<p>A booklet to guide PERFORMANCE students through each step of Component 1.<br /> To be used alongside the Component 1 PPT lessons.<br /> Includes detailed portfolio advice including questions and sentence starters to help less able students.</p>

<p>A PPT of four lessons focussed on the design elements: Lighting, Sound, Costume and Set. Some slides have a specific focus on An Inspector Calls as this is our C3 Text.</p> <p>PPT includes:<br /> -Why each design element is important and what it is used for in Theatre<br /> -Specific design terminology with pictures<br /> -Possible tasks to do with each specific design element<br /> -Slides specific to An Inspector Calls<br /> -A short quiz on each design element</p>

<p>This resource is a full pack and provides the following:</p> <p>-x3 detailed PPT lessons leading up to viewing The Woman in Black. These includes information regarding:<br /> -The Plot<br /> -The caracters<br /> -The settings<br /> -Genre/structure/style<br /> -Director/designer intentions and names<br /> -Themes</p> <p>-x1 detailed PPT lesson that follows the viewing. This lesson includes a structured plan of how to answer each question in Section B with exemplars.</p> <p>-x1 detailed PPT of notes on each design element in the play and also a range of KEY MOMENTS to discuss.</p> <p>-x1 PPT on feedback from my classes first set of practice questions.</p> <p>-A copy of MY notes from The Woman in Black on all performance skills and design elements. (I have seen the show 8 times so these are very detailed)</p> <p>Resources for students**<br /> -WIB synopsis<br /> -Character/Settings list<br /> -Victorian language sheet<br /> -A booklet of exemplar answers<br /> -A booklet of previous questions that have arisen<br /> -Analysing/Evaluating theatre phrases</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Costume design within performance<br /> -Useful resources<br /> -18 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from th exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Lighting design within performance<br /> -Useful resources<br /> -18 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from th exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase. Some of these are specific to my department so feel free to adapt.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Costume design within performance<br /> -Useful resources<br /> -21 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from the exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>This is a comprehensive PPT made up of 14 lessons. The PPT guides students through the entire Component 1 devising process.</p> <p>The PPT references a ‘student worksbook’ that is to be filled in alongside these PPT lessons. This workbook can be purchased seperately and allows all student work to be collated in one place. It also includes lots more on the written portfolio, including questions for each stage as well as sentence starters to help less able students.</p> <p>Please be advised, this PPT is specific to my current cohort. Please feel free to change tasks and use your own sets of stimuli as I have not detailed the eact ones I have used.</p> <p><strong>PPT Lessons include:</strong><br /> -Introduction of stimulus (To be used when writing stage 1 of the portfolio)</p> <p>-Practical lessons on the following styles of Theatre and associated practitioners: Naturalism/Epic Theatre/Theatre of Cruelty/ Physical Theatre/ Verbatim Theatre and Ensemble work (To be used when writing stage 4 of the portfolio)</p> <ul> <li> <p>Various explorative group tasks (Including design tasks) based on which theatrical style the students wish to work with (To be used when writing stage 2 of portfolio)</p> </li> <li> <p>Various research tasks for each member of the group (To be used when writing stage 1 of the portfolio)</p> </li> </ul> <p>-Lessons on Staging, Structure, Character, Spoken Language, Transitions and Script writing.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Set design within performance<br /> -Useful resources<br /> -19 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from th exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Sound design within performance<br /> -Useful resources<br /> -18 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from the exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Sound design within performance<br /> -Useful resources<br /> -21 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from th exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance.</p> <p>As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards.</p> <p>The booklet contains:<br /> -Information on Set design within performance<br /> -Useful resources<br /> -22 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from the exam board)</p> <p>Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase.</p> <p>The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have.</p> <p>Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.</p>

<p>A booklet to guide DESIGN students through each step of Component 1.<br /> To be used alongside the Component 1 PPT lessons.<br /> Includes detailed portfolio advice including questions and sentence starters to help less able students.</p>

Designed for a quick fire quiz or starter activity. PPT covers design elements as well as physical and vocal terminology.<br /> <br /> My lot had real fun doing this as I turned it into a competition!

This resource goes alongside the C1 student booklet I uploaded a while ago. It is designed for pupils to fill in after each devising session in order for them to use at the end of the process to inform their portfolio.<br /> <br /> This log book referenced in the booklet and someone asked for me to upload.<br /> <br /> Happy using :)

<p>These lessons focus on the process of working from a text, specifically Component 2 at GCSE.</p> <p>It includes tasks to help students learn the plot, context and characters within the specific text that they are using and also includes design tasks.</p>