Performing Arts
Year 8 Drama Workbook
Name
...........................................
Tutor Group
...........................................
Teaching Group
...........................................
1
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
12 Slapstick Film Styles
13 Slapstick Peer Review
14 Slapstick Diary
15 Slapstick Sequence
16 Slapstick Peer Assessment
17 Researching Slapstick
18 Slapstick Self - Evaluation
20 Researching Pantomime
21 Pantomime Diary
22 Pantomime Lighting
23 Pantomime Sound
24 Pantomime Peer Assessment
25 Pantomime Self – Evaluation
27 Peer Pressure Persuasion
28 Peer Pressure Expressions used to pursued
29 Peer Pressure Interviewing your Character
30 Peer Pressure Consequences
31 Peer Pressure Self – Evaluation
33 Shoplifting Diary
34 Shoplifting Self – Evaluation
35 Script Self – Evaluation
37 Battle Cries 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.
2
Progression chart: Tracking skills, knowledge and understanding in drama
RESPONDING
PERFORMING
CREATING
STRANDS
LEVEL
1
LEVEL
LEVEL
2
3
LEVEL
4
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.
3
5
LEVEL
6
LEVEL
LEVEL
7
8
EXCEPTIONAL PERFORMANCE
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
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
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
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
4
Chart © Marigold Ashwell, Progression in Secondary Drama by Andy Kempe and Marigold Ashwell, Heinemann Educational Publishing, ISBN 0 435 185950/001
LEVEL
Personal Learning and Thinking Skills
English Speaking
and Listening Key
Processes
• Clarity and Style
• Structure
• Vocabulary and Grammar
• Techniques
• Listening and Analysis
• Understanding
• Response and Questioning
• Group Skills
• Research
• Dramatic Approaches
• Dramatic Techniques
• Dramatic Moments
Independent Enquiries
• Identity
• Research
• Explore
• Analyse and Evaluate
• Consider
• Support Conclusions
Creative Thinkers
• Generate Ideas
• Ask Questions
• Connect Ideas
• Question Assumptions
• Alternatives
• Adapt Ideas
Self-Managers
5
• Responsibility
• Work towards Goals
• Organise
• Assess Risks
• Deal with Pressures
• Respond Positively
• Manage Emotions
Reflective Learners
• Assess
• Set Goals
• Review Progress
• Feedback
• Evaluate
• Communicate Learning
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
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
Unit 1 –
Unit 1 –
Unit 2 –
Unit 2 –
Unit 1 –
Unit 1 –
Scheme –
History of Theatre
Scheme –
History of Theatre
(Practitioners)
Scheme –
History of Theatre
(Texts)
Scheme –
Set Text
Scheme –
WWII / Fame
Scheme –
WWII / Fame
Mock Examination
Portfolio
Unit 1 deadline
10
11
Unit 2 –
Unit 2 –
Exam Preparation
Exam Preparation
Practical
assessment
Exam Preparation
Scheme –
Set Text
Scheme –
Set Text
Practical
Examination
Practical
Examination
Practical
Examination
Practical
assessment
Portfolio
Unit 2 deadline
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.
6
Peer evaluation sheet
Group
Number
Name
Works well
in the group
and
supports
others
Low 1-5 High
Created an
interesting
character
Used
space well
Low 1-5 High
Low 1-5 High
Peer evaluation sheet
Teacher
specified
assessment
area
Low 1-5 High
Total
Group
Number
Name
Works well
in the group
and
supports
others
/20
Low 1-5 High
7
Created an
interesting
character
Used
space well
Teacher
specified
assessment
area
Low 1-5 High
Low 1-5 High
Low 1-5 High
Total
/20
Peer evaluation sheet
Group
Number
Name
Works well
in the group
and
supports
others
Low 1-5 High
Created an
interesting
character
Used
space well
Low 1-5 High
Low 1-5 High
Peer evaluation sheet
Teacher
specified
assessment
area
Low 1-5 High
Total
Group
Number
Name
Works well
in the group
and
supports
others
/20
Low 1-5 High
8
Created an
interesting
character
Used
space well
Teacher
specified
assessment
area
Low 1-5 High
Low 1-5 High
Low 1-5 High
Total
/20
Peer evaluation sheet
Group
Number
Name
Works well
in the group
and
supports
others
Low 1-5 High
Created an
interesting
character
Used
space well
Low 1-5 High
Low 1-5 High
Peer evaluation sheet
Teacher
specified
assessment
area
Low 1-5 High
Total
Group
Number
Name
Works well
in the group
and
supports
others
/20
Low 1-5 High
9
Created an
interesting
character
Used
space well
Teacher
specified
assessment
area
Low 1-5 High
Low 1-5 High
Low 1-5 High
Total
/20
Peer evaluation sheet
Group
Number
Name
Works well
in the group
and
supports
others
Low 1-5 High
Created an
interesting
character
Used
space well
Low 1-5 High
Low 1-5 High
Peer evaluation sheet
Teacher
specified
assessment
area
Low 1-5 High
Total
Group
Number
Name
Works well
in the group
and
supports
others
/20
Low 1-5 High
10
Created an
interesting
character
Used
space well
Teacher
specified
assessment
area
Low 1-5 High
Low 1-5 High
Low 1-5 High
Total
/20
Terminology
•
•
body language
marking the moment
....................................................................................................
....................................................................................................
•
•
mime
performance
....................................................................................................
....................................................................................................
•
•
physical comedy
sound collage
....................................................................................................
....................................................................................................
•
•
rehearsal
thoughts aloud
....................................................................................................
....................................................................................................
•
•
self-evaluation
monologue
....................................................................................................
....................................................................................................
•
•
sequencing
physicalised monologue
....................................................................................................
....................................................................................................
•
•
slapstick
proxemics
....................................................................................................
....................................................................................................
•
•
stereotype
staging
....................................................................................................
....................................................................................................
•
•
blocking
thought-tracking
....................................................................................................
....................................................................................................
•
•
character
thought tunnel
....................................................................................................
....................................................................................................
•
•
pantomime
dramatic pause
....................................................................................................
....................................................................................................
•
•
spotlighting
dramatic silence
....................................................................................................
....................................................................................................
•
•
stock character
emotional state
....................................................................................................
....................................................................................................
•
•
technical effects
interviewing
....................................................................................................
....................................................................................................
•
•
abstract drama
key moment
....................................................................................................
....................................................................................................
•
•
cyclic movement
role-on-the-wall
....................................................................................................
....................................................................................................
•
•
duologue
script
....................................................................................................
....................................................................................................
•
•
Still Image / freeze frame
script-writing
....................................................................................................
....................................................................................................
•
•
hot seating
sociogram
....................................................................................................
....................................................................................................
•
•
improvisation
....................................................................................................
assessment
....................................................................................................
•
spontaneous improvisation
....................................................................................................
11
Film styles
Write a short review of a film by answering the following questions:
Name of film: ..............................................................................................................
What was funny in the film?
Why was it funny?
Which part did you enjoy the most?
Why did you enjoy it?
What were the main features of the story?
12
Peer review
Consider one of the drama pieces you observed during your lesson and comment on
the following:
Use of physical comedy
Characterisation
Improvisation skills
Overview
What was your opinion of the work? Give reasons for your opinion in the box below:
13
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
14
Slapstick sequence
In the space below, write out the movements in your slapstick piece in the order in
which they occur. Beside each one, note the safety instructions you would give if you
were explaining the moves to other actors:
Slapstick movement
Safety instruction
1
2
3
4
5
6
7
15
Slapstick peer assessment
Names of performers ..................................................................................................
...................................................................................................................................
Skills
Consider the following skills, and for each one, provide comments. Identify individuals
and give examples in your comments.
Skill
Version 1: Comments
Version 2: Comments
Character: Performing a
stereotyped character
from a film. Consider:
•
Facial expression
•
Body language
•
Use of language.
Structure: Does the
drama make sense?
Why/why not?
Sequencing: Has the
group created a
combination of moves
that make sense and
follow, as far as
possible, the sequencing
in the film? How?
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.
...................................................................................................................................
...................................................................................................................................
16
Researching slapstick
Find out what you can about slapstick films and answer the questions below. You may
wish to use the following Web sites:
•
Harold Lloyd – http://www.imdb.com/name/nm0516001/
•
Laurel and Hardy: The Official Website - http://www.laurel-and-hardy.com/
•
Laurel & Hardy Museum - http://www.laurel-and-hardy-museum.co.uk/home.htm
•
Laurel & Hardy Central – Hard Boiled Eggs & Nuts http://laurelandhardycentral.com/
History of slapstick
Briefly describe the history of slapstick.
Style of performance
Explain the style of performance which is usually associated with slapstick.
Characters
Choose some well-known slapstick film characters and describe their characteristics.
17
Year 8: Slapstick: Self-evaluation
Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Creating drama appropriate to the genre
Did you create a stock character? Which was your favourite stock character? What kind of drama
was appropriate in this project?
Using the body as a means of expression
How did you use body language in your drama? How did you show physical comedy through your
body?
Being able to perform a piece of slapstick
Did you perform well? Was your performance funny? Did it include a sequence? What did you
think of your performance? Did you sustain your role?
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.
..................................................................................................................................................................
..................................................................................................................................................................
18
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Group work
Level 4
Level 3
Type
Level 5
I work well with my friends
I can work with a variety of people
I am able to work sensitively and
I can offer suggestions for
with some confidence
cooperatively with others
devising drama
I can offer suggestions and
develop others’ ideas
I am able to listen to and develop
others’ ideas, as well as
Making
suggesting my own
I can support the planning and
I can plan and structure plays,
I can use my skills and knowledge
structuring of plays
showing knowledge of different
of drama to devise plays of
I can help write and perform
drama techniques
different types for different
simple scripts
I can devise drama for different
purposes
purposes
I can refine and improve my
acting through the rehearsal
Responding
Performing
process
I can establish a character, with
I can create, perform and sustain
I can give a clear, short and
some control over voice and
different characters in
coherent performance for an
movement
performance
audience
I can perform with some
I can perform with confidence
I can use an increasing range of
confidence
dramatic techniques in my plays
When asked by the teacher, I can
I can discuss the difference
I can discuss how plots are
discuss the difference between
between my work and that of
developed and characters are
my work and that of others and
others
portrayed and make
can suggest improvements
I can use the correct drama
improvements based on this
I can use drama vocabulary
vocabulary
I can use technical terms when
talking and writing about dramas I
have seen and performed
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: ........................
19
Researching pantomime
Find out what you can about pantomime and answer the questions below. You may
wish to use the following Web sites:
•
PantoScripts.com - http://www.pantoscripts.com/
•
It’s Behind You Dot Com - The Magic of Pantomime http://www.its-behind-you.com/
What is pantomime?
Which characters often appear in pantomimes?
Give some examples of pantomime stories.
20
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
21
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
LX
LX
LX
LX
LX
LX
LX
LX
22
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
FX
FX
FX
FX
FX
FX
FX
FX
23
Pantomime peer assessment
Names of performers ..................................................................................................
...................................................................................................................................
Skills
Consider the following skills, and for each one, provide comments. Identify individuals
and give examples in your comments.
Skill
Comments
Character: Performing a character
appropriate for a pantomime.
Consider:
•
Facial expression
•
Body language
•
The catchphrase.
Audience interaction: Do the
actors interact with the audience?
How? Is it successful?
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.
...................................................................................................................................
...................................................................................................................................
...................................................................................................................................
24
Year 8: Pantomime: Self-evaluation
Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Understanding the genre through rehearsal and performance
What are the features of pantomime? How did you include these in your drama?
Developing a stock character
What was your character called? What was their catchphrase? How did you show that yours was a stock
character?
Developing performance skills
Did you perform your role well? Did you consider the audience in your performance? How did you
interact with the audience? Did you sustain your role during the performance?
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.
..................................................................................................................................................................
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Now think of two targets for improving your work and write them below.
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Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Group work
Level 4
Level 3
Type
Level 5
I work well with my friends
I can work with a variety of people
I am able to work sensitively and
I can offer suggestions for
with some confidence
cooperatively with others
devising drama
I can offer suggestions and
develop others’ ideas
I am able to listen to and develop
others’ ideas, as well as
Making
suggesting my own
I can support the planning and
I can plan and structure plays,
I can use my skills and knowledge
structuring of plays
showing knowledge of different
of drama to devise plays of
I can help write and perform
drama techniques
different types for different
simple scripts
I can devise drama for different
purposes
purposes
I can refine and improve my
acting through the rehearsal
Responding
Performing
process
I can establish a character, with
I can create, perform and sustain
I can give a clear, short and
some control over voice and
different characters in
coherent performance for an
movement
performance
audience
I can perform with some
I can perform with confidence
I can use an increasing range of
confidence
dramatic techniques in my plays
When asked by the teacher, I can
I can discuss the difference
I can discuss how plots are
discuss the difference between
between my work and that of
developed and characters are
my work and that of others and
others
portrayed and make
can suggest improvements
I can use the correct drama
improvements based on this
I can use drama vocabulary
vocabulary
I can use technical terms when
talking and writing about dramas I
have seen and performed
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: ........................
26
Persuasion
A peer group can influence someone in many ways. In the spaces below, list five ways in which a peer
group can persuade someone to behave in a bad way, and five ways in which a peer group can persuade
someone to behave in a good way.
Positive peer pressure
Five ways in which a peer group can persuade someone to behave in a good way:
Negative peer pressure
Five ways in which a peer group can persuade someone to behave in a bad way:
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Expressions used to persuade
Which words are used to persuade someone to do something? Write a list below. Some examples have
been given:
•
It won’t hurt!
•
Go on!
•
Try it
•
Everyone does it
•
Don’t be a chicken!
Write the words used to persuade someone to do something in the space below:
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Interviewing your character
Imagine that a counsellor is interviewing the character that you played in your drama lesson. In the space
below, write down the questions the counsellor would ask and the answers that your character would give.
Name of your character: ...........................................................................................................................
Questions from the counsellor
Answers from your character
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Consequences
Example
In the boxes below, the sentence sums up the sense of each scene. This is the narrative.
John is persuaded to smoke
John coughs when he runs
John is dropped from the football team
John’s team wins the cup but he does not play in the team anymore
Your scenes
Complete these five boxes with a sentence to sum up each of your scenes:
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Year 8: Peer pressure: Self-evaluation
Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Participating and performing in an improvisation
How did you participate? What did you think of your performance? Did you use abstract drama in
your improvisation? Did you sustain your role during the performance?
Creating relevant and meaningful characters
What was your character called? What did the character have to do? How did you make your character
relevant and meaningful to the situation?
Participating in discussions
How did you contribute?
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.
..................................................................................................................................................................
..................................................................................................................................................................
31
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Group work
Level 4
Level 3
Type
Level 5
I work well with my friends
I can work with a variety of people
I am able to work sensitively and
I can offer suggestions for
with some confidence
cooperatively with others
devising drama
I can offer suggestions and
develop others’ ideas
I am able to listen to and develop
others’ ideas, as well as
Making
suggesting my own
I can support the planning and
I can plan and structure plays,
I can use my skills and knowledge
structuring of plays
showing knowledge of different
of drama to devise plays of
I can help write and perform
drama techniques
different types for different
simple scripts
I can devise drama for different
purposes
purposes
I can refine and improve my
acting through the rehearsal
Responding
Performing
process
I can establish a character, with
I can create, perform and sustain
I can give a clear, short and
some control over voice and
different characters in
coherent performance for an
movement
performance
audience
I can perform with some
I can perform with confidence
I can use an increasing range of
confidence
dramatic techniques in my plays
When asked by the teacher, I can
I can discuss the difference
I can discuss how plots are
discuss the difference between
between my work and that of
developed and characters are
my work and that of others and
others
portrayed and make
can suggest improvements
I can use the correct drama
improvements based on this
I can use drama vocabulary
vocabulary
I can use technical terms when
talking and writing about dramas I
have seen and performed
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: ........................
32
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?
..................................................................................................................................................................
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Notes
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Year 8: Shoplifting: Self-evaluation
Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Developing an understanding of the techniques
Which techniques did you use in this project (eg monologue and physicalised monologue)? How did they
contribute to the drama?
Creating a character from written stimuli
What was your character called? What did your character have to do?
Portraying your character and performing your role successfully
Did you feel confident in performing your role? Did the performance go well? 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?
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.
..................................................................................................................................................................
..................................................................................................................................................................
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Year 8: Script: Self-evaluation
Name: ..................................................................................................... Group: .....................................
Evaluate your work in the following areas:
Developing a character from a script
What was your character called? What did your character have to do? How did you use the script to
develop your character?
Performing a scene from a script
What was your script about? What did you think of working with a script? How well did you
perform the scene? Did you sustain your role during the performance?
Writing a script
How did you develop your ideas? Did you prefer working in groups of different sizes? Did you consider any
particular techniques when writing your script?
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.
..................................................................................................................................................................
..................................................................................................................................................................
35
Now think of two targets for improving your work and write them below.
..................................................................................................................................................................
..................................................................................................................................................................
Assessment
Circle the statements you think you have achieved. You can choose any from the following Levels:
Group work
Level 4
Level 3
Type
Level 5
I work well with my friends
I can work with a variety of people
I am able to work sensitively and
I can offer suggestions for
with some confidence
cooperatively with others
devising drama
I can offer suggestions and
develop others’ ideas
I am able to listen to and develop
others’ ideas, as well as
Making
suggesting my own
I can support the planning and
I can plan and structure plays,
I can use my skills and knowledge
structuring of plays
showing knowledge of different
of drama to devise plays of
I can help write and perform
drama techniques
different types for different
simple scripts
I can devise drama for different
purposes
purposes
I can refine and improve my
acting through the rehearsal
Responding
Performing
process
I can establish a character, with
I can create, perform and sustain
I can give a clear, short and
some control over voice and
different characters in
coherent performance for an
movement
performance
audience
I can perform with some
I can perform with confidence
I can use an increasing range of
confidence
dramatic techniques in my plays
When asked by the teacher, I can
I can discuss the difference
I can discuss how plots are
discuss the difference between
between my work and that of
developed and characters are
my work and that of others and
others
portrayed and make
can suggest improvements
I can use the correct drama
improvements based on this
I can use drama vocabulary
vocabulary
I can use technical terms when
talking and writing about dramas I
have seen and performed
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: ........................
36
Year 8: Battle cries: Self-evaluation
Name: ..................................................................................................... Group: .....................................
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?
Participating in prepared and spontaneous improvisation
How did you use prepared improvisation and spontaneous improvisation? How did spontaneous
improvisation make you feel?
Portraying a character and performing your role successfully
What was your character called? What did your character feel? What did you think of your
performance? 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?
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Contrasting two scenes in your performance
Which scenes did you choose and how were they different from each other?
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.
..................................................................................................................................................................
..................................................................................................................................................................
Overview of Year 8
In Year 8, you have worked on projects about slapstick, pantomime, peer pressure, shoplifting, script and
battle cries. Consider your work over this year and fill in the gaps:
My favourite project was ......................................................................... because ...................................
..................................................................................................................................................................
I feel I have improved in ............................................................................................................................
I prefer working in a group with .................................................................................................................
My favourite group size is .........................................................................................................................
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Assessment
Circle the statements you think you have achieved over the whole of Year 8. You can choose any from the
following Levels:
Group work
Level 4
Level 3
Type
Level 5
I work well with my friends
I can work with a variety of people
I am able to work sensitively and
I can offer suggestions for
with some confidence
cooperatively with others
devising drama
I can offer suggestions and
develop others’ ideas
I am able to listen to and develop
others’ ideas, as well as
Making
suggesting my own
I can support the planning and
I can plan and structure plays,
I can use my skills and knowledge
structuring of plays
showing knowledge of different
of drama to devise plays of
I can help write and perform
drama techniques
different types for different
simple scripts
I can devise drama for different
purposes
purposes
I can refine and improve my
acting through the rehearsal
Responding
Performing
process
I can establish a character, with
I can create, perform and sustain
I can give a clear, short and
some control over voice and
different characters in
coherent performance for an
movement
performance
audience
I can perform with some
I can perform with confidence
I can use an increasing range of
confidence
dramatic techniques in my plays
When asked by the teacher, I can
I can discuss the difference
I can discuss how plots are
discuss the difference between
between my work and that of
developed and characters are
my work and that of others and
others
portrayed and make
can suggest improvements
I can use the correct drama
improvements based on this
I can use drama vocabulary
vocabulary
I can use technical terms when
talking and writing about dramas I
have seen and performed
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: ........................
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Notes / Sketches
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Notes
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