Create and develop a devised piece from a stimulus (free choice for centre). • Performance of this devised piece or design realisation for this performance. • Analyse and evaluate the devising process and performance. • Performer or designer routes available.
There are two parts to the assessment: 1) a portfolio covering the creating and developing process and analysis and evaluation of this process (45 marks, 30 marks assessing AO2) a devised performance/design realisation (15 marks, assessing AO2).
Practical performance of their devised drama piece and a performance log.
A photo, poem or piece of music, to be used as a starting point for development
How theatrical ideas are presented on stage.
The way a text is built and shaped. Chapters, plot, acts, scenes, stanzas, narrative, verse form, rhyme and rhythm are all aspects of structure.
The distance between performers on stage that shows the relationship between characters.
A mime technique in which actors use their bodies to create props or part of the set.
Acting through body movement without the use of speech.
Levels can be created through position of the body, set or staging. They show action in a different place/time and can reflect relationships.
A movement of the head, hand or other body part to express meaning.
An aspect of body language, using the face to convey emotions or feelings.
When a speaker or writer directly addresses another individual.
The clarity of words when spoken or sung.
Creating and developing a performance together as a group.
Theatre that is happening at the moment and that attempts to relate to the audience.
A speech spoken by more than one person. Can be spoken in unison or with words and phrases repeated or echoed through the speech.
A person portrayed by an actor in a play; an individual in a narrative or non-fiction text; a real or imaginary individual's personality or reputation.
The non-verbal way in which a person communicates their physical and mental state through using facial expressions, gesture and posture.
A distinctive way of pronouncing a language.
To explore and create a starting idea from a stimuli to build on ideas
To ensure that the individual is working as a team
Component 1: Portfolio. Students will complete their portfolio from their devising piece. This is worth 30% of the overall exam and will be submitted by 26th November
Component 2: Students will prepare a performance of either a monologue or a duologue. This will be performed to a live audience. They will prepare a 500 word performance intention document to support their intentions of the piece. This unit is worth 20% of the overall exam and covers AO2.
Component 1 is internallt assessed and externally moderated.
Component 2 is externally assessed (subject to change due to Covid regulations and changes)
A distinctive way of pronouncing a language.
The non-verbal way in which a person communicates their physical and mental state through using facial expressions, gesture and posture.
A person portrayed by an actor in a play; an individual in a narrative or non-fiction text; a real or imaginary individual's personality or reputation.
A speech spoken by more than one person. Can be spoken in unison or with words and phrases repeated or echoed through the speech.
Theatre that is happening at the moment and that attempts to relate to the audience.
Creating and developing a performance together as a group
The clarity of words when spoken or sung.
When a speaker or writer directly addresses another individual.
An aspect of body language, using the face to convey emotions or feelings.
A movement of the head, hand or other body part to express meaning.
Levels can be created through position of the body, set or staging. They show action in a different place/time and can reflect relationships.
Acting through body movement without the use of speech.
A mime technique in which actors use their bodies to create props or part of the set.
The distance between performers on stage that shows the relationship between characters.
A photo, poem or picture used to develop ideas for devised performances
The way a text is built and shaped. Chapters, plot, acts, scenes, stanzas, narrative, verse form, rhyme and rhythm are all aspects of structure.
How theatrical ideas are presented on stage.
To create and perform successfully communicating intentions. To reflect upon the process of devising and evaluate the final performance.
To work as a team
This term will be used to prepare students for the final written examination. This paper is worth 40% of the overall GCSE. 30% for section A and !0% for section B. Weeks will be split 2 lessons for section A and 1 for section B per week.
Section A: Students will explore a set text from the point of view of a performer, director and designer. They will prepare to answer exam questions on key extracts.
Section B: Students will look at the play “A Monster Calls” and reflect on the impact of performance, direction and design on an audience.
Regular timed questions and mini mock papers will be set to identify areas of strength and points for development in preparation for mock and final exams.
Practice questions & mock exam papers
The character that causes problems for the main character (protagonist), and therefore pushes the plot forward.
Details the names of the characters in the play. Sometimes it will also include useful details about the characters, eg their ages and relationship with other characters.
The logical order of events in time, from beginning to middle to end.
The moment of greatest dramatic tension in the plot.
A style or movement of theatre that focuses on political ideas, ensuring that the audience are engaged and questioning the action. Bertolt Brecht’s ideas are usually categorised as Epic theatre.
A series of scenes, usually connected. Often they can be watched in any order and still make sense.
A style of painting, music, or drama in which the artist or writer seeks to express emotion or inner feelings rather than external reality.
A scene enacting something that happened in the past; the enactment of a character's memory of a past event.
The conventions or building blocks of the play that the playwright uses to construct it, eg monologues, flashbacks or mime.
The type of story being told.
Acting through body movement without the use of speech.
To reflect on key life events through the study of A Monster Calls.
To collaborate through practical explorations of key texts.
This term will be used to prepare students for the final written examination. This paper is worth 40% of the overall GCSE. 30% for section A and !0% for section B. Weeks will be split 2 lessons for section A and 1 for section B per week.
Section A: Students will explore a set text from the point of view of a performer, director and designer. They will prepare to answer exam questions on key extracts.
Section B: Students will look at the play “A Monster Calls” and reflect on the impact of performance, direction and design on an audience.
Regular timed questions and mini mock papers will be set to identify areas of strength and points for development in preparation for mock and final exams.
Extracts is worth 48 marks. • If two separate performances are done covering two key extracts, then each performance/design realisation is worth 24 marks.
Practice questions & mock exam papers
The process of placing performers in a specific space.
The creation of a fictional character.
A signal that starts an action on stage or screen, eg a lighting change, music or a character’s entrance.
Someone who writes plays.
How theatrical ideas are presented on stage.
The rules or traditions that occur in that particular style or genre of theatre.
The process of preparing a production and getting it ready for performance.
To reflect on key life events through the study of A Monster Calls.
To collaborate through practical explorations of key texts.
Revision / exam question practice for component 3.
Section A has 45 marks, assessing AO3. • This section consists of one question broken into six parts.
Section B: Live Theatre evaluation is worth 15 marks, assessing AO4. • This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen. Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.
Written exam comprising of set texts questions and questions on a live theatre production.
Feature of a play, eg genre and how it is structured.
The words used in exam questions that inform on how to answer the question.
The factors surrounding a text that help us to understand it; the background events that help to explain something.
The type of story being told.
The speed at which lines are delivered.
How high or low the voice sounds.
Someone who writes plays.
As part of GCSE Drama, one main play will be studied and written about in the exam.
How the plot or story of a play is laid out.
How theatrical ideas are presented on stage.
A brief overview of a story.
To have an understanding of a text through practical and written exploration
To develop an understanding of live theatre
Revision / exam question practice for component 3.
Section A has 45 marks, assessing AO3. • This section consists of one question broken into six parts.
Section B: Live Theatre evaluation is worth 15 marks, assessing AO4. • This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen. Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.
AO3 & AO4 is assessed
The factors surrounding a text that help us to understand it; the background events that help to explain something.
The sequence of events in a narrative; a story.
In a drama, a piece of action that occurs in one place without interruption.
To explore live theatre and to show an understanding through written skills
To be involved in a theatrical culture
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