A Level

Schemes of Learning

We follow the WJEC Drama and Theatre Studies specification, taught over 8 hours per fortnight during Year 12, and 8 or 9 hours per fortnight during Year 13. Rehearsals often take place at lunch time, after school and within school holidays. Theatre visits are also essential; these will take place during weekday evenings. Students will also need to be available for evening performances.

 

WJEC CBAC - GCE A/AS Drama & Theatre Studies

 

 

A2 Level Drama & Theatre Studies 

WJEC - Performance from set theme - practical module - 30% A2:

Students will work in a group to create a performance in response to the themes set by the examination board. Students will respond to the themes and research published plays. Ultimately, students will perform scenes/extracts from a published play created to meet a theatrical style of their choice. Students will also be required to devise a scene to link the play and the set theme together, using a different performance style which will highlight further performance skills. Students must write an evaluation document, under examination conditions, charting the skills they have developed during the module. This unit is assessed by an external examiner

 

*Please note – student are REQUIRED to commit to extra-curricular rehearsals.

 

 

Text in context - written module - 20% A2:

Students will study two set texts. They will discuss the play as a whole, exploring theatrical context, historical context, theatrical challenges in terms of action and production, plus their personal reaction to the text. The questions can be focused from the perspective of an actor, director or designer. Students must also analyse a piece of unseen text from a director's perspective. Students must consider the staging, design ideas, characterisation and character movements for the extract, as well as developing coherent and clear lighting and sound cues with justifications.

 

Uncle Vanya—Chekov

 

Threepenny Opera—Brecht.

 

This unit is assessed by examination and external examiner

 

 

AS Level Drama & Theatre Studies 

WJEC - Practical performance - practical module - 40% AS (20% A2)

Students will work in a group to create a performance which must carefully follow the guidelines of a practitioner that has been studied. The module performance will consist of a production piece extracted from a set text, which is set by the examination board and selected by the class teacher. Students must also develop a devised performance drama based on the ideas of the set text, using the style of a second practitioner. Previously, students have worked on 'In Camera' Jean-Paul Satre and 'A Night On The Tiles' Frank Vickery.

 

Practitioners include:

 

- Bertolt Brecht

 

- Constantin Stanislavski

 

- Steven Berkoff

 

Antonin Artaud

 

*Please note – student are REQUIRED to commit to extra-curricular rehearsals.

 

 

Text in performance - written module - 60% AS (30% A2):

Students study two set texts.

 

The first from Pre-1900s (Government Inspector—Gogal)

The second from Post-1900s (Blue Remembered Hills—Potter).

Students will prepare for an examination where they will be expected to be able to discuss how roles should be interpreted for the stage, atmosphere and staging potential, the historical context of the play, amongst other performance skills. Questions may be asked from the perspective of an actor, director or designer.

 

Students will also see live theatre during the course and will be expected to discuss one of the productions seen, in an analytical way, from the point of view of an audience member.

We follow the WJEC Drama and Theatre Studies specification, taught over 9 hours per fortnight during either Year 10 or 11. Rehearsals often take place at lunch time, after school and within school holidays. Theatre visits are also essential; these will take place during weekday evenings. Students will also need to be available for evening performances.

 

WJEC CBAC - GCSE Drama

 

Unit 1 - devised theatre - 40% practical, 20% written:

Students will participate in a series of introductory workshops, looking at the working style and genre of four Practitioners; Stanislavski, Brecht, Artuad and Berkoff. Using a stimulus which is set by the examination board, students will work in groups to create a performance in the style of their chosen practitioner. Students will develop plot lines, characters and plan the technical aspects of their performance. Following the performance, students must create a written report about their performance piece. This report is made of 5 sections, which students will be prepared for writing prior to the assessment. As this is a Controlled Assessment, students must complete their work independently on computers during lesson time. This work will be presented as part of an internal assessment, which is externally moderated.

 

 Throughout the school year, students will be given opportunities to attend live theatre productions, aimed to support the students' performance style.

 

 *Please note – student are REQUIRED to commit to extra-curricular rehearsals.

  

 

Unit 2 - Performance from a text - 20%:

Students will be placed in groups of 2 or 3 people. An extract from a published text will be given to learners who must go about preparing the scenes for presentation, with sensitivity towards the playwright's original intentions. Students will research the play and playwright, learn the lines, prepare a simple set, and they must consider costume and basic technical aspects such as lighting and sound effects. This unit is assessed by an external examiner

 

*Please note – student are REQUIRED to commit to extra-curricular rehearsals.

 

 

Unit 3 - Written examination - 20%:

 

Students will study a play which has been nominated by the examination board:

 

 

Confusions - Alan Ayckbourn:

During the examinations, students must write responses from the perspective of an Actor, a Designer (Set and Costume) and as a Director. Students will be required to discuss the performance intentions for characters and describe the skills with which this performance should be delivered. Students must also write a performance evaluation based upon their scripted performance for Unit 2. Students will reflect on the process and their performance before reflecting on their personal skills. This unit is assessed by an external examiner.

Units of Study

Rosa

Students use drama skills and conventions to explore the story of Rosa Parks. Students explore the topic of segregation, developing empathy and social conscience as they progress.

 

Xmas Carol

Students explore a more abstract form of working, looking at non-naturalistic drama techniques. Students develop an atmospheric piece of non-naturalistic Drama based upon the classic tale 'A Christmas Carol'.

 

Greek Theatre

Students are given a glimpse into the period of time which is the home of modern theatre as we know it. Students will explore the origins of Theatre and look at the specific features of Greek Theatre, and the use of the Chorus. Students will work in groups to create a piece of drama inspired by the story of Antigone and using the Greek Theatre techniques.

 

Performance Skills

Students focus on the specific skills of presenting a character for a theatrical audience. We look at the seven key skills of the actor, use of voice, body and gait, as well as supporting students on their performance and presentation skills. We explore the importance of the audience and how the purpose of the performance piece will impact on the skills used by the actor. At the end of this course, students will develop a piece of performance work which is character based.

 

The Accident

This is a very naturalistic performance piece. Students explore a story which has been designed to challenge them in character performance and in the application of empathy. Students explore the story of a road traffic accident and focus on their drama skill set through a series of workshop lessons. Following this, students will use 'witness statements' to piece together the plotline, before presenting the story in a dramatic form.

Units of Study

Guernica

Students work in groups to produce a Physical Theatre and Abstract performance in response to the Picture of 'Guernica' by Pablo Picasso in response to the bombing of the small Spanish market town, of the same name.

 

 

Comedy

Students explore a range of comedy performances looking at the map cap mischief of Monty Python, to the situation comedy mayhem of Miranda.

Students will work alone or in a pair to respond to the physical communication of David Almond and his 'Interpretive Dance', creating a performance of their own for 40% of their unit grade.

Students will then use a guidebook to work as an individual or a pairing to develop a performance based on traditional Clowning routines. They may select from; 'The Washer Women', 'The Whip Cracker' or 'The Wirewalker'.

 

 

Blood Brothers

Students explore the story, made famous by the musical, Blood Brothers. Students explore the performance skills required to play the part of the same character at different stages of their life. Students work to create two text based performances. The first, a solo piece 'I wish I was our Sammy'. The second element of assessment is a paired performance of an extract from the play. Students must develop their role, learn the script and present the scene.

 

Nightmare

At an entry level, students will explore the dramatic working of practitioner Antonin Artaud (who is studied in more depth at GCSE/A Level). We will look at some of the key features of his work and students will create a 'Nightmare' themed performance in groups making use of an 'abstract' style of physical performance.

 

GCSE Taster

Students are issued a selection of inspiration points. In line with the GCSE specification, students will work in groups to develop and rehearse a performance which responds to the stimulus, using one of the performance styles that they have studied during their programme of Study at George Spencer Academy.

Units of Study

Charlie

Students embark on an introduction to academic drama through this module. Looking at basic drama skills and developing on stage confidence, students use the story of 'Charlie and the Chocolate Factory' as inspiration. Students will develop their confidence in front of the class in a safe environment, with a bright and lively lesson content to spark their creativity.

 

Ishi

This module looks at the culture of the Native American Indians. Students explore the differences between modern living and living as a hunter-gatherer. Students are introduced to new drama techniques, which they will apply to the performance that they will create in response to the true story of Ishi, the last Native American Indian of his tribe.

 

Gallery (William Towers)

Students look back in history to the Victorian era. We explore how an actor can represent different types of characters and learn about the differences between the rules of social engagement, law and order and living conditions. Students will then complete an enquiry task in order to discover the details of the true story of William Towers, a 11 Year old boy who was imprisoned for 2 months hard labour. Students will then use their drama techniques to plan and develop a performance piece to tell William Towers' story.

 

Chinese New Year

Students use physical theatre and non-naturalistic dramatic techniques to explore a range of Chinese myths and proverbs. This leads to the students looking at the story of the Chinese Zodiac (the Jade Emperor and the race). Students will explore the use of physical theatre, personification and non-naturalistic techniques to create a presentation of this story.

 

The Party

This module is based upon the theme of social inclusion and bullying. Students will explore and make use of a range of naturalistic and non-naturalistic dramatic techniques to explore the impact of social exclusion on both an individual and group basis.

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