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Drama

The Staff Team

Drama forms part of a strong Performing Arts provision where Mrs du Crôs, Head of Dance and Drama, teaches alongside Mr Franklin and Miss Hopkins. Here at Chipping Norton School, we offer a range of Drama units that students work through in lessons at KS3. We provide extensive extra-curricular opportunities for our students including: regular theatre trips to see plays and musicals; live workshops in school with professional practitioners from a range of Drama companies, and the chance to be involved in Drama clubs that lead into our school productions. We run LAMDA courses as an extra time club which allows students to gain nationally recognised awards at various levels. Students with a passion for Drama can continue studying this subject throughout their school career by opting to study Drama at GCSE and A Level.

Learning Spaces

We have a dedicated studio for drama which includes a small lighting rig, sound desk and plenty of space for students to explore, discover and bring their ideas and piece of theatre to life.

The curriculum

Key Stage 3 

Year 7 are introduced to basic Drama techniques at the start of the year, we then expand on thes techniques in units of work based on stories like ‘The Greedy King’, and specific styles of Drama including Greek Theatre.
 
Year 8 students start the year by learning how to adapt a classic play for a modern audience.  They also study scripted work such as ‘Blue Remembered Hills’ as well as learning hwo to devise theatre.
 
In Year 9 students expand on their Drama experience by looking at Physical Theatre as well as exploring design elements of productions.  We study  ‘Blood Brothers’ as a scripted work and expand on devising techniques in preparation for GCSE Drama.

Key Stage 4

GCSE Drama is a 2 year course following the AQA syllabus. This includes 3 components which challenges students to devise theatre, create an interpretation from a script and understand different practises in drama.

Component 1-Understanding Drama – A written exam which students show their understanding of drama and theatre, apply a practical knowledge base of how the set text of The 39 Steps can be performed and an analysis and evaluation of the work of live theatre practitioners.

Component 2-Devising Drama-Students work through the process of creating an original piece of drama and can contribute as a performer or designer (including lighting, set, sound, costume and puppetry). Through the process they will analysis and evaluate their work keeping a record of their progress.

Component 3-Texts in Practice-Students work on 2 scripted extracts either as a performer or a designer. They will explore how to interpret the script as part of a whole text and to realise the performance for an audience. These are presented to a visiting examiner from AQA.

Key Stage 5

Students at Key Stage 5 complete the 2 year A-Level Drama and Theatre course following the AQA syllabus. This requires the students to have a detailed understanding and application of a range of practitioners

Component 1-Drama and theatre-At A-Level we study 2 set texts, Antigone by Sophocles and Our Country’s Good by Timberlake Wertenbaker. Students complete a written exam and need to be able to explain and interpret these texts from the perspective of a director, performer and a range of designers. There are also opportunities for multiple theatre visits which students will evaluate and justify their understanding of a performance.

Component 2-Creating original drama-Students are influenced by and use the methodologies of one prescribed practitioner in order to devise their own performance. Throughout the process students maintain a working notebook to analyse their work to aid their development. Students can contribute to the piece as a performer, designer or director.

Component 3-Making theatre– Practical exploration and interpretation of three extracts (Extract 1, 2 and 3) each taken from a different play. Extract 3 is performed as a final assessed piece with a visiting examiner from AQA and the methodology of a prescribed practitioner is applied. Students also present a reflective report analysing and evaluating their theatrical interpretation of all three extracts.

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