Year level: MYP
Subject: Drama
1
Overview
Wks
Key Concept
Global Context Related Concepts
Statement of Inquiry
Content
Introduction to
Drama
5
Systems
Identity and
Relationships
Structure
Boundaries
We need collaboration, structure, Collaboration
clear boundaries and systems for Process Journal
recording our creative processes in Creating safe environment
order to create drama
Drama workbook
Social
A: Knowing and understanding
Self-management
i. demonstrate awareness of the art form
studied, including the use of appropriate
language
D: Responding
i. identify connections between art forms,
art and context, or art and prior learning iii.
evaluate certain elements or principles of
artwork.
Improvisation
6
Creativity
Personal and
Cultural
expression
Structure
Genre
Improvisation skills will help you to Improvisation technique
be creative and open minded with DWB
in a structure or context of a scene Creating impulse
Performance
Communication
Social
A: Knowing and understanding
i. demonstrate awareness of the art form
studied, including the use of appropriate
language
ii. demonstrate awareness of the
relationship between the art form and its
context
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques
of the art form studied
ii. demonstrate the application of skills and
techniques to create, perform and/or
present art.
C: Thinking creatively
i. identify an artistic intention
ii. identify alternatives and perspectives
iii. demonstrate the exploration of ideas.
Talking Bodies
3
Communication
Personal and
Cultural
Expression
expression
Communicate meaning to an
audience using body language
and mime
Fairy tale tableaus performance
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques
of the art form studied
ii. demonstrate the application of skills
and techniques to create, perform and/or
present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas.
Tableau
Mime
Objectives
ATL Skills
Self management
Thinking
Service as Action
Overview
Wks
Key Concept
Global Context Related Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Service as Action
Shadow Puppets
8
Creativity
Personal and
Cultural
Expression
Turning narratives into puppet
plays requires many creative
skills.
Turning stories into scripts
Techniques of puppetry
Voice
Presentation
Research
A: Knowing and understanding
ii. demonstrate awareness of the
relationship between the art form and its
context
Communication
Social
Put on a show for the
community. Parents and/or
students.
Narrative
Composition
Presentation
Performance/proces
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques
of the art form studied
ii. demonstrate the application of skills
and techniques to create, perform and/or
present art.
C: Thinking creatively
i. identify an artistic intention
ii. identify alternatives and perspectives
iii. demonstrate the exploration of ideas.
Feedback essay
D: Responding
iii. evaluate certain elements or principles
of artwork.
Playing a Role
2
4
Change
Identities and
Relationships
Role
Roles are created by showing
changes in our body language,
voice and emotions.
Creating characters
Stereotypes
Performance/process
B: Developing skills
i. demonstrate the acquisition and
development of the skills and techniques
of the art form studied
ii. demonstrate the application of skills
and techniques to create, perform and/or
present art.
C: Thinking creatively
ii. identify alternatives and perspectives
Drama workbook
D: Responding
ii. recognize that the world contains
inspiration or influence for art
Communication
Thinking
Year level: MYP 2
Subject: Drama
3
Overview
Wks
Key Concept
Global Context Related Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Trapped in an
Enclosed Space
3
Change
Orientation in
Time and
Space
Composition
Narrative
Creating a narrative of
characters trapped in an
enclosed space requires an
awareness of different
elements of composition
including staging and
tension.
Mime
Creation of Location
Line of Tension
Performance mimi
B: Developing skills
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas through the
developmental process to a point of realization.
Self-management
Thinking
Stories and Story
Telling
8
Communication
Personal and
Cultural
Expression
Narrative
Audience
Structure
'The mystery of storytelling Story Telling Techniques
is the miracle of a single
Modernising a Fairy tale
living seed which can
populate whole acres of
human minds. ' Ben Okkri
The Romans
6
Communities
Identities and
Relationships
Interpretation
Play
Role
Power and social class are
important in defining the
different roles people have
in their communities.
Role
Drama workbook
Thinking
A: Knowing and understanding
Self-management
i. demonstrate knowledge of the art form studied,
including concepts, processes, and the use of appropriate
language
Performance / drama workbook fairy tale
B: Developing skills
i. demonstrate the acquisition and development of the
skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
i. outline a clear and feasible artistic intention
ii. outline alternatives, perspectives, and imaginative
solutions
iii. demonstrate the exploration of ideas through the
developmental process to a point of realization.
Drama workbook reflection
D: Responding
i. outline connections and transfer learning to new
settings
ii. create an artistic response inspired by the world around
them
iii. evaluate the artwork of self and others.
Role biography
A: Knowing and understanding
iii. use acquired knowledge to inform their artwork.
Performance
B: Developing skills
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas through the
developmental process to a point of realization.
Essay reflection
D: Responding
i. outline connections and transfer learning to new
settings
Thinking
Research
Service as Action
4
lapstick
6
Aesthetics
Personal and
cultural
expression
Genre
Interpretation
Structure
Aesthetics of an acting
genre provide you with a
structure were you can
discover your own
interpretation within.
Role
Film
Slapstick technique
Editing
Mime
Dramawork book essay
A: Knowing and understanding
iii. use acquired knowledge to inform their artwork.
Movie and process
B: Developing skills
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas through the
developmental process to a point of realization.
Drama workbook Reflection
D: Responding
i. outline connections and transfer learning to new
settings
The Wolf Boy
3
Culture
Identities and
Relationships
Boundaries
Presentation
Role
Playing the role of an
expert be used to present
our expertise in a dramatic
way and explore the
boundaries of what it
means to be human.
Role
Teacher in Role
TV Show
Reflective Letter
Tv show
C: Thinking creatively
ii. outline alternatives, perspectives, and imaginative
solutions
Drama workbook reflection
D: Responding
ii. create an artistic response inspired by the world
around them
Social
Thinking
Communication
Self-management
The end result is a slapstick
video about one strand of the
IB learning profile which will
be shown on the school
screens
Year level: MYP 3i
Subject: Drama
5
Overview
Wks
Key Concept
Global Context Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
The Lost valley
10
Communities
Orientation in
space and time
Play
Role
By playing different roles as
explorers living in a so called
'primitive tribes' we can
understand more about the
interconnectedness
between ourselves and
other communities.
Mantle of Expert
Biography & Hot Seating
Ritual & Dance
Mime
1.Research tribes on blog
2.Research expertise
3.Role biography
A: Knowing and understanding
ii. demonstrate knowledge of the role of the art
form in original or displaced contexts
Tv show
Improvisation
B: Developing skills
i. demonstrate the acquisition and development
of the skills and techniques of the art form
studied
Reflection on blog
D: Responding
ii. create an artistic response inspired by the
world around them
Self management
Research
Masks
10
Change
Personal and
Cultural
expression
Audience
Expression
Role
Showing more by hiding - the
anonymity of wearing a mask
transforms the student into a
new role and liberates the
student to use the body as an
expressive tool.
Maskwork
Focus
Physical Expression
Creating a storyline & storyboards
Masks research
Social
A: Knowing and understanding
Thinking
ii. demonstrate knowledge of the role of the art
form in original or displaced contexts
iii. use acquired knowledge to inform their
artwork.
Performance
B: Developing skills
i. demonstrate the acquisition and development
of the skills and techniques of the art form
studied
ii. demonstrate the application of skills and
techniques to create, perform and/or present art.
C: Thinking creatively
i. outline a clear and feasible artistic intention
ii. outline alternatives, perspectives, and
imaginative solutions
iii. demonstrate the exploration of ideas through
the developmental process to a point of
realization.
Critique
D: Responding
iii. evaluate the artwork of self and others.
Service as Action
6
Overview
Wks
Key Concept
Global Context Related
Concepts
Statement of Inquiry
Content
Objectives
Family Drama
10
Perspective
Identities and
Relationships
Creating strong roles and
narratives for characters
provides a variety of
perspectives to structure
conflict in drama
Perspectives
Split Stage techniques
Flashbacks
Performance and evidence on blog
Critical thinking
A: Knowing and understanding
Creative Thinking
ii. demonstrate knowledge of the role of the art
form in original or displaced contexts
iii. use acquired knowledge to inform their
artwork.
B: Developing skills
i. demonstrate the acquisition and development
of the skills and techniques of the art form
studied
ii. demonstrate the application of skills and
techniques to create, perform and/or present art.
C: Thinking creatively
ii. outline alternatives, perspectives, and
imaginative solutions
Theatre in my life on blog
D: Responding
ii. create an artistic response inspired by the
world around them
Narrative
Role
Structure
ATL Skills
Service as Action
Year level: MYP 3b
Subject: Drama
7
Overview
Wks
Key Concept
Global Context Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Masks
6
Change
Personal and
Cultural
expression
Audience
Expression
Role
Showing more by hiding - the
anonymity of wearing a mask
transforms the student into a
new role and liberates the
student to use the body as an
expressive tool.
Maskwork
Focus
Physical Expression
Creating a storyline & storyboards
Masks research
A: Knowing and understanding
ii. demonstrate knowledge of the role of the art
form in original or displaced contexts
iii. use acquired knowledge to inform their
artwork.
Performance
B: Developing skills
i. demonstrate the acquisition and development
of the skills and techniques of the art form
studied
ii. demonstrate the application of skills and
techniques to create, perform and/or present
art.
C: Thinking creatively
i. outline a clear and feasible artistic intention
ii. outline alternatives, perspectives, and
imaginative solutions
iii. demonstrate the exploration of ideas through
the developmental process to a point of
realization.
Critique
D: Responding
iii. evaluate the artwork of self and others.
Social
Self-management
Meisner acting
Camera acting
6
Aesthetics
Identities and
Relationships
Role
Expression
Composition
Camera acting is based on
minimal expression, realistic
acting related to
composition of the camera
shot.
Perspectives
Split Stage techniques
Flashbacks
Film scene
B: Developing skills
i. demonstrate the acquisition and development
of the skills and techniques of the art form
studied
ii. demonstrate the application of skills and
techniques to create, perform and/or present
art.
C: Thinking creatively
ii. outline alternatives, perspectives, and
imaginative solutions
Selfreflection on blog
D: Responding
ii. create an artistic response inspired by the
world around them
Thinking
Service as Action
Year level: MYP 4
Subject: Drama
8
Overview
Wks
Key Concept
Global Context Related Concepts
Statement of Inquiry
Content
Greek Theatre
8
Culture
Orientation in
Space and
Time
Genre
Structure
Western theatre originated Greek Theatre
in Ancient Greece and
Unities
contained many of the
Chorus
elements of genre and
structure that evolved to
become the theatre that
we know today.
Presentation
Research
A: Knowing and understanding
Thinking
i. demonstrate knowledge and understanding of the art
form studied, including concepts, processes, and the use of
subject-specific terminology
ii. demonstrate an understanding of the role of the art form
in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic
decisions in the process of creating artwork.
Tradegy performance
B: Developing skills
i. demonstrate the acquisition and development of the skills
and techniques of the art form studied
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent artistic
intention
ii. demonstrate a range and depth of creative-thinking
behaviours
iii. demonstrate the exploration of ideas to shape artistic
intention through to a point of realization.
Review
D: Responding
iii. critique the artwork of self and others.
Theatre Lighting
6
Aesthetics
Scientific and
Technical
Innovation
Composition
Interpretation
The student will develop
technical skills to operate
lights, design a clear
lighting plan that can be
communicated to others
and interpret content of a
short scene in the context
of theatre lighting.
Ligthing guide
Communication
A: Knowing and understanding
Social
i. demonstrate knowledge and understanding of the art
form studied, including concepts, processes, and the use of
subject-specific terminology
ii. demonstrate an understanding of the role of the art form
in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic
decisions in the process of creating artwork.
Recreating artwork tableau
B: Developing skills
i. demonstrate the acquisition and development of the skills
and techniques of the art form studied
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent artistic
intention
iii. demonstrate the exploration of ideas to shape artistic
intention through to a point of realization.
Lighting
Lamps
Lighting Plan
Cue Sheets
Objectives
ATL Skills
Service as Action
9
Overview
Wks
Key Concept
Global Context Related Concepts
Statement of Inquiry
Content
Emotions
6
Change
Identities and
Relationships
Expression
Drama is about change and Emotions
the expression of emotions
is what changes individuals
and their relationships and
so drives the narrative
forward.
Emotional performance/blog journal
Social
B: Developing skills
Self-management
i. demonstrate the acquisition and development of the skills
and techniques of the art form studied
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
Written scene
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent artistic
intention
iii. demonstrate the exploration of ideas to shape artistic
intention through to a point of realization.
Elizabethan
Theatre
Monologues
10
Aesthetics
Personal and
Cultural
Expression
Genre
Interpretation
Expression
Audience
Knowing the aesthetics of
how Shakespeare's plays
were performed in his own
time can help us to
interperate his
monologues.
Visit to the globe assignment
Research
A: Knowing and understanding
Thinking
i. demonstrate knowledge and understanding of the art
form studied, including concepts, processes, and the use of
subject-specific terminology
ii. demonstrate an understanding of the role of the art form
in original or displaced contexts
iii. use acquired knowledge to purposefully inform artistic
decisions in the process of creating artwork.
Proces journal and improvement work
B: Developing skills
i. demonstrate the acquisition and development of the skills
and techniques of the art form studied
ii. demonstrate the application of skills and techniques to
create, perform and/or present art.
Performance
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent artistic
intention
ii. demonstrate a range and depth of creative-thinking
behaviours
iii. demonstrate the exploration of ideas to shape artistic
intention through to a point of realization.
Critique
D: Responding
i. construct meaning and transfer learning to new settings
ii. create an artistic response which intends to reflect or
impact on the world around them
iii. critique the artwork of self and others.
Globe Theatre
Romeo and Juliet
Monologues
Objectives
ATL Skills
Service as Action
Year level: MYP 5
Subject: Drama
Overview
Wks
Key Concept
Global
Context
Related
Concepts
Statement of Inquiry
Content
Objectives
ATL Skills
Status
4
Relationships
Identity and
Relationships
Role
Every relationship is a
status relationship.
High Status
Low Status
Status Relationships
Critique of status in a film
A: Knowing and understanding
i. demonstrate knowledge and understanding of the art
form studied, including concepts, processes, and the
use of subject-specific terminology
D: Responding
iii. critique the artwork of self and others.
Reflection
Creative Thinking
Art is a Weapon
10
Change
Fairness and
Development
Audience
Art is not just for
entertainment - it can
be used to manipulate
an audience and so
provoke change in
individuals and
societies.
Effects of World War
I on theatre
Dada
Political Theatre
Agitprop
Presentation of Dada and Agitprop
A: Knowing and understanding
i. demonstrate knowledge and understanding of the art
form studied, including concepts, processes, and the
use of subject-specific terminology
ii. demonstrate an understanding of the role of the art
form in original or displaced contexts
D: Responding
iii. critique the artwork of self and others.
Information
Literacy
Media Literacy
Critical Thinking
Proposal and Creative Ideas
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent
artistic intention
ii. demonstrate a range and depth of creative-thinking
behaviours
Process and Product: Making and performing a piece
of agitprop
B: Developing skills
i. demonstrate the acquisition and development of the
skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques
to create, perform and/or present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas to shape
artistic intention through to a point of realization.
E- Portfolio
10
10
All strands of all four MYP 5 arts objectives will be
addressed.
Service as Action
In school performances of
final product.
Overview
Wks
Key Concept
Global
Context
Related
Concepts
Clowning – Why
is that Funny?
8
Aesthetics
Orientation in Structure
Time and
Role
Space
Play
Statement of Inquiry
Content
Objectives
ATL Skills
Clear roles, structured
routines and playfulness
are universal features of
comedy whatever the
historical time or
location.
Clowning
Traditional clown
types
Clown techniques
and routines
Proposal and Creative Ideas
C: Thinking creatively
i. develop a feasible, clear, imaginative and coherent
artistic intention
ii. demonstrate a range and depth of creative-thinking
behaviours
Creative thinking
Process and Product: Making and performing a clown
routine
A: Knowing and understanding
iii. use acquired knowledge to purposefully inform
artistic decisions in the process of creating artwork.
B: Developing skills
i. demonstrate the acquisition and development of the
skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques
to create, perform and/or present art.
C: Thinking creatively
iii. demonstrate the exploration of ideas to shape
artistic intention through to a point of realization.
Commentary: Written or visual response to clowning
D: Responding
i. construct meaning and transfer learning to new
settings
ii. create an artistic response which intends to reflect or
impact on the world around them
11
Service as Action