This resource bundle includes a script, cast list and plot synopsis. It has scope for music and dance and accommodates a large cast, many of Oompa Loopas are added! Suitable for any age group

This three lesson unit introduces the students to Antonin Artaud’s Theatre of Cruelty. Connected warm-ups are included leading to a group devised piece using fairytales as a stimulus to create a piece in this style incorporating the key features. Style Form Characterisation Narration Use of sound Use of movement Use of gesture

A unit of work for students to learn about the style of Melodrama and using the elements to create a Silent Movie. They will learn about the stock characters of Melodrama and the style of acting. Using facial expression, characterisation, comedy and clear mime, a story will be created that can be filmed. The students will respond to various music (Charlie Chaplin is ideal) to show moods for each scene and also have the opportunity to use placards to link the story together. Some basic stage combat and chases is incorporated two. Can be taught over three 75-minute lessons resulting in performance and evaluation as well as providing the opportunity to source props and costumes and make placards as homework in preparation for the end performance. This pack includes three power points, a printable scene structure to give the students and an intensive scheme of work with built in games/warm-ups connected to the topic.

This complete scheme of work uses three different stimuli to inspire students to devise drama based on the theme of ‘Captives’. The scheme which would last between 6 and 8 lessons depending on length includes opportunities for discussion, exploration, devising, rehearsing, performance and evaluation. Connected warm-ups and exercises are included and tasks range from pair, trio and group work sizes. The tasks incorporate a huge range of drama techniques such as: Still Image Thought Tracking Cross cutting Movement Space Levels Voice Music Flash back There is also a slide of some images to provoke discussion and a sheet of suggested written tasks to help the students record their exploration.

This scheme of work will help your students develop their vocal skills to improve performance work through a range of exercises and tasks. Breathing Volume Pitch Diction Use of pause

This powerpoint leads the students through the story of Pandora’s Box, its themes and characters. They then use the story to dramatise a narrative thinking about how to distinguish between the characters of Gods and Mortals and how to personify the things that emerge from the box allowing scope for physical theatre/dance/music and creating their own dialogue. A synopsis of the story and a sheet of the main points for the students are included. Could lead on to exploring Greek Theatre.

This scheme of work offers an introduction to Brecht. Various exercises and practical tasks will help the students to understand his ideas and theories and apply them to their own devising and performance work. The 6 page unit includes tasks to explore: Archetypes and Gestus 3rd person V-effeckt Episodic structure A list of his techniques is included at the end of the scheme which could be printed off as a hand-out/checklist for the students. The unit ends with a practical tasks using ‘The Caucasian Chalk Circle’ as a stimulus to create their own Brechtian piece.

This unit of work explores the plot, characters and context of Mark Wheeller’s play. Various practical tasks incorporating characterisation, movement, voice, space and text and off text work.

This unit of work introduces students to the concepts of prequel and sequel to devise their own drama based on fairy-tales. The powerpoint explains the concepts and gives them the opportunity to explore and experiment with plot, location, character and era. A planning sheet is included and some brief synopses of fairy-tales if inspiration is needed!

This scheme of work explores Lorca’s ‘Blood Wedding’ through a comprehensive list of tasks. These include tasks to look at voice, movement, space, choral work, characterisation, plot and sub plot. Also applying the concepts of Brecht and Stanislavski to enhance the students’ knowledge and understanding. Lorca’s beautiful, poetic language is incorporated alongside folklore and the Andalusian landscape with heaps of imagery to experiment with. Skills included over many sessions are: Vocal awareness Physicalisation Language Characterisation Interpretation Non-verbal communication Visual, aural and spatial aspects Context

This resource includes a short script that has scope for adapting and options for dances. Many parts which can be extended. A synopsis of the story for those unfamiliar with the plot or for playing Whoosh as an introduction. It also includes a cast list and ideas for sound and music to use.

This powerpoint will introduce students to the technique of thought-tracking. As they understand the key features of successful thought-tracking, the unit then moves on the thought-tunnel and conscience-alley. 3 practical tasks to give them the confidence to use these skills in their own drama work to enhance plot and characterisation.

This scheme uses urban legends as a starting point for devising. It includes several lesson exploring the key features of urban legends in a powerpoint. Several urban legends are included and a sheet of key features for students to check they are including the right things. Style/form Characterisation Narration Role play Music Sound effects

This scheme of work explores the play based on the much loved book by David Almond. It includes connected games and warm ups and group tasks using choral work, movement and vocal skills to explore plot, characters and themes. Tasks are linked to the text and off-text work and use many dramatic techniques. Questions are suggested for evaluation after each task and the scheme lasts four to five lessons depending on their length.

This complete scheme of work explores Berkoff’s ‘Agamemnon’ through a variety of practical tasks. Berkoff’s style is used to introduce students to this practitioner and how he has modernised the ancient Greek story. Design aspects are encouraged too to support the practical exploration. An intense, physical scheme of work. Please also see my scheme of work on Berkoff’s .Metamorphosis’. Skills included over eight 100 minute session are: Vocal awareness Physicalisation Language Characterisation Interpretation Non-verbal communication Visual, aural and spatial aspects Context

Although this scheme of work is titled ‘Image’ it will also cover and include ideas about prejudice, being different, vanity and envy. A substantial scheme of work to be taught over about 6 hours to enable students to explore the theme and develop their devising skills through various dramatic techniques such as still image, thought tunnel, movement, choral work and characterisation. The scheme of work has connected warm-ups and games, practical exploration tasks, built in homeworks and written tasks. Pair and group work task are included and tasks include creating a reality tv show, group choreography in response to lyrics, response to proverbs and writing a soliloquy.

This lesson (or two lessons depending on length) introduces students to the names of parts of the stage. It also include practical activities to reinforce where the parts of the stage are, explains stage right and stage left and explores the use of the split stage.

This scheme of work will introduce your students to the basic principles of using masks in theatre. The unit uses Trestle masks but can be adapted to suit. The range of warm-ups and ten tasks incorporates the key features and terms of using masks including clocking, centres of weight, facing front and passing focus. These explorations lead up to creating a masked group piece. Would also be a useful introduction to lead into Commedia D’ell Arte. Characterisation Body language Gesture Speed Weight Timing Stance

This scheme of work and powerpoint is an introduction to the styles and features of Slapstick and Farce. It include clear examples, ideas for clips to watch, the history of the styles and connected warm-ups. After exploring both styles and experimenting, it leads the students into creating a comedy farce piece using features of Slapstick. Comedy Slapstick Mime Response to music Props and costume

This unit uses a shoebox filled with various items as a stimulus for devising a group piece. The students will look at the contents of the box and establish connections and create plot, characters and location. The scheme of work suggests objects to place in the box. One box can be used for a whole class or a variety of boxes can be created so each group has their own.