Term 1 and 2 : Component 1 and 3
TEACHER 1: In this component students will develop their creative and exploratory skills to devise an original performance. The starting point for this devising process will be an extract from a performance text and an influential theatre practitioner. In their creative explorations, students will learn how text can be manipulated to communicate meaning to audiences and they will begin the process of interpretation. They will gain an understanding of how a new performance could be developed through the practical exploration of the theatrical style and use of conventions of the chosen practitioner.
TEACHER 2: In this component students will study the play That Face by Polly Stenham. They will explore the play practically through the eyes of a performer, director and designer, building on skills learnt at GCSE. They will then learn how to answer written exam questions on the text. We will go the the theatre to see a play before looking at the live theatre evaluation section of the written exam.
Assessment overview ● (AO1): Creating and developing ideas to communicate meaning as part of theatre-making process (portfolio) (AO1): Making connections between dramatic theory and practice (portfolio) (AO4): Analysing and evaluating their own work (portfolio) (AO2): Group performance − vocal and physical skills (performers) (AO2): Group performance − use of characterisation and communication to realise artistic intentions (performers)
Develop the individual:
To develop confidence skills and engagement with others
Create a supportive community:
To promote an independent learning environment
Term 3 and 4 : Component 1 and 2
TEACHER 1: In this component students will develop their creative and exploratory skills to devise an original performance. The starting point for this devising process will be an extract from a performance text and an influential theatre practitioner. In their creative explorations, students will learn how text can be manipulated to communicate meaning to audiences and they will begin the process of interpretation. They will gain an understanding of how a new performance could be developed through the practical exploration of the theatrical style and use of conventions of the chosen practitioner.
TEACHER 2: In this component, students will learn performance and rehearsal skills in preparation for the practical exam. They will rehearse a monologue and group piece.
Assessment overview ● (AO1): Creating and developing ideas to communicate meaning as part of theatre-making process (portfolio) (AO1): Making connections between dramatic theory and practice (portfolio) (AO4): Analysing and evaluating their own work (portfolio) (AO2): Group performance − vocal and physical skills (performers) (AO2): Group performance − use of characterisation and communication to realise artistic intentions (performers)
Develop the individual:
To develop self confidence and engagement
Create a supportive community:
To promote an independent learning environment
Term 5 and 6 : Component 1
TEACHER 1 and 2: In this component students will develop their creative and exploratory skills to devise an original performance. The starting point for this devising process will be an extract from a performance text and an influential theatre practitioner. In their creative explorations, students will learn how text can be manipulated to communicate meaning to audiences and they will begin the process of interpretation. They will gain an understanding of how a new performance could be developed through the practical exploration of the theatrical style and use of conventions of the chosen practitioner.
Assessment overview ● (AO1): Creating and developing ideas to communicate meaning as part of theatre-making process (portfolio) (AO1): Making connections between dramatic theory and practice (portfolio) (AO4): Analysing and evaluating their own work (portfolio) (AO2): Group performance − vocal and physical skills (performers) (AO2): Group performance − use of characterisation and communication to realise artistic intentions (performers)
Develop the individual:
To develop self confidence and engagement
Create a supportive community:
To create an independent learning environment
New time: New title
New Description
Develop the individual:
Create a supportive community: