In Drama, pupils have opportunities to develop their social and performance skills, and Whole Curriculum Skills and Capabilities. It allows pupils to explore, develop and express ideas and concepts, helping them to develop life skills and make sense of reality.
Drama activities encourage pupils to engage with their emotions and intellect, expressing their thoughts and feelings through voice and movement in an imagined context.
At Key Stage 3, pupils use tableau, freeze frame, hot seating, thought tracking and conscience alley as well as other strategies. These develop their creativity and extend their learning through a practical and active experience in the classroom.
At Crumlin Integrated College we endeavour to put these words into practice by providing an engaging, relevant and progressive curriculum at KS3, providing all pupils the opportunity to continue the pathway to GCSE Drama. We create schemes of work and lessons that will allow pupils to learn in a practical and active way, keeping topics up to date with drama trends in society and making it fun!
Performing Arts Club – commencing after Halloween
Learners will research different performing arts disciplines and show/reveal their creativity when developing ideas for a performance and develop the practical skills associated with performing arts. The latter requires self-discipline, motivation and commitment – key elements that are all needed for further study.
In addition, learners will develop a broad knowledge of creative business practices, including functions and roles, marketing and event management, develop knowledge of how to put on a production and be able to perform effectively in their chosen area. The analysis and evaluation of skills will come through independent, team and collaborative work, and will develop an awareness of industrial practices and employment opportunities.
The course will develop a variety of transferable skills including self-appraisal, evaluation, teamwork, leadership, research, presentation, communication and problem solving. These are skills that will stand any learner in good stead for the future, irrespective of career path. Literacy and numeracy skills will be developed in addition to an increased awareness of the positive effects of performing and production.
Learners will be asked to come up with a performance idea based on guidance from a range of practitioner DVDs. Learners will understand, plan and deliver the activities required to put on a successful performance including business planning and pitching. Learners will produce a portfolio of research, planning and ideas to enable them to put on a performance. They will then go on to pitch this idea as a group to camera. A short extract of the performance idea will also be presented.
Learners will work towards producing a performance to an audience based on a list of five briefs. Learners will choose one discipline from either a list of performance roles including acting, dancing, singing, instrumental musician, musical theatre, variety performance, pantomime, physical theatre and circus skills or a list of production roles including costume, set design, properties, make-up, lighting, sound, stage, original writing, directing, choreography, PR and film production.
Learners will draw on knowledge and understanding from units 1 and 2 and also from:
The synoptic nature of this unit allows learners to respond to a range of questions designed to assess their knowledge across the performing arts.
