This booklet is perfect to help students understand what elements of live performance to include in writing a Live Theatre Evaluation. It can be used for any live performance. It features focused headings. <br /> <br /> This booklet is to help students note down their initial ideas in the first stages after watching their live performance. It does not help structure answers or include exemplars. <br /> <br /> I have found that this booklet works well when set as independent work after watching a live performance, or also used as a teacher-led activity in lessons.<br /> <br /> I have based this on the OCR (1-9) GCSE Specification however it can very easily be used for other specification.

<p>A card game that can be used as a starter, plenary or as a revision activity.</p> <p>Students can work in pairs/groups and they turn over a card. They should describe how they would play that stereotypical character by explaining how they would use their acting skills/characterisation. The rest of their group should guess the stereotypical character.</p> <p>Could be developed into a charades type game.<br /> This includes 24 characters/cards.</p>

<p>A simple literacy mat designed to help GCSE students to write live theatre reviews/evaluations.<br /> The OCR GCSE Spec has been used to help create this, however I’m certain it can be used for other specifications as well.</p> <p>Designed to be a ‘prompt’ for students rather than a ‘how to write’ resource.</p>

<p>This workbooklet covers STANISLAVSKI-BRECHT-ARTAUD. The booklet is split into three different sections (one for each practitioner). There are a series of questions about the style and beliefs of each practitioner for the students to answer.</p> <p>It can be used as a standalone lesson, an activity in lessons or as a plenary. I have also used the booklet to provide research based homework. It could also be used as a revision tool. Once completed, I encourage students to refer to the booklet during the devising process to ensure they are using a range of techniques and strategies in their work.</p>

<p>OCR GCSE Drama - Presenting and Performing Texts</p> <p>A work booklet with 11 tasks that students choosing the Costume Design option for Presenting and Performing Texts can work through. This would work as either independent work or as a homework activity. This booklet is tailored towards students creating costumes for two different characters - make up/hair/masks are not included.</p> <p>Tasks range from initial research surrounding their play through to budgeting for their costume. It gives students suggestions into what evidence they can provide the examiner. It allows students to keep their notes/research/sketches in one place.</p> <p>Stages of the booklet include (not all tasks mentioned here): Inital research, Character studies, First Designs, Actor Feedback, Budgeting and Dress Rehearsal.</p>

This resource can be used as a teacher-led resource, independent work for students or as a homework booklet. It could also be used as a plenary during lessons covering the text. It features a range of activities and note taking including directing/staging as well as the design/technical elements. It is a really flexible resource that can be used in multiple ways.<br /> <br /> The OCR GCSE 9-1 spec has been used to create this booklet. It has been designed to help students revise for Section A of the written exam, using the set text of Blood Brothers. The spec is referred to throughout the booklet ensuring that students understand what is expected of them in the exam.

<p>A table designed for students to complete some quick paced revision based on the main information about Blood Brothers needed for the OCR GCSE specification written exam.</p> <p>Could be used as a teacher-led activity, independent task or as homework. It works very well as a starter or plenary.</p> <p>I have used this successfully as an activity completed multiple times across lessons to ensure recall of key facts about the play.<br /> Plot, playwright, setting, era, context, characters etc.</p>

<p>This Blood Brothers Knowledge Organiser is a double sided A4 page.</p> <p>The front page states the key factual information about Blood Brothers that students should know before they sit Section A of the written paper.<br /> The second page features different types of questions that may be asked in Section A.</p> <p>It does not provide specific answers for the students, but allows students to guide their own revision by recognising what areas they are weak in.</p> <p>This would be perfectly used either on it’s own to test knowledge of Blood Brothers or alongside other resources during lesson time/independent study.</p> <p>The information is clear and simple.</p>

<p>OCR GCSE Drama - Presenting and Performing Texts</p> <p>A work booklet with 11 tasks that students choosing the Sound Design option for Devising Drama can work through.<br /> This would work as either independent work or as a homework activity. It helps to keep students on track while allowing them to remain independent through the unit of work.</p> <p>Tasks range from initial research into the role of the sound designer through to experimenting with different volumes and timings. It gives students suggestions into what evidence they can provide the examiner. It allows students to keep their notes/ideas in one place.</p> <p>Stages of the booklet include (not all tasks mentioned here): Initial research, your intention, initial ideas, Group Feedback and Final Cue Sheet.</p>

<p>This resource is designed to help students throughout the devising drama unit for OCR GCSE Drama. It breaks down what is expected in an overview. It is designed to be used alongside taught and guided lessons but would be useful for homework or for reminders during independent study.</p> <p>It is a double sided A4 sheet with brief notes on, guiding students through the whole process.<br /> The first side starts with ‘section 1’ of the portfolio - research and inital ideas. It provides prompts for students to go through the stages needed to create their performance and portfolio.</p> <p>There are then some prompts and hints for creating and developing their performances on the other side. A definition of both Analysis and Evaluation is provided to assist students.</p> <p>This KO in no way provides detailed answers for the students, but instead prompts and encourages students in the right direction.</p>

<p>This knowledge organiser features 4 A4 pages filled with useful definitions for the written exam of the OCR GCSE Drama course (though I am sure these will be useful for other exam boards too).<br /> There is a page on acting skills, a page on lighting and set design terms, a page on sound design and SFX terms.</p> <p>This knowledge organiser is perfect for students to refer to when revising but also when learning about acting or design roles for the first time.<br /> Students who struggle using subject specific terminology will benefit from using this to help create their answers for both Section A and Section B of the written exam.</p> <p>There are no ‘specific answers’ on this knowledge organiser of HOW to use these skills but instead it provides support in ensuring they are using the correct terminology.</p> <p>The information is clear and easy to understand.</p>

<p>This game is a great starter, plenary or general revision tool.<br /> Can be used as a starter task by giving each student one of the cards and they have to find their partner or as the more traditional card game method.</p> <p>This consists of 16 pairs of cards - one has a stereotypical character printed on it, the other has the acting skills required to play that character.</p> <p>Cards should be printed double sided and then cut out so that the pattern is on the back of the cards.</p>

<p>A project that I have created for my KS3 students to complete during our non-practical lessons.<br /> I have made this for Year 7s but would also definitely be suitable for Year 8. You could potentially make it suitable for year 9 with a few adjustments.</p> <p>Tasks and activities could definitely be developed and adjusted to be practical.</p> <p>This project includes the following activities/tasks:</p> <ul> <li>Research into Theatre Maker Roles</li> <li>Directing tasks - deciding on a script to put a performance on of (justifying choices)</li> <li>Playwright tasks - writing/developing scripts</li> <li>Set Designer tasks</li> <li>Costume Design tasks</li> </ul> <p>Perfect for a scheme of learning that lasts for half a term. Can also be used as a homework project or as self-isolating work.</p>

A PowerPoint that can either be used as a teacher-led presentation or as an independent activity for students to complete. <br /> <br /> There are a some definitions to match to terminology. Students then explain how they would use these acting skills to show a range of settings in performance. There are challenge tasks to complete about using dialogue to decide where the performance should be set.<br /> <br /> I have used this resource with my KS3 classes (all abilities) and it have worked well in getting students becoming more confident in explaining HOW they would use their acting skills. This has helped with their evaluation work.

A PowerPoint that can either be used as a teacher-led presentation or as an independent activity for students to complete. <br /> <br /> There are a series of questions for students to answer regarding acting skills which then leads on to students having to explain how they would use these acting skills to play a range of stereotypical characters.<br /> <br /> I have used this resource with my KS3 classes (all abilities) and it have worked well in getting students becoming more confident in explaining HOW they would use their acting skills. This has helped with their evaluation work.