<p>This lesson is designed to last between 2-3 hours, depending on the amount of exploration time given per task. The lesson works through:</p> <p>Theoretical background of Stanislavski<br /> Three key Naturalistic techniques (theoretical introduction and practical exploration tasks): Emotion Memory; Given Circumstances; What If<br /> A practical exploration task responding to an auditory stimulus<br /> A devising task - creating a scene using Stanislavski’s techniques to deepen understanding of character<br /> Students will also be briefly introduced to a short extract of ‘A Streetcar Named Desire’</p> <p>Suggestions for using this resource:</p> <ul> <li>Introduction to a theatre practitioner (A-Level Drama)</li> <li>Introduction to devising and staging techniques (GCSE / A-Level Drama)</li> <li>A one-off workshop to kick-start a SOW</li> <li>A workshop as part of a SOW introducing different practitioners and devising techniques (please see my other resources for workshops on Stanislavksi, Artaud, Physical Theatre, Choral Speech, Script Writing and Verbatim Theatre.</li> <li>In the past, this lesson has been used to kick start AQA Drama Component 2: Devising Theatre.</li> </ul> <p>This lesson pack includes one PowerPoint (with a short documentary and music embedded within the PowerPoint), three resources/hand outs (one of which is differentiated for HAT/MAT/LAT students and contains a TA/Teacher ‘answer sheet’, and one lesson plan with questioning, differentiation and plenary included.</p>

<p>This lesson is designed to last between 1-3 hours, depending on the amount of exploration time given per task. The lesson works through:</p> <ul> <li>Theoretical background of Brecht (life, history, theatrical background)</li> <li>Key Quotes from Brecht, and how they inform us of his way of working</li> <li>Practical Epic Theatre exploration tasks</li> <li>Introduction to key Epic Theatre techniques</li> <li>Introduction to a stimulus</li> <li>Practical application of knowledge (using Epic Theatre techniques to create a piece of Drama as a response to the stimulus)</li> </ul> <p>Full details are given in the hand-outs and lesson plan to allow teachers of all backgrounds to deliver this lesson; no pre-existing knowledge of Brecht is needed.</p> <p>Suggestions for using this resource:</p> <ul> <li>Introduction to a theatre practitioner (A-Level Drama)</li> <li>Introduction to devising and staging techniques (GCSE / A-Level Drama)</li> <li>A one-off workshop to kick-start a SOW</li> <li>A workshop as part of a SOW introducing different practitioners and devising techniques (please see my other resources for workshops on Stanislavksi, Artaud, Physical Theatre, Choral Speech, Script Writing and Verbatim Theatre.</li> </ul> <p>In the past, this lesson has been used to kick start AQA Drama Component 2: Devising Theatre.</p> <p>This lesson pack includes one PowerPoint, four resources/hand outs, one lesson plan and two student-led lesson plans.</p> <p>The student-led lesson plans contain the same content, but instructions are directed at the student rather than the teacher. Perfect for non-specialist teachers, high-ability students or for cover lessons, as students teach themselves the content and work through the tasks autonomously.</p>

<p>This booklet supports the AQA GCSE Drama Devising Portfolio. This resource supports students who are formatting their portfolio as a scrapbook-style piece of work, or could be adapted to support students writing an essay-style response.</p> <p>The guide is broken into three sections:<br /> Section 1: Response to a Stimulus<br /> Section 2: Development and Collaboration<br /> Section 3: Analysis and Evaluation</p> <p>HAT Guide:</p> <ul> <li>Geared towards Grade 5-7 students, with specific stretch and challenge tasks for Grade 8+ ability students<br /> Each section has 4/5 pages with suggested headings, layouts, sentance starters, what to include, how to gain extra marks and hit the top band and the most important things students need to include in each section or page. Each section also has a contents page, and the marking criteria for that section to allow HAT students to self-mark or peer assess each others’ work easily.</li> </ul> <p>LAT Guide:</p> <ul> <li>Geared towards Grade 2-4 students<br /> Each section has 4/5 pages, as the HAT guide. The LAT guide is set out in a way that the left side of the booklet sets out what to include/write about, and the right side of the booklet is a template for students to complete either digitally or by hand to ensure they are including key pieces of information, and do not structure their work like an essay. As the booklet progresses into Section 3, the right hand side of the booklet becomes blank to stretch students’ layout skills. Each section has a contents page and the marking criteria.</li> </ul> <p>At the end of the booklet there is a a Glossary of vocabulary students should be including in their work, such as:</p> <ul> <li>Theatrical Skills</li> <li>Command words</li> <li>Performance styles</li> <li>Devising vocabulary</li> <li>A list of how meaning is communicated (used to support Section 2 &amp; 3).</li> </ul> <p>**This booklet has been used since the introduction of the new specification, and students who have used it have received above national average results for Component 2 for two years in a row. The layout of the booklet also assists with the marking of work, and has supported Component 2 marks submitted by the author being commended for their accuracy for the past two years **</p>

<p>This resource is a worksheet designed to record independent research, either for non-participants, set as homework or for a distance learning task.</p> <p>Students are tasked with answering specific questions designed to increase knowledge of Commedia Dell’Arte, formatted in open ended questions and a small True/False quiz. There is also a Challenge, and Extra Challenge task to stretch all learners.</p> <p>Included is a Word and PDF copy to allow for easy editing/printing where needed.</p>

<p>These cards break the plot of Blood Brothers down into 11 key moments. Each card includes a brief explanation of the key moment, and a challenge question to probe in depth thinking.</p> <p>Suggestions for using this resource:</p> <ul> <li>Put the plot cards in order within a certain time limit</li> <li>Remove one (or more) of the plot cards, and ask students to identify what key moment is missing</li> <li>Ask students to make their own plot cards to fill in the gaps/give more information on key moments</li> </ul> <p>Useful for introducing Blood Brothers; revising Blood Brothers; looking at form and structure in Drama or English.</p>

<p>This is a two lesson pack introducing the Seven States of Tension from Jacques LeCoq. It incorporates independent work, paired work and group work. The PowerPoint:</p> <ul> <li>Introduces the theory and history behind the Seven States of Tension</li> <li>Includes a guided tour through the Seven States, with explanations and practical tasks for each level</li> <li>Re-cap tasks to develop a deeper understanding and challenge high ability students</li> </ul> <p>In lesson two, students expand on their learning from lesson 1 by recapping the Seven States as a response to a box being in the room, again guided by the teacher. Students then progress to creating a scene as a response to a stimulus, using the Seven States of Tension within their scene.</p> <p>Suitable for KS3 upwards, and perfect as a workshop to kick-start Devising work.</p>

<p>A full lesson introducing:</p> <ul> <li>What a gang is, or can look like (disbanding belief that gangs are like the movies)</li> <li>What can lead a person to join a gang</li> <li>Different scenarios where people were groomed or pushing into joining a gang</li> <li>A debate surrounding the statement: ‘You always have a choice’</li> </ul> <p>Tasks include analytical work, reading of articles, discussing videos, discussing options available and a quiz. The lesson can last from 2 hours + depending on the amount of time given to each activity.</p>

<p>A 60 minute lesson introducing:</p> <ul> <li>The theme of consent</li> <li>What consent is</li> <li>What consent can look like in different scenarios</li> <li>What to do if someone can’t consent to sexual activity</li> </ul> <p>Tasks include independent work, a quiz, pair discussion and whole class activities. There are also different scenarios where students discuss the legality of consent within the scenario.</p> <p>All resources are included.</p>

<p>This 13-page booklet is designed for students who are about to embark on the GCSE Drama course, but can be adapted for separate homework tasks, distance learning tasks, or written lesson tasks. It can also be used for flipped learning, where the student gathers the information themselves and it is then clarified within a lesson.</p> <p>The tasks are:</p> <ul> <li>Read Blood Brothers</li> <li>Research theatre roles and responsibilities</li> <li>Research staging types</li> <li>Watch a short piece of Live Theatre, and attempt an exam question (based on the AQA written paper)</li> </ul>

<p>A 60 minute lesson introducing:</p> <ul> <li>Who are peers, and what peer pressure is</li> <li>What sexual peer pressure looks like</li> <li>The options available to students if they find themselves in a pressurised situation</li> <li>Factors to take into consideration when decided to engage in sexual activity</li> </ul> <p>Tasks include independent work, creative drawing, a quiz, pair and group discussion and whole class activities. All resources are included.</p>

<p>This resource is a worksheet designed for independent learning, either for non-participants, homework or for distance learning.</p> <p>Students are tasked with designing costumes for two characters from Alice in Wonderland, and giving a detailed exemplification for their design choices.</p> <p>Included is a Word and PDF copy to allow for easy editing/printing where needed.</p>

<p>This resource includes displays for six warm up stations, focusing on:</p> <ul> <li>Cardiovascular exercises</li> <li>Strength exercises</li> <li>Stretching/flexibility exercises</li> </ul> <p>Each station includes images and instructions so students can independently prepare for physical activity.</p> <p>There is also four ‘alphabet’ warm up stations, with each letter of the alphabet being allocated to a warm up exercise. Students will spell out a subject specific word, and complete the exercises linked to the letters.</p> <p>This resource can be used for independent learning at home or for distance learning.</p>

<p>In this booklet there are 7 different stimuli including:</p> <ul> <li>Song lyrics</li> <li>A theme</li> <li>A piece of artwork</li> <li>A poem</li> <li>Prose</li> <li>Audio (a song)</li> <li>A sentance starter</li> </ul> <p>Each stimulus asks students to complete a specific task to unlock their ideas and start the creative process. At the end of the booklet, there are two pages for students to identify their ‘favourite’ stimulus, and for them to explore their initial ideas in more detail.</p> <p>This booklet directly supports the AQA Component 2 Devising Process as:</p> <ul> <li>Students can take photos of their initial brainstorms, and include them in Section 1 of their Devising Portfolio/written work</li> <li>It gives students a variety of visual, auditory and linguistic stimuli to explore</li> <li>Students identifying their favourite stimulus can aid in how the teacher groups students for the practical element of Component 2</li> <li>The last two pages of the booklet encourage students to look at why they chose the stimulus - something which can assist students in accessing the top band of the Section 1 Devising Portfolio marking criteria</li> </ul> <p>This resource is designed as an independent homework booklet, but could easily be used for small group work or whole class activities. As AQA does not prescribe what stimuli are used, the booklet can be used and re-used for years to come.</p>

<p>Choreographic Devices flashcards suitable for KS3 or GCSE level students. Flashcards contain 8 Choreographic Devices and their definitions, and 12 Choreographic Tasks, with Challenge tasks integrated throughout.</p> <p>Flashcards can be used in two ways:</p> <ol> <li>Folded in half, with the Choreographic Device on one side and the definition on the other</li> <li>As one A4 sheet, with both the Choreographic Device and definition on the same side</li> <li>Clipped together, with the definition and tasks for each Choreographic Device in one mini ‘pack’</li> </ol> <p>Useful for students developing choreography independently, or for students to be responsible for finding out definitions to challenging devices.</p> <p>Suitable for use with AQA GCSE Dance Specification.</p>

<p>This resource is intended for use in Key Stage Three, and lower-level GCSE Dance classes. This assessment criteria comprehensively breaks down the various GCSE Dance Assessment criteria, introducing students to assessment vocabulary based on the three areas of Assessment in Dance: Choreography; Performance; Responding.</p> <p>The criteria is split into 6 Grades, which is based on an ‘elements of’ system of grading. For example, if a student hit all of the criteria in Grade 1, they would be working at ‘elements of’ a GCSE Grade 1, which gives a seamless transition into GCSE grading.</p> <p>Perfect for:<br /> Teacher Assessment<br /> Self Assessment<br /> Peer Assessment<br /> Giving verbal feedback using key terminology<br /> Independent self-improvement</p>

<p>This resource is intended for use in Key Stage Three, and lower-level GCSE Drama classes. This assessment criteria comprehensively breaks down the various elements of the GCSE Drama Assessment criteria, introducing students to assessment vocabulary based on the three areas of Assessment in Dance: Making; Performing; Responding.</p> <p>The criteria is split into 6 Grades, which is based on an ‘elements of’ system of grading. For example, if a student hit all of the criteria in Grade 1, they would be working at ‘elements of’ a GCSE Grade 1, which gives a seamless transition into GCSE grading.</p> <p>Perfect for:<br /> Teacher Assessment<br /> Self Assessment<br /> Peer Assessment<br /> Giving verbal feedback using key terminology<br /> Independent self-improvement</p>

<p>A 60 minute lesson introducing:</p> <ul> <li>Different types of relationships</li> <li>The reasons we need various relationships</li> <li>How we (as humans) benefit from relationships</li> </ul> <p>Tasks include independent work, creative drawing, pair and group discussion and whole class activities. All resources are included.</p>

<p>A 60 minute lesson introducing:</p> <ul> <li>Different types of STIs</li> <li>How they can be transmitted</li> <li>How students can protect themselves against STIs</li> <li>Legalities surrounding age of consent</li> </ul> <p>Tasks include independent work, a quiz and creative poster making. All resources are included.</p>

<p>This resource is a worksheet designed for students to independently conduct research into the plot and characters of Macbeth. It can be used for non-participants, homework or for distance learning.</p> <p>Students are tasked with watching a synopsis, conducting additional research, and answering questions to consolidate their learning.</p> <p>Included is a Word and PDF copy to allow for easy editing/printing where needed.</p>

<p>This is a six task booklet designed to lead students through the initial stages of dramatic tension. It can be used as a written aid in lessons, or on its own as part of distance/home learning. The tasks work through:</p> <ol> <li>Drama Skills</li> <li>What is a Practitioner</li> <li>Jacques LeCoq/Seven States of Tension</li> <li>Introduction to a Stimulus</li> <li>Analysing dramatic tension</li> <li>Answering an exam-style question (based on performance skills and dramatic tension)</li> </ol> <p>The tasks range from short, to quite in-depth. Students are tasked with researching, creating a script, responding to a stimulus, creating their own drama skill dictionary and much more.</p>

<p>A fully packed lesson introducing:</p> <ul> <li>The legalities surrounding the possession, creation and viewing of porn</li> <li>How porn can impact on relationships, the brain and society</li> <li>What ‘sexting’ is, and how quickly an image can spread online</li> <li>A week-long social experiment consisting of posting an image (via school social media) and seeing over the course of a week how quickly the image can spread, and to whom</li> </ul> <p>The lesson can take anywhere from 1-3 hours depending on the time given for discussion/exploration</p> <p>Tasks include independent work, a quiz, pair and group discussion and whole class activities. All resources are included.</p>