event in history)

explore and research factual contexts for drama (e.g. conservation, the law) and record and share findings, and discuss possible ideas for the drama

working supportively and creatively with others

plan an imaginative play area with others suggest how to present ideas in drama through experimenting with others

try different ways of exploring characters and narrative, responding to the techniques used by the teacher

develop each other’s ideas when devising work based on scenes from novels, poems, or plays

structuring and notating plays and performances

practise and develop ideas for acting out stories

structure simple scenes independently, making use of dialogue and improvising their own

record ideas for devised drama, considering appropriate starting points, key moments and endings

devise simple scripts through improvisation, understanding the use of stage directions and drama conventions

making dramatic action through experimenting with and shaping the elements of drama – spoken language, space, sound, gesture, text etc.

use simple props and resources in creating drama

select and use props and resources to represent particular meanings

experiment with simple technical resources when creating drama – sound, light, costume

experiment with the elements of drama when developing work and be able to give and receive direction

working supportively with others in performance

take part in small group and whole-class dramas

work sensitively with others in role in small group and whole-class dramas

support others when participating in drama for a formal audience (e.g. school assembly)

co-operate and work supportively with others in a performance for a public audience

interpreting narrative and portraying character in performance

adopt a role and be able to answer questions in role

use language which is appropriate to the role

maintain role throughout the scene that is being shared or performed

communicate character through the use of words, movement and gesture

manipulating the different signs through which drama communicates meaning

use space, sound and movement which is appropriate for the drama

use space, sound and movement to communicate specific meaning

begin to be able to sustain mood and atmosphere effectively in performances

show understanding of theatrical effects, e.g. in creating tension – sound, silence, stillness

realising a range of genres, styles and forms including new forms for different purposes and addressing different audiences

present their own stories using more than one form of drama – puppets, using a narrator, etc.

contribute to a range of performances using different forms such as puppet and shadow theatre, tableau, dance/drama etc.

engage confidently in a range of dramatic techniques structured by the teacher – forum drama, hot-seating, thought tracking etc.

perform drama that demonstrates understanding of the text (stimulus material) used, and begin to understand that form conveys content

using the language and vocabulary of theatre when talking about plays and analysing plots and performances

use simple drama terms when talking about drama in which they have taken part or that they have seen

express what they liked about a performance, e.g. explaining why they liked a particular character or scene

using simple drama terms, discuss the effectiveness of the drama, e.g. the performance of a play by a well-known playwright

using a basic drama vocabulary, write a response to a drama performance

using specific criteria to reflect on and evaluate their own and others’ performances, and using these responses to adapt and improve work

express and describe their feelings in response to the drama (e.g. after the performance of a visiting theatre group)

reflect on their responses to their own drama, saying what they wanted to achieve and how it might be improved

comment sensitively on how intended effects have been achieved and suggest ways that their own and others’ work could be improved

be prepared to accept the comments and ideas of others following a performance and use this to develop their work

understanding the content explored in the drama and identifying the relationship between it and the form used

recognise key moments in the drama and be able to say why they used a particular voice or movement in interpreting character

suggest alternative forms of action from those shown in the drama

in groups, reflect on the issues or themes that are being explored through the drama

connect the drama with other ways that the issue, theme or story could be explored in other art forms

making connections between different styles, traditions and genres, including live and recorded drama, and understanding the cultural/historical context of the drama

talk about dramas that they have seen, including TV drama, and make simple connections with situations in their own lives

recognise that there are different types of drama and make connections between some of them

recognise and identify different genres in drama such as soap, documentary and pantomime

recognise particular forms of cultural expression in drama such as carnival, ritual, street theatre, etc.

STRANDS LEVEL 3

LEVEL 1

LEVEL 2

LEVEL 4

CR

EATI

NG

PE

RFO

RM

ING

R

ESPO

ND

ING

Progression chart: Tracking skills, knowledge and understanding in drama

4

in response to a range of stimulus material including scripts of plays, plan drama, record and notate ideas which demonstrate imagination

in response to a wide range of texts, experiment with original and different ways that feelings and responses can be presented in drama

collaborate, modify and adapt ideas as a result of reflection, research and experiment, and show understanding of the rehearsal process

research/record in working notebook the psychology and context of the characters and experiment with how these can be realised/visualised in performance

demonstrate in working notebook thoroughness of research, knowledge and development of ideas with others and appropriateness of decisions taken

work co-operatively and sensitively with others in a group in creating drama

challenge the ideas of others sensitively; contribute appropriate ideas and extend those of others

initiate and respond to ideas and participate in the organisation and direction of drama for a specific purpose and audience

solve problems in the devising process by offering solutions which demonstrate awareness of the skills of the group

be flexible enough to work in a variety of groups, showing sensitivity, commitment and initiative in achieving targets

explore issues and themes and write plays using the conventions of script writing

as part of a group, make an effective contribution to the writing of an imaginative short script

interpret, shape and structure in imaginative ways, using a range of forms and styles

explore and use a range of genres, forms and styles in shaping and recording their ideas for producing devised work

be prepared to take risks and interpret, shape, structure and record drama in consistently imaginative and effective ways

consider how images create meaning and experiment with objects, physical imagery, gesture and space

work in a variety of small groups, showing understanding of how dramatic signs and symbols can be used to communicate meaning

be able to work in the abstract and employ different concepts through the use of language, space, sound, gesture, text and form

independently make use of different techniques, skills, concepts and conventions when devising, interpreting and directing plays

organise the drama effectively, being selective and demonstrating a high level of understanding and purpose in the use of dramatic form

work sensitively and supportively with others in a range of presentations and performances

contribute to the performance of a unified piece of work showing commitment to ‘role’ or character

work responsibly and sensitively with others, maintain roles/responsibilities in a short independently devised piece for another class

work effectively with others with increasing independence in performing plays for different purposes and audiences

participate effectively as part of an ensemble in a variety of plays produced independently, reproducing the performance with good control and an ability to think on feet when needed

using a range of skills participate in short extracts from plays including a play by Shakespeare

communicate convincing character through the effective use of spoken (signed) words, movement and gesture in a short scripted play by a professional playwright

participate effectively in a full length play, showing clear and imaginative interpretations of character, situation and narrative

show insight into the narrative and the motivation and behaviour of characters through the effective use of a range of drama skills, techniques and concepts

demonstrate excellent understanding of dramatic effect so that the audience is engaged throughout the performance

show awareness of audience using the space in original ways to communicate the intended meaning

apply different ideas to communicate mood and atmosphere in devised or scripted drama performances

use a range of technical and other sound resources to enhance performances

use a range of techniques, skills and conventions and apply dramatic concepts to communicate meaning in appropriate ways, with insight

use the expressive potential of the elements of drama in communicating meaning of a range of texts

show basic understanding of the relationship between content and form

communicate the intentions of the playwright through effective use and thinking, e.g. of timing, space and language

perform drama which demonstrates understanding of the relationship between form and content

perform drama which shows sound understanding of the way form can be used in original ways

perform drama which demonstrates insight, originality and inspiration in interpretation to the audience

recognise and use a range of theatre terms and connect these with drama they see, or in which they take part, in and out of school

talk about the ways in which the drama did or did not engage the feelings of those watching

analyse how plots and characters are portrayed in different dramas using appropriate terminology

use the language and conventions of theatre criticism when evaluating professional and amateur productions seen

write insightfully about productions as a whole, showing recognition and appreciation of the different forms, genres, styles and cultural traditions that they see

when creating and performing, reflect on their own and each other’s drama work providing constructive responses and ideas for improving it

during the devising process, reflect on work and use responses to develop it further

identify and analyse how effects were achieved, saying how they were intended and whether they were successful

in regular written evaluations, write clearly about their own contribution to the drama, using appropriate language and identifying why and how it could be improved

use criteria (agreed by the group and in line with requirements) to evaluate their contribution to a group performance, including the whole rehearsal process

reflect on different ways that the same content can be portrayed

reflect on whether the effects used were pertinent for the content of the drama

consider how a drama about a particular theme or issue could be adapted for a different audience

critically evaluate how the organisation and structure of plays contribute to dramatic effect

discuss and, as a theatre critic, evaluate whether the play in performance was appropriate for the content

make connections between their drama and that of a wider dramatic culture, including TV drama

explain the characteristics of different types of drama

talk about and explain preferences in drama, making connections with different forms and cultural traditions

recognise the work of a range of playwrights and theatre artists

talk about a wide range of theatre, showing good supporting knowledge

LEVEL 5 LEVEL 8

LEVEL 6

LEVEL 7

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• Clarity and Style • Structure • Vocabulary and Grammar • Techniques • Listening and Analysis • Understanding • Response and Questioning • Group Skills • Research • Dramatic Approaches • Dramatic Techniques • Dramatic Moments

English Speaking and Listening Key

Processes

Independent Enquiries

• Identity • Research • Explore • Analyse and Evaluate • Consider • Support Conclusions

Reflective Learners

• Assess • Set Goals • Review Progress • Feedback • Evaluate • Communicate Learning

Self-Managers

• Responsibility • Work towards Goals • Organise • Assess Risks • Deal with Pressures • Respond Positively • Manage Emotions

Creative Thinkers

• Generate Ideas • Ask Questions • Connect Ideas • Question Assumptions • Alternatives • Adapt Ideas

Team Workers

• Collaborate • Reach Agreements • Adapt Behaviour • Fair and Considerate • Take Responsibility • Constructive Support

Effective Participators

• Discuss • Present • Propose ways forward • Identify Improvements • Influence Others • Advocate

Personal Learning and Thinking Skills

6

N.B. Years 10 & 11 will be continually assessed throughout the year. Years 7, 8 & 9 will be assessed at the end of each half term.

Term 1A Term 1B Term 2A Term 2B Term 3A Term 3B

7 Scheme – Bullying

Scheme – Circus

Scheme – Character

Scheme – Story Telling

Scheme – Tinsel Truths

Scheme – Text

8 Scheme – Slapstick

Scheme – Pantomime

Scheme – Peer Pressure

Scheme – Shoplifting

Scheme – Script

Scheme – Battle Cries

9 Scheme – Commedia

Schemes – Departure

Scheme – Secret Annex

Scheme – Shakespeare

Scheme – Pop Culture

Scheme – Performance

10

Unit 1 – Scheme – History of Theatre

Unit 1 – Scheme – History of Theatre (Practitioners)

Unit 2 – Scheme – History of Theatre (Texts)

Unit 2 – Scheme – Set Text Mock Examination

Unit 1 – Scheme – WWII / Fame Practical assessment

Unit 1 – Scheme – WWII / Fame Portfolio Unit 1 deadline

11

Unit 2 – Scheme – Set Text Practical assessment

Unit 2 – Scheme – Set Text Portfolio Unit 2 deadline

Exam Preparation Practical Examination



7

Peer evaluation sheet

Group Number Name

Works well in the group

and supports others

Low 1-5 High

Created an interesting character

Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20

8


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20

9


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20

10


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20


Group Number Name


and supports others

Low 1-5 High


Low 1-5 High

Used space well

Low 1-5 High

Teacher specified

assessment area

Low 1-5 High

Total

/20

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Terminology

Bullying

• addressing the audience / aside

....................................................................

• duologue

....................................................................

• still image / freeze frame / statue / tableaux

....................................................................

• hot seating / interview

....................................................................

• improvisation

....................................................................

• marking the moment

....................................................................

• mime

....................................................................

• performance

....................................................................

• proxemics / space

....................................................................

• rehearsal

....................................................................

• self-evaluation

....................................................................

• thoughts aloud

....................................................................

• thought-tracking

....................................................................

• assessment

....................................................................

Circus

• circus

....................................................................

• mime

....................................................................

Character

• body language

....................................................................

• facial expression

....................................................................

• still image

• hot seating

• mime

• motivation

....................................................................

• objective

....................................................................

• performance

• rehearsal

• role-on-the-wall

....................................................................

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• script / text

• ....................................................................

• self-evaluation

• stereotype

....................................................................

Storytelling

• improvisation

• narrator / story telling

....................................................................

• performance

• rehearsal

• rhythm / pace / tempo

....................................................................

• sound collage

....................................................................

• still image

• stimulus

....................................................................

• thoughts aloud / thought tracking

....................................................................

Tinsel Truths

• duologue

....................................................................

• still image

• genre

..............................................................

• hot seating

• improvisation

• objective

• role play / acting

..............................................................

• self-evaluation

• storyline / plot / content

..............................................................

• trailer

..............................................................

Text

• blocking

....................................................................

• body language

• facial expression

• performance

• prepared improvisation

....................................................................

• proxemics

• rehearsal

• still image

• text

13

Diary Name: ........................................................................................... Date: ................ Class: .........

Definitions

Explain what the following drama terms refer to:

• Freeze frame .......................................................................................................................

• Theatre ................................................................................................................................

• Drama ..................................................................................................................................

• Play ......................................................................................................................................

Reflecting on your work

What did you do in your drama lesson?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

What did you learn?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

What did you enjoy the most? Why?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

What could you do to improve your work?

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

14

Year 7: Bullying: Self-evaluation Name: ........................................................................................... Class: ..................................

Evaluate your work in the following areas:

Developing an understanding of the techniques

Which techniques have you learnt in this project? How did you show your understanding of

them?

Creating a character from written stimuli

Did you create a character in this project? What was the character’s name? How old were they?

Describe your character below.

Portraying the character and performing your role successfully

How did you portray your character? How well did you perform the role? Did you sustain your

role during the performance?

Evaluating your work and that of others

Did you reflect on your own work? Did you offer suggestions for the work of other people in your

class?

15

Project evaluation

Complete the following sentences:

• The hardest part of the work was ........................................................................................

• The easiest part of the work was .........................................................................................

Which part of the work did you enjoy most? Give your reasons.

....................................................................................................................................................

Targets

Write the areas or skills in which you have done well below.

....................................................................................................................................................

....................................................................................................................................................

Now think of two targets for improving your work and write them below.

....................................................................................................................................................

....................................................................................................................................................

16

Diary

Subject area

What did you study in your drama lesson?

....................................................................................................................................................

What was the purpose of the work?

....................................................................................................................................................

What have you learnt?

....................................................................................................................................................

Evaluation

What were the best parts of the lesson? Give your reasons.

....................................................................................................................................................

....................................................................................................................................................

What parts of your work could you improve? How?

....................................................................................................................................................

....................................................................................................................................................

Did you work well in the group? How could you improve?

....................................................................................................................................................

....................................................................................................................................................

Notes

17

Characters Characters in your group’s circus:

Name of your character: .............................................................................................................

Note key words about your character’s personality in the box below.

Job title of your character: ..........................................................................................................

Does your character like their job? Explain why.

How does your character feel about the audience?

Notes

18

Sound

Go through your piece and list the sound (FX) cues. Suggest the sound/music you intend to use

in the table below.

Cue number Sound/music to be used

FX

FX

FX

FX

FX

FX

FX

FX

FX

FX

FX

FX

FX

FX

19

Lighting

Go through your piece and list the lighting (LX) cues. Describe the effect you intend to create in

the table below.

Cue number Description of cue

LX

LX

LX

LX

LX

LX

LX

LX

LX

LX

LX

LX

LX

LX

20

Circus peer assessment

Names of performers ..................................................................................................................

....................................................................................................................................................

Skills

Consider the following skills, and for each one, provide comments. Identify individuals and

examples for your comments.

Skill Comment

Mime: Performing a piece of drama using

mime. Consider:

• Facial expression

• Body language

When was mime used? How effective was it?

Character: Were the characters appropriate

for the circus? Which techniques were used to

create the characters?

Audience interaction: Was there any

interaction with the audience? Was it

effective? Which techniques were used?

Suggestions for improvement

Identify three ways in which the work could be improved:

1 ..................................................................................................................................................

2 ..................................................................................................................................................

3 ..................................................................................................................................................

Evaluation statement

What impression do you have of the work overall? Give your reasons.

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

21

Year 7: Circus: Self-evaluation

Name: ........................................................................................... Group: .................................


Understanding the technique of miming

What is a mime? How did you use mime in this project?

Creating a mask successfully

Did you create a mask? Was it a success? What improvements would you make?

Portraying a character and performing your role successfully

Who was your circus character? How did you portray the character? Did you feel confident in

performing the character? Did you sustain your role during the performance?

Evaluating your own work and that of others


class?

22

Project evaluation





....................................................................................................................................................

Targets


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................

Assessment

Circle the statements you think you have achieved. You can choose any from the following

Levels:

Type Level 2 Level 3 Level 4

Gro

up w

ork

I find it difficult to cooperate in

groups

I usually let other members of

my group suggest ideas

I work well with my friends

I can offer suggestions for

devising drama

I can work with a variety of

people with some confidence

I can offer suggestions and

develop others’ ideas

Mak

ing

I have a basic understanding

of drama skills, eg facing the

audience

I can use stimuli to develop

drama

I can support the planning and

structuring of plays

I can help write and perform

simple scripts

I can plan and structure plays,

showing knowledge of

different drama techniques

I can devise drama for

different purposes

23

Perf

orm

ing

I can act out improvised

drama and can create

characters

I perform with little confidence

in front of the class

I can establish a character,

with some control over voice

and movement

I can perform with some

confidence

I can create, perform and

sustain different characters in

performance

I can perform with confidence

Res

pond

ing

When asked by the teacher, I

can discuss my work and that

of others

I can use a basic drama

vocabulary


can discuss the difference

between my work and that of

others and can suggest

improvements

I can use drama vocabulary

I can discuss the difference


others

I can use the correct drama

vocabulary

How many statements did you circle for each Level? The column with the most statements

circled roughly indicates your Level. Complete the following and then give this form to your

teacher.

Your Level: ..................................... Your teacher’s Level for you: .............................................

Your signature: ............................................................................................ Date: .....................

Your teacher’s signature: ............................................................................ Date: .....................

24

Year 7: Character: Self-evaluation Name: ........................................................................................... Group: .................................


Creating a character from a visual stimulus

What was your character called? How did you create your character?

Developing a character and performing it What did your character have to do? Who did you perform your character to? How did it feel to

perform it? Did you sustain your role in the performance?

Writing and developing a short script

What was your script about? What have you learnt about reading and writing a script?

Evaluating your own work and that of others, looking in particular at realistic characterisation


class? Was your character realistic? Were other people’s characters realistic?

25

Project evaluation





....................................................................................................................................................

Targets


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................

26

Key moments Summarise your story below:

Write the five key moments in your story here:

1 ..................................................................................................................................................

2 ..................................................................................................................................................

3 ..................................................................................................................................................

4 ..................................................................................................................................................

5 ..................................................................................................................................................

Notes

27

Diary

Subject area


....................................................................................................................................................


....................................................................................................................................................


....................................................................................................................................................

Evaluation


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................

Notes

28

Sound collage

Name of group ...........................................................................................................................

Sound used Was it relevant? Explain why

29

Storytelling peer assessment

Names of performers ..................................................................................................................

....................................................................................................................................................

Skills

Consider the following skills, and for each one, provide comments. Identify individuals and

examples for your comments.

Skill Comment

Character: Performing a character different

from themselves. Consider:

• Body language

• Use of movement

• Use of appropriate words

Structure: How were the beginning, the

middle and the end achieved? Was the

structure successful?

Techniques: What techniques were used (eg

sound collage, shadow puppetry and lighting)

and were they effective?

Using language or text: How was the

language/text used? Did it show the

relationships between the characters? Was it

appropriate?

Suggestions for improvement

Identify three ways in which the work could be improved:

1 ..................................................................................................................................................

2 ..................................................................................................................................................

3 ..................................................................................................................................................

Evaluation statement

What impression do you have of the work overall? Give your reasons.

....................................................................................................................................................

....................................................................................................................................................

30

Year 7: Storytelling: Self-evaluation

Name: ........................................................................................... Group: .................................


Using appropriate movement and gestures

Were you part of the storytelling? How did you contribute?

Developing an understanding of techniques

Which techniques did you use? How were they used to tell a story?

Creating a character from written stimuli

Which character did you create? What was your story about?

31

Portraying the character and performing your role successfully

How did you portray your character? How well did you perform the role? Did you sustain your

role during the performance?

Evaluating your work and that of others

Did you reflect on your own work? Did you offer suggestions for the work of other people?

Project evaluation





....................................................................................................................................................

Targets


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................

32

Your daydream Think of a daydream you have had. In the space below, draw a striking image from your

daydream:

Now describe your daydream in the box below. Remember to mention how the dream made

you feel.

33

Reactions: Films and real life Use this table to note the differences between the film ending and the ending in real life, after

the cameras have been turned off.

Film ending What happened next?

34

Storyline Make notes about your film’s storyline in the spaces below:

Details

What film

genre have

you chosen?

Names of

characters

Setting

Plot

Beginning

Middle

End

35

Year 7: Tinsel: Self-evaluation

Name: ........................................................................................... Group: .................................


Understanding the genre (through making and performing)

What did you learn about film genres in this project? How did you incorporate this knowledge in

your drama? How did you show the difference between film and reality?

Participating in discussions

Did you participate in discussions? How did you contribute?

Developing an appropriate character suitable for the chosen film genre

Did you develop a character? What was your character called? Which film genre did you

choose? How well did you perform?

Project evaluation





....................................................................................................................................................

36

Responding to a script Record the script you worked on during this lesson below (A and B represent the two speakers):

A:

B:

A:

B:

A:

B:

What is your initial response to the story portrayed in this script? Make notes below.

How could the ideas suggested in the script be developed further?

Which character did you play in the lesson when you used this script? What was your character

like?

37

Diary

Subject area


....................................................................................................................................................


....................................................................................................................................................


....................................................................................................................................................

Evaluation


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................


....................................................................................................................................................

....................................................................................................................................................

Notes

38

Year 7: Text: Self-evaluation

Name: ........................................................................................... Group: .................................


Showing an understanding of the use of text as a stimulus

Give three examples of text. What was your favourite text? Why? How did you use text as

a stimulus in the project?

Creating and performing characters relevant to the situation

What was your character called? What did your character have to do? Which techniques

did you use to portray your character? Did you sustain your role during the

performance?

Project evaluation





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Targets


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39

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Assessment

Circle the statements you think you have achieved. You can choose any from the following

Levels:

Type Level 2 Level 3 Level 4

Gro

up w

ork

I find it difficult to cooperate in

groups

I usually let other members of

my group suggest ideas

I work well with my friends

I can offer suggestions for

devising drama

I can work with a variety of

people with some confidence

I can offer suggestions and

develop others’ ideas

Mak

ing

I have a basic understanding

of drama skills, eg facing the

audience

I can use stimuli to develop

drama

I can support the planning and

structuring of plays

I can help write and perform

simple scripts

I can plan and structure plays,

showing knowledge of

different drama techniques

I can devise drama for

different purposes

Perf

orm

ing

I can act out improvised

drama and can create

characters

I perform with little confidence

in front of the class

I can establish a character,

with some control over voice

and movement

I can perform with some

confidence

I can create, perform and

sustain different characters in

performance

I can perform with confidence

Res

pond

ing


can discuss my work and that

of others

I can use a basic drama

vocabulary


can discuss the difference


others and can suggest

improvements

I can use drama vocabulary

I can discuss the difference


others

I can use the correct drama

vocabulary

How many statements did you circle for each Level? The column with the most statements

circled roughly indicates your Level. Complete the following and then give this form to your

teacher.

Your Level: ..................................... Your teacher’s Level for you: .............................................

Your signature: ............................................................................................ Date: .....................

Your teacher’s signature: ............................................................................ Date: .....................

40

Notes / Sketches

41

Notes

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