This 24 page booklet is designed to support your students in either their devised or final scripted exam and is to be used in the workshop phase at KS4 Each week a task is set for your students to complete, this can be done to help improve character, log what has been achieved in lesson and help constructing their piece for their practical exam. Included: Page 3 – Calendar and Diary Page 4 – Example of diary entry Pages 5&6 – Research and planning Pages 7&8 – Character development – Role on the wall Pages 9&10 – Character development – Hot seating Pages 11 - 14 - Stanislavski, Given Circumstances Pages 15 – 17 – The Audience Pages 18 – 20 – Technical & design Pages 21-23 - Internal dramatic dialogue Page 24 – Notes on further improvement & development

This unit of work, lesson plans, set dance and literature is recommended for Year 8 Dance. The unit focuses on the basic techniques of Hip Hop dance and brings in ideas taken from Parkour. • Technical skills Introduction to an urban style of dance and further contact work. Transference of their technical skills to typical style with strict rhythm. • Expressive skills Pupils will be encouraged to use a sound rhythmic structure to their performance, moving on and off the beat precisely. Pupils should also show a clarity and control when landing, moving over and around other dancers. • Choreographic skills Pupils will use a variety of group sizes and relationships, with some opportunity solo, duet and trio work. The use of ‘tagging in’ will be explored for transition. • Appreciation skills Pupils will view pictures and video and describe the key action, spatial, and dynamic relationship features. For example the action of the traceurs as they move around the city. Comment on the views and opinions expressed by leading professionals in parkour and Hip Hop dance.

This scheme of work and 6 lesson plans is designed to be used as an introductory resource for teachers welcoming new Year 7 students in to Drama. The scheme encourages students to explore their imagination, without having to lead them too much, hence creating a good starting point to judge their baseline level upon entry. Teachers can then use the students first levels to build up a picture of progress and tracking from the start of the new school Year. I have also included a bonus introductory task that can be used at the start of the scheme, if time permits, that our teachers believe help the creative process. Enjoy!

This unit is inspired by Looney Tunes Cartoons. Pupils will explore common features of cartoons, such as the suspension of reality, the indestructible nature of the characters, the sticky situations they encounter and how, eventually, good always triumphs over bad. This theme is accessible. Great fun and will instantly engage the pupils. The content is action packed and demands a high level of energy, plus pupils will have the opportunity to use their imagination to create and interpret various cartoon storylines. Throughout the unit, pupils work on creating dances based on cartoons. Technical skills—The unit focuses on refining and developing technical skills in a variety of basic whole body actions. The attention to characterisation and concentration on extreme dynamic contrasts develops pupils’ expressive skills. Choreographically, pupils concentrate on creating and developing movements that relate to the themes of the cartoons, structuring a simple narrative duet and using dynamic contrast to enhance communication of the dance idea. As they work, they identify and interpret the storyline of various cartoons, explain their choice of actions in relation to the dance idea and describe what they see using descriptive and dynamic vocabulary. Includes worksheets, set dance, full lesson plans, scheme of work.

This scheme of work and 6 lesson plans are designed to introduce students to the different performance devices and explorative strategies, that can be used in performing and analysing Romeo and Juliet. The scheme encourages students to analyse character through exploratory methods, such as experimentation of theme, improvisation and developing a contemporary scene based on the play. Each lesson in this 6-lesson plan also includes a full break down of practical exercises and activities, as well as synopsis, scenes, character cards, a shortened version of the play and character break down, to aid students learning. Enjoy!

Scripted – This scheme of work and 6 lesson plans explores, Our Day Out by Willy Russell. Students will investigate the background of the play to put it into social, geographical and historical context; they will then explore the play as a group. Once these areas have been explored students will then rehearse and perform a short duologue from the play. The scheme encourages students to explore their imagination, concentrate on creating and presenting a character, as well as exploring the use of script, scenario and contextual information. Each lesson in this 6 lesson plan also includes a full break down of practical exercises and activities as well as 2 PowerPoints and links to online video resources, to aid students learning. Enjoy!

This scheme of work and 6 lesson plans are designed to introduce students to the different performance devices and explorative strategies, that can be used in devised work. The scheme encourages students to analyse character through exploratory methods, such as in role writing, hot-seating and tableau to successfully present the characters analysed in a poem. Each lesson in this 6 lesson plan also includes a full break down of practical exercises and activities and links to the poem ‘Timothy Winters, by Charles Causley, as their stimulus, to aid students learning. Enjoy!

This presentation analysis power, culture and gender in Indian Kathak Dance and would be suitable for anyone studying dance at GCSE / A Level. It explores: Kathak - which dates back to the twelfth century and the North Indian invasion of the Moghuls. How until that point, Natya had dominated and had been a very important part of religious ritual. How it is a fusion of Arabic and Hindu and became popular as a form of entertainment. And how Bharata Natyam is a religious convention passed down from Father to Son. (Southern India) Included is also a video links.

This is a full presentation with findings in to bone density in dancers, which can be used at GCSE, A-Level or Sports Science. It looks at weakening of bones and osteoporosis. The purpose of this PowerPoint was to compare the body composition and distribution of adipose tissue in two groups of female professional ballet dancers. The first group had already been identified as having low BMD and consisted of 10 dancers. The second group had been identified as having ‘normal’ BMD and were of a matching height and weight to the first group.

• Inspired by the professional dance work, ‘Swansong’, (Christopher Bruce 1987) • The unit makes cross-curricular links with citizenship, dealing with the process of false imprisonment and interrogation and Human Rights. • The unit focuses on an emotive and moral issues. • Technical skills are further developed in this unit in particular contact work, lighting and weight bearing, soft shoe tap, the use of props and an introduction to a simple abstracted ballroom technique (tango) • Expressive skills are a key emphasise of this unit. Pupils will be asked to play contrasting roles, taking on the role of the interrogator and that of the victim. As the dance progresses the intensity of each role deepens. The guards are expected to show extremes, one moment being the comedy act, the next a cold harsh interrogator. • Use of focus and facial expression along with the variety of technical movement and repeated phrases support the intensity of the work. • Choreographic skills pupils will reflect the structure of the dance work and the narrative. Pupils will use mainly trio formations and relationships, with some opportunity for a victim’s solo and a duet cane/tango dance.

This booklet is designed to help rehearse and evaluate within Year 7, 8 & 9 Drama. It has space to put the title of the topic at the top of each page and has notes pages and useful drama terminology. It can also be used for revision of a topic or a homework booklet. Please review if you like it. Enjoy!

This unit takes its inspiration from the painting Guernica (1937) by Pablo Picasso. The unit makes cross-curricular links with Art and History and shows pupils how other art forms and historic events can be a powerful stimuli for dance. The unit focuses on an emotive, moral issue. The pupils analyse and interpret the painting, using both the visual imagery of the shapes and a discussion of events that inspired the artist. A key focus of this unit is the development of expressive skills. Pupils are asked to empathise with the people of Guernica and portray images, such as chaos, pain, outrage and brutality, within their own dances. The use of focus and facial expression, contracting, twisting and arching the spine and forming geometric shapes with the body, aid the powerful and vivid expression of the work. Choreographically, pupils will reflect the composition of the painting, using devices such as overlapping and changes of level to represent the work. The dance progresses from duet to small group work. As they work, pupils should make connections between their movements, body shapes and expressions and the content and meaning of the painting. Performance skills: Demonstrate clarity and expressive use of the spine when performing (eg twisting, arching and contracting positions are taken to their extreme). Demonstrate good technique when jumping, falling and rolling at speed (eg take-off and landings show control and clarity of shape in the air; flight actions have an ‘explosive’ quality, showing power and vitality; falling and rolling actions use the floor safely). Demonstrate appropriate facial expression/characterisation showing emotion (eg open mouths as if screaming, eyes wide-open as if terrified) Composition Skills: Create movements that reflect key shapes, images and emotions within the painting (eg out-stretched hands and upward focus, use of torso [twisted, arched, contracted] when creating key shapes and phrases of movement). Compose various tableaux in small groups that reflect the compositional structure of the painting (eg the use of over-lapping and contrasting levels to show the chaos and juxtaposition of body parts). Create a dance based on a given narrative (eg dance to show the bomb being dropped and the response to this). Appreciation skills: Identify and interpret what is seen in the painting, offering explanations for responses (eg describe key motifs and point to objective features of the work to support answers). Discuss the moral issues surrounding the events depicted in the painting and how this is shown in the dance (eg describe how the fleeing woman in the painting might feel). Evaluate the success of other groups in communicating the dance idea (eg success at depicting chaos, pain and outrage).

This presentation can be used at GCSE or A-Level Dance and looks at: How has ‘Political expression and repression’ been communicated historically through dance and what has its conveyance strived to achieve? It aims to: Contextualise the work of the New Dance Group and Anna Sokolow. Convey how repression and political issues have been expressed through dance from the early 20th Century. Relate this to Liedtke’s work in the 21st Century.

This worksheet can be used as a stand alone set of questions or alongside the full scheme of work on Masked Theatre. It has generic questions which could be used as a quiz or assessment after studying masked work.

This free worksheet can be used for thinking about analysing live theatre or students own work. It encourages students to think about: Verbal code Symbolic code Narrative Tension Natrualism / Non-naturalism Hope you enjoy!

This scheme of work is designed to introduce students to using a variety of historical texts and facts as stimuli for drama, as well as considering the consequences of actions. At the end of the unit, students perform a whole class improvisation enacting a court trial. Links to GCSE Drama and cross-curricular links with History, Geography, English and PSHE. The scheme encourages students to analyse character through exploratory methods, such as monologue, improvisation and tableau to successfully present a character analysed in the historical story of a shipwreck. Each lesson in this 6 lesson plan also includes a full breakdown of practical exercises and activities and links to the true story of the mignonette as their stimulus, to aid students learning. Enjoy!

This scheme of work and 6 lesson plans are designed to introduce students to Shakespeare as well as use new drama techniques to create performance. The scheme encourages students to explore their imagination, concentrate on creating and presenting a character, as well as exploring the use of script, scenario, soundscape and stereotypes, all ending with a short performance from Macbeth. Each lesson in this 6 lesson plan also includes a full break down of practical exercises and activities and links to creating a scene from Macbeth’s 3 witches, to aid students learning. Enjoy!

This scheme of work and 6 lesson plans are designed to introduce students to the different performance devices that can be used in devised work. The scheme encourages students to explore their imagination, concentrate on creating and presenting a character, as well as exploring the use of: tableau, thought track, monologue and dialogue. Each lesson in this 6 lesson plan also includes a full break down of practical exercises and activities and a short story to use as their stimulus, to aid students learning.

This worksheet can be used as a stand alone written lesson for students studying ‘The Demon Headmaster’ or as part of our full scheme of work. Enjoy!

This scheme of work and 6 lesson plans are designed to introduce students to the different performance devices that can be used in devised work. The scheme encourages students to explore their imagination, concentrate on creating and presenting a character, as well as exploring the use of improvisation, scenario and stereotypes, all ending with the creation of a new superhero. Each lesson in this 6 lesson plan also includes a full break down of practical exercises and activities and links to character stereotypes as their stimulus, to aid students learning. Enjoy!