Year 8 Drama
We believe that students deserve a broad and ambitious Drama curriculum, rich in skills and knowledge, which immerses students in a range of styles. The curriculum will encourage students to become confident and independent thinkers, who will be able to create original work and critically analyse professional and non-professional repertoire. Students will have an appreciation of their own work and that of others, always demonstrating respect and empathy.
Our Drama curriculum will give students the opportunity to:
- Develop creativity through understanding the benefits of participation in the arts, performance and creativity during their school journey;
- Develop co-operation & collaboration;
- Develop confidence in communication through developing vocal and physical skills;
- Explore social issues though drama to develop tolerance and understanding;
- Be exposed to different peoples’ perspectives and emotions on issues and events;
- Be exposed to and use subject specific vocabulary effectively;
- Study the history and influence of different practitioners on drama;
- Develop an understanding of how to apply and analyse different stylistic qualities such as Naturalism, Physical theatre, Epic theatre and Surrealism;
Students will be able to work in a state of the art Drama studio that includes curtain and a lighting/sound rig. We are proud of our performance opportunities here at De Lacy and there will be lots of opportunities for students to perform both in lesson times as well as to a live audiences.
Our Year 8 Curriculum Content
Substantial script. Using the Musical ‘Blood Brothers’ by Willy Russell, pupils explore the themes and issues dealt with throughout the play such as social class and how this is linked to power and control. They make challenging decisions about who they think is the ‘best mother’ for one of the twins. They also look at how relationships change with age.
Dan Nolan: Missing Pupils explore this verbatim play, which covers the disappearance of a 14-year-old boy in Hampshire. Pupils use the case to create dramatic scenes exploring the facts of the case and the evidence that was missed by those who worked on it. Focusing on other historical disappearances, the explore the dramatic conventions of flashback and monologue to gain a clearer picture of what happened to these young people on the night they vanished. Pupils are assessed on their formal presentation skills, as they present a ‘Crimestoppers’ documentary style performance, demonstrating their knowledge of the case.
| Pedagogy | Enrichment | Further |
| Our pedagogy is underpinned by: A rigorous, systematic and well-structured approach to the teaching of performance Use of teacher modelling, and the use of challenging modern and classic texts A range of strategies to develop innovative and imaginative performance Constant support and feedback (Verbal and written) | We will enrich our curriculum by: Encouraging students to support and contribute to the department and the wider school Producing regular academy shows for public audience Participate in performance opportunities out of school where possible Workshops with drama practitioners | Our curriculum will enable students to: Learn in a sequential and progressive structure Develop new skills through a range of different contexts to engage them Understand what they need to do to improve Feel valued and respected for their contribution Develop a deeper understanding British values To explore and develop their spiritual, social, moral and cultural understanding |
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