Drama Department

DRAMA

Drama stimulates and motivates the imagination of pupils and can enhance pupil learning across the curriculum.  As a discrete subject, Drama can be used to develop a range of skills that allow pupils to develop autonomously, preparing them for the world of work, where interaction with others is necessary and interpersonal skills are becoming more important in the increasingly competitive employment market.

Prosp18 Prosp13

  General Aims for Drama

  • First and foremost to stimulate and/or maintain pupil curiosity, interest and enjoyment of Drama.
  • To contribute to the development of thinking skills and personal capabilities for pupils.
  • To prepare pupils for related Key Stage 4 and 5 exams offered within the department and to prepare them for further education in related courses and employment in  related fields.
  • To develop the knowledge, skills and understanding required for the making and appraising of drama forms. 
  • To develop the self-confidence required to explore and express ideas, emotions, themes and issues, through the devising and making of performances.
  • To develop the ability to work collaboratively with others to achieve shared goals.
  • To engage with and develop enjoyment, appreciation and understanding of dramatic texts in performance.
  • To develop an appreciation of the communicative power of drama in performance;
  • To develop an appreciation and understanding of dramatic texts.
  • To contribute to the development of core skills such as ICT, reading, writing and speaking.

Overall Aim / Purpose

To realise the performance potential of every child, while meeting the demands of the Whole School Learning and Teaching Policy and also the Northern Ireland Curriculum.

Year Group

Course Title

Course Description

Assessment

Teachers Involved

Year 8

Introduction to Performance Skills

In year 8 pupils are introduced to the basic performance skills of; voice, movement, gesture and facial expression. The pupils learn about the importance of these skills and also develop their use of them through practical activities and exercises. The pupil’s acquisition of performance skills is assessed through a group, choral speaking performance. Their understanding of new drama related language is also developed and assessed.

Internal assessment;Independent written work and group practical work is assessed through out the unit. A final practical performance is assessed prior to Christmas

Mrs A. Hughes

Ms B. McNulty

Mrs D. McVeigh

Exploration of Genre and Play scripts

The pupils will develop their understanding of genre in general; they will then explore the play ‘The Turbulent Term of Tyke Tyler’. The pupils will be given opportunities to perform the script and will be expected the build on the development of performance skills initiated in their first term. This unit will allow them to apply their skills to a script. They will look briefly at script conventions in preparation for year 9.

Internal assessment;Pupils are assessed for their contribution through out the full creative process of page to stage. They will also have written assessment tasks to assess their understanding of characterisation and script conventions. Their performance of their chosen excerpt from the script will be their final practical assessed performance.

Year 9

Connected Learning: Advertising

In year 9 the pupils complete a connected learning unit in art, drama and music. The pupils design a product in art, they produce a jingle in music and they use both of these to script and produce an advertisement in drama. The pupils will develop their understanding of advertising techniques and will then apply these to their advertisement. The pupils devise their advertisements in groups, developing their creative skills and negotiation skills. The pupils also look at numeracy in drama by exploring advertising budgets.

Internal assessment:Pupils are assessed for their contribution to the creative process. Their performance skills are also assessed in the final performance piece prior to Christmas. The pupis understanding of persuasive advertising techniques are also addressed.

Mrs A. Hughes

Ms B. McNulty

Mrs D. McVeigh

Performing a monologue or duologue and costume design

The pupils are introduced to Blood Brothers, written by Willie Russell. The pupils select their own monologue or duologue for performance. The pupils devise a rehearsal schedule, which they follow in preparation for their performance. The pupils are also introduced to costume design at this point. They design a costume for the character they are playing in their monologue or duologue, justifying their choices in relation to cultural and historical context and status of said character.

Internal assessment;

Pupils are assessed on their rehearsal and their final performance of their monologue/duologue. The pupils are also assessed on their costume design and it’s suitability to the character.

Year 10

Educational Theatre

The pupils look at what makes an effective piece of educational theatre. The pupils devise a piece of educational theatre relevant to a specified target audience. The pupils are encouraged to include the use of multimedia to enhance the delivery of their theme.

Internal assessment;Pupils are assessed on their contribution to the group task in devising and rehearsal. They are also assessed on their live performance for an audience. Their understanding of the theatre style is assessed through a written task.

Mrs A. Hughes

Ms B. McNulty

Mrs D. McVeigh

Jobs in the Performing Arts industry.

The pupils use the internet to research jobs and their responsibilities, in the Performing Arts Industry. The pupils then study theatre through time and look at how the development of technology has impacted the various jobs in the industry. The pupils then chose their own performance or production role and fulfil the related responsibilities to produce an edited version of; The Terrible Fate of Humpty Dumpty.

Internal assessment;

The task is dependant upon the role chosen. Performers must perform for an audience, while those in a production role must produce relevant written materials and realise some of their ideas.

Year Group

Course Title

Course Description

Assessment

Teachers Involved

 

Jobs in the Performing Arts industry.

The pupils use the internet to research jobs and their responsibilities in the Performing Arts Industry. The pupils then study theatre through time and look at how the development of technology has impacted the various jobs in the industry.  The pupils then chose their own performance or production role and fulfil the related responsibilities to produce an edited version of; The Terrible Fate of Humpty Dumpty.

Internal assessment;

The task is dependant upon the role chosen. Performers must perform for an audience, while those in a production role must produce relevant written materials and realise some of their ideas.

Mrs Hughes

Year 11-12

CCEA/GCSE Drama

This course has a highly practical focus.  The pupils have the opportunities to experience the following performance units; Scripted Performance, Devised Performance, Improvisation, Dance Drama or Mime. Alternatively the pupils may wish to assume the role of Design Support in the practical element. The pupils are expected to analyse their practical performance in their written exam.  The exam also allows the pupils the opportunity to explore costume design and to discuss their use of rehearsal methods and drama strategies in relation to a set text.

Internally assessed and externally moderated;

Two

practical performances, from the list of choices, each worth 30%.

Externally assessed;

Written examination, open book, based on a set text, worth 40%.

Mrs Hughes

Year 13-14

Edexcel/ A-Level Performing Arts

This is a vocational course which is comprised of six units, four of which are portfolio and two of which are practical.

As Level

Unit 1: Developing Skills for Performance. The pupils  assess their skills and explore and experiment with methods of improvement.

Unit 2: Planning an Event. The pupils chose and fulfil the responsibilities of a production role, in a live performance event.

Unit 3: Performing to a commission. The pupils perform for a visiting moderator, using their chosen medium of performance or a combination of a range of mediums.

A Level

Unit 4: Employment Opportunities in the Performing Arts. The pupils explore opportunities and also progression routes. The pupils gain experience in the industry in their preferred job role.

Unit 5/6: The pupils chose to complete either; Unit 5 – Advanced Production or Unit 6- Advanced Performance.

Unit 7: Production Delivery. Like unit three this is a performance delivered to an audience and a visiting moderator.

Internally assessed and externally moderated by a visiting moderator.

Mrs Hughes

 

Potential jobs available from studying this subject:

Drama facilitator, Drama teacher, Performer, Theatre administration, Technical design/operation, Choreographer, Presenter, Media related jobs etc

More jobs include the following:

 
 
 
 

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St Pius X College
59 Moneymore Road,

MAGHERAFELT
Co Derry
BT45 6HQ

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