These questions have been designed to help students breakdown what is expected of them when writing the Reflective Report. To be used as a comprehension task, simply answer the questions below. These questions must be answered for all 3 extracts. Aim to provide detailed examples where applicable.
A further breakdown of considerations regarding each extract included.
The first of several lessons to help get students started on devising. Aimed at Year 10 students following AQA GCSE Drama course.
The SoW is based around the stimuli: ‘Man Up’ and ‘Toxic Masculinity’. My class consists of only boys therefore it is aimed for them, however this can be adapted to suit your students.
1st lesson:
Introduces what ‘Devising’ is…
Uses an image and clip to get students started
Devising tools include: freeze frames, tableaux, thought tracking.
Just thought I’d share a presentation and worksheet I have developed regarding getting the students to consider the design elements of the play by Lorca ‘Yerma’
.
The students have read the play in it’s entirety and have completed several ‘performance’ exam style questions. Seeing that they know the play inside out I have decided to get them to go through the script and identify design features (lighting, costume, set, sound) and the interpretations these choices might inspire (symbolism/imagery/playwright’s intentions).
What to do?
Go through the presentation which discusses the influence design choices have on the success of communicating the playwright’s intentions for the play and what meaning is to be communicated to the audience.
You will need your script.
Go through the script and identify the design features of the three acts and six scenes of the play.
On the worksheet provided detail precise examples of how design is used and what it aims to symbolise.
The more precise detail you identify and provide the better!
This resource has been created to support a discussion lesson. It is an introductory lesson that has been developed to be used when returning to school following Covid-19. It encourages and supports the students to:
Ease back into the school environment and routine.
Talk and discuss openly about your experiences during the pandemic.
Reflect on how the pandemic helped us all to learn.
Work towards a reflective piece of writing titled ‘How I aim to move forward through Covid-19’
Please make note of the ‘notes’ section. This will provide teaching guidance. Included are a PPT for editing to fit your requirements and a PDF document.
Fact sheet prepared for students learning about masked performance. Brief introduction about the history of Trestle masks and their use followed by information of the rules on how to on a mask and perform with a mask.
Lesson 1: Focuses on small manageable tasks, along with writing frames that will enable students to develop a structure to their writing. This lesson is not to prescribe answers but to allow for student interpretation via modelling.
Focus on: Collaboration, casting and character.
Character analysis for the development of movement motifs. Interpretation of a character via the use of movement, could also be used for Physical Theatre.
A look into how Anderson's work can be viewed as Postmodern in nature.
Approaching the subject with particular emphasis on choreographic stimulus and approach.
