The Staff Team
Jason Franklin is Head of Drama and joined Chipping Norton School in 2017. As part of the Performing Arts team Mr Franklin encourages students to be involved in the range of trips, workshops and productions on offer. The Drama department has a range of experiences available such as the Year 7 Drama Club ran by our amazing 6th Form mentors, a performance group for all year groups which created and performed an original piece based on the Grenfell Towers disaster. We showcase our performances throughout the year and all are welcome to attend these and our GCSE and A-Level performance exams.
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.
Key Stage 3
Year 7 explore the lives of Evacuees whilst understanding how to create and develop a character in a scene and they gain an insight into how the Ancient Greeks used chorus to tell a story.
- Term 1 Introduction to Drama
- Term 2 Evacuees
- Term 3 Greek Theatre
- Term 4 Ernie’s Incredible Illucinations
- Term 5 The Tempest
- Term 6 Morley Manor
In Year 8 students consider the social issues around peer pressure and produce their own interpretation of Shakespeare’s Macbeth.
- Term 1 Peer Pressure
- Term 2 Revolting Rhymes
- Term 3 Macbeth
- Term 4 Commedia Dell’arte
- Term 5 Script Writing
- Term 6 The Accordion Shop
Year 9 start to hone in specifically on the skills they will need if they select Drama GCSE. They will explore contemporary theatre companies practising physical theatre and devising their own performance from a stimulus.
- Term 1 Missing Dan Nolan
- Term 2 Contemporary Theatre
- Term 3 Blood Brothers
- Term 4 Conflict
- Term 5 Devising Theatre
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.