This Drama and Theatre Studies resource was created for BTEC Performing Arts students for their Unit 1: Investigating Practitioners exam for Pearson BTEC Level 3 National in Performing Arts. But it is perfect for any Dance/Drama/Performing Arts student looking at theatre practitioners, specifically Lin Manuel Miranda. This 49 slide PowerPoint covers background on Lin Manuel Miranda including social, political and historical context, his influences, inspiration; a timeline of ‘Hamilton’ from its inception to its opening night on Broadway and subsequent productions. It includes many embedded videos of Miranda in a variety of interviews. With specific focus on the stage versions of ‘Hamilton’ and ‘In the Heights’ with many embedded vidoes of footage from both shows. The presentation looks at the theme of unity throughout both musicals looking at: Diversity in casting Blend of musical styles Themes of immigration Political unity and discord Music and lyrics Choreography Lighting design Set design Direction Costume design With a critical insight into the roles women play in ‘Hamilton’ from an article from The Feminist Spectator. The PowerPoint also has a deconstruction of the lyrics in the opening number from Hamilton, ‘Alexander Hamilton’ looking at how the presence of assonance in the lyrics unites the characters in their narration of the opening number of ‘Hamilton’.

This is a student 29 page workbook to go alongside a Devising Drama unit. This can be used by individuals or a as a group on their journey to create a devised performance. The workbook consists of: A title page Tips for devising Stimulus 1 (A photo of a refugee camp*) Prompts for and space to write about: Ideas, Setting, Research, Themes, Aims & Intentions, Other ideas including techniques Stimulus 2 (Front page newspaper article of the sinking of the Titanic*) Prompts for and space to write about: Ideas, Setting, Research, Themes, Aims & Intentions, Other ideas including techniques Pages focusing choosing their stimulus Research Storyboard Rehearsal notes Development and refinement Space for writing-in-role Space for character profiles Analysis and evaluation of performance *Stimuli are interchangeable

This is a 12 lesson Drama scheme of work on theatrical techniques including freeze frame / still image, spoken thoughts / thought tracking, narration, flashback, mime / movement and choral speech culminating in an assessment. Each technique has a lesson purpose, success criteria, starter quesitons and prompts to aid, stretch and challenge students’ knowledge and understanding. Each lesson’s structure is predominantly the same: opening slide with the technique in with introductory, starter quesitons, a brief video modelling the technique, the purpose of the lesson slide with success critiera and finally a end of lesson performance slide. Videos are embedded throughout to act as modelled examples and to inspire and engage students. As we can’t always take them to the theatre, little bits of theatre can be brought to them! Each video relates to the lesson’s technique. Each lesson has a prescribed technique with a prescribed setting. Group sizes, characters and story are ultimately up to the students with obvious guidance from ourselves! This scheme of work is geared towards devising and being able to devise effectively using a variety of techniques. A year 8 scheme of work is also available revisiting some techniques found in this SoW and introducing some new ones also.

This is an AQA GCSE Drama walking talking mock for Component 1: Understanding Drama written for students studying Willy Russell’s ‘Blood Brothers’ looking at sections A and B. Contained in this resource is a PowerPoint presentation for the teacher to walk and talk students through the mock and a companion student document. The 24 slide PowerPoint contains exam questions from a previous AQA exam detailing timings per question, command words, published AQA mark schemes per question and a model answer. The 14 page companion document for students starts with Section A looking at ‘Theatre Roles and Terminology’ with previous exam questions. It then moves on to Section B the Study of Set Play (in this case, ‘Blood Brothers’); it contains space for the students to write exam timings, what the question is asking, a space for them to write the command words for each quesiton, space for what the AQA mark scheme says and a plan for their own answer. This walking talking mock should take two hours: two single lessons or a double lesson.

This PowerPoint includes definitions, examples, and advantages and disadvantages of different types of stages: proscenium arch, traverse, thrust, in-the-round, amphitheatre and promenade. The presentation is perfect for all Drama students studying the subject at GCSE giving them a full understanding of each staging type and the benefits and drawbacks of each one. The presentation gives examples of different set designs: naturalistic and non-naturalistic; what a raked stage is and directions on stage (stage left, stage right, up stage, down stage etc.) with photos and pictures to support.

This three-page document consists of advice for AQA GCSE Drama Component 1, sections A and B. Section A - Theatre Roles and Terminology This looks at stage directions, types of stages and roles within the theatre Includes diagrams Section B - Study of set text This focuses on how to answers questions in Section B Looks at marks per questions and timings A detailed description of what is required for each question A list of vocal and physical skills I consider this to be a bible of knowledge for students before their exam consolidating all of what they should know and be able to do in order to answer all questions in sections A and B fully.