FULSTON MANOR SCHOOL PERFORMING ARTS DEPT. · Web view2. Think about your spatial pathways – where are you going on stage or do you have a formation (line, circle, group, levels,

Year 7Performing Arts

Name:

Class:

Teacher:

Term Attainment 8

Estimate

CurrentFlightpat

h

To progress further I need to… Teacher Signatur

e

3

4

1

KS3 Assessment criteria in Performing Arts: Drama & Dance

Please find below assessment criteria that will be used to measure attainment in reports in Drama & Dance:

Appreciation Performing Devising

9

You can accurately identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail and analysis.

You can perform complex pieces with secure use of a range of performing skills.

You can perform with an imaginative sense of artistic interpretation and style suitable for the genre.

You can devise creative and challenging performance pieces and wok well as an ensemble.

You can devise pieces that show appropriate organisation and structure using the correct intention.

You can devise performance work using a wide range of performance skills that are suitable to the theme.

8

You can clearly identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail and some analysis.

You can perform challenging pieces with secure use of a range of performing skills.

You can perform with a creative sense of artistic interpretation and style suitable for the genre.

You can devise challenging performance pieces and wok well as an ensemble.

You can devise pieces that show organisation and structure using the correct intention.

You can devise performance work using a range of performance skills that are suitable to the theme.

7

You can identify a range of devising skills used to create successful performances.

You can use adjectives and suitable vocabulary to describe performance elements and strategies with detail.

You can perform creative pieces with a range of performing skills.

You can perform with a sense of artistic interpretation and style suitable for the genre.

You can devise creative performance pieces and wok well as an ensemble.

You can devise pieces that show organisation and structure using a basic intention.

You can devise performance work using a range of performance skills that are suitable to the theme.

6

You can identify a small range of devising skills used to create successful performances.

You can use some adjectives and suitable vocabulary to describe performance elements and strategies with some detail.

You can perform interesting pieces with a range of performing skills.

You can perform with a sense of artistic interpretation and style suitable for the genre.

You can devise interesting performance pieces and wok as an ensemble.

You can devise pieces that show appropriate organisation and structure.

You can devise performance work using some performance skills that are suitable to the theme.

5 You can identify a range of devising skills used to create successful performances.

You can use suitable vocabulary to describe performance elements and strategies with little detail.

You can perform basic pieces with some use of basic performing skills.

You can perform with an imaginative sense and style suitable for the

You can devise basic performance pieces and wok well as an ensemble.

You can devise pieces that show some organisation but lack clear structure.

You can devise performance work using

2

genre. some performance skills.

4

You can accurately identify a range of devising skills used to create successful performances.

You can use some suitable vocabulary to describe performance elements and strategies.

You can perform very basic pieces with an attempt to use some basic performing skills.

You can perform with sense of imagination and style suitable for the genre.

You can devise very basic performance pieces.

You can devise pieces that show basic organisation but lack structure.

You can devise performance work using few performance skills.

Unit 3: Choreography and Stage Craft

Lesson 1 Date: Starter Activity: ChoreographyWatch the two dance performances. The first performance is inspired by Game of Thrones. The second clip is the dance routine to Watch Me: Whip Nae Nae. Then name three skills they use to make this performance successful:

1. ______________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

Name one dance movement you recognise from the clips:___________________________________________________________________________

Explain how the music is used successfully with the dance routine:___________________________________________________________________________

Professional Work: Artificial Things by Stopgap Dance Company

What is this dance style called?

What did you like about this dance work?______________________________________________________________________________________________________________________________________________________

3

Learning Objectives I will be able to create a movement based routine using a stimulus I will understand how to create a successful performance piece I will understand how to use a range of skills and choreographic devices

to improve choreography

What is different about this dance work compared to the inspired Game of Thrones choreography?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Practical Task: Solo Choreography/ Solo Mime Step by Step Guide

Dance Solo Mime solo

1. Start with a still position – on or off stage. 1. First think of your short storyline- what scenario are you going to mime?

2. Think about your spatial pathways – where are you going on stage or do you have a formation (line, circle, group, levels, scattered, diagonal, etc)

2. Secondly, start with a still position – on or off stage.

3. Create a motif (short phrases of movements between 8 & 16 counts) to represent your theme/character (relating to your stimulus)

3. Create your short phrase. Remember to make sure your movement, body language and facial expressions are clear.

4. Developing your motif – here is a list of ways that you can change your motif;

* Add new movement* Take movement out* Re-arrange the order

* Change the level or direction* Use a different body part

4. Developing your mime- here is a list of ways you can make your mime more interesting to the audience;

*Large gestures*Use of levels- maybe try sitting on an invisible

chair?*Feature a variety of invisible objects*Use as must of the space around you

Success Criteria A performance that successfully demonstrates the use of

choreography or mime A performance which demonstrates highly developed creativity A performance which makes interesting use of structure,

organisation, and space & levels

Performance ReviewProvide feedback for a peer (peer feedback) referring to the specific success criteria.Progress made (what did you do well?): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress further (what could you do to improve)? ______________________________________________________________________________________________________________________________________________________________________

4

___________________________________________________________________________________


Lesson 2 Date: Starter Activity: Storyboarding your Choreography or Mime Thinking back to your dance or mime last week, divide your movement into 8 sections. Draw your spatial pathways and illustrate the movements you designed, and describe them if needed (even if you are not very good at drawing, stick figures will be fine!)

5

☐ Make better use of the choreographic devices

☐ Our story wasn’t clearly communicated

☐ I could have been more focused

☐ Better use of facial expression

PROGRESS MADE

☐ Successful use of choreographic devices☐ Communicated our story well

☐ I worked to the best of my ability

☐ Good use of facial expression

PROGRESS FURTHER & TASK

Learning Objectives I will be able to improve my movement-based routine using a stimulus

or storyline I will know how to use a range of skills and/or choreographic devices

and to apply them to a choreography or mime piece

Professional Works: ‘Emancipation of Expression by BoyBlueWhat do you like about this piece?____________________________________________________________________________________________________________________________________________________________________How would you describe this dance style?____________________________________________________________________________________________________________________________________________________________________‘Frock’ by Stopgap Dance CompanyWhat do you like about this piece?____________________________________________________________________________________________________________________________________________________________________

How does the choreography show the dancers performing as different gender roles? ____________________________________________________________________________________________________________________________________________________________________Practical Task: First Choreography

Refine your performance so it is sharp and polished. Think about your spatial pathways and make sure it is clear where

you are going.Success Criteria

A performance that successfully demonstrates the use of choreography or mime

A performance which demonstrates highly developed performance skills A performance which makes interesting use of structure, organisation, and

space & levels

Performance ReviewProvide feedback for a peer (peer feedback) referring to the specific success criteria.

6

Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________

Progress further (what could you do to improve)? ______________________________________________________________________________________________________________________________________________________________________


Lesson 3 Date:

Starter Activity: Choreography

Watch the five dance performances. Choose one to describe, and write it below.___________________________________________________________________________

Name three skills that make this performance successful:1. ___________________________________________________________________________

___________________________________________________________________________2. ___________________________________________________________________________

___________________________________________________________________________3. ___________________________________________________________________________

___________________________________________________________________________

Explain how the music is used successfully with the dance routine:__________________________________________________________________________

Fill in the technical skills grid below, to describe the choreography.

7

Learning Objectives I will be able to adapt and develop a set motif I will know how to use a range of skills and choreographic devices and

to apply them to a choreography

☐ Make better use of level and space.




PROGRESS MADE

☐ Successful use of levels and space☐ Communicated our story well




Practical Task: Developing a motif First learn the set motif Secondly, change the order of the motif. You might find that you need to

include another movement to get into the next action of the motif, for example you might need to include a roll to get to the floor to perform a low section of the motif. This is called a transition.

Develop the motif further by either changing the body parts and/or changing the levels of the action.

EXTENTION: Include your own eight counts to the motif, making the motif 16 counts long.


choreography A performance which demonstrates highly developed performance

skills A performance which makes interesting use of structure,

organisation, and space & levels

Performance Review

Provide feedback for a peer (peer feedback) referring to the specific success criteria.

Progress made (what did you do well?): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8

Progress further (what could you do to improve)? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Teacher feedback (write down what your teacher said, then ask them to sign off):_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Lesson 4 Date:

Starter Activity: Recap on the dance technical skillsCan you remember the following definitions for the technical skills used in dance?Action -

_____________________________________________________________________

Space -

_____________________________________________________________________

Dynamics -

__________________________________________________________________

Analysing a Performance: Chair ChoreographyName a skill the performers use during this performance

9

☐ Make better use of the choreographic devices




PROGRESS MADE

☐ Successful use of choreographic devices☐ Communicated our story well




Learning Objectives I will be able to use a stimulus to create a routine that illustrates

characters I will know how to use a range of skills to apply them to a choreography or mime I will be able to perform for a mid-term assessment

___________________________________________________________________________

What feeling do you think the choreographer wants the audience to feel when watching this dance piece?___________________________________________________________________________

Analysing a Performance: ET the Mime

Name three skills that make this performance successful:1. ___________________________________________________________________________

___________________________________________________________________________2. ___________________________________________________________________________

___________________________________________________________________________3. ___________________________________________________________________________

___________________________________________________________________________

How does the performer use gestures to demonstrate a storyline?______________________________________________________________________________________________________________________________________________________Practical Task: Chair Movement Task

First decide whether you will be performing a dance chair choreography, or a mime routine that will involve a chair.

10


choreography or mime A performance that successfully tells a story or creates a mood A performance which makes interesting use of structure, organisation, and

space & levels

Performance Review

Provide feedback for a peer (peer feedback) referring to the specific success criteria.Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________


Teacher feedback (write down what your teacher said, then ask them to sign off):______________________________________________________________________________________________________________________________________________________________________

11

☐ Make better use of gestures and levels☐ My story wasn’t clearly communicated



PROGRESS MADE

☐ Successful use of gestures and levels☐ Communicated my story well




Chair Choreography Car Journey Mime Routine

1. Start with deciding how your piece will begin. Will you start on the chair or off stage?

1. Start with deciding how your piece will begin. Will you start on the chair or off stage?

2. Think about creative ways you can use the chair to create movement. Start with some interesting arm

gestures.

2. Think about creative ways you can create a storyline by using a variety of gestures.

3. Create a motif that includes:• Variety of different gestures

• Spatial pathways including levels• Creative ways of incorporating the chair

3. Create your short performance where something goes wrong. Here are some examples:

• The car has a puncture, so you try to fit a new wheel

• Whilst refuelling the car, the car rolls away.• The car is moving too slowly, so you try to find

a creative way to speed it up

4. Developing your motif – here is a list of ways that you can change your motif;

* Add new movement* Take movement out* Re-arrange the order* Change the level or direction* Use a different body part

4. Developing your mime- here is a list of ways you can make your mime more interesting to the audience;

*Large gestures and facial expressions- this will help make the piece a comedy styled piece.

*Use of levels*Feature a variety of invisible objects


Starter Activity: There are many examples of choreographers using simple ideas to develop choreography that anybody can do. These often become popular because they are associated with a certain piece of music. Watch the following clip and identify as many of the dances as you are able to:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Practical Task: From Solo to Duo!Developing your choreography or mime from a solo piece to a duo piece by adding a partner.

Firstly, get with a partner and label yourselves A and B Partner A will teacher their work to partner B. You may need to

adapt your work to include your new partner effectively. Once Partner A is confident in knowing the piece, swap over!

Partner B teach your piece to Partner A, remember you might need to adapt your work to include your partner.

Rehearse, rehearse, rehearse! Next lesson you will be performing your work to others to rehearse as much as you can!

Who are the members of your group? ___________________________________________________________________________

Success Criteria A performance which demonstrates development of your work A performance which makes interesting use of structure,

organisation, space & levels Use of teamwork to work with a pair and create an interesting piece of

work.

12







Learning Objectives I will be able to teach my movement work to other students I will know how to use a range of skills to apply them to a choreography or mime I will be able to perform for a mid-term assessment

☐ Make better use of time

☐ Development wasn’t engaging


PROGRESS MADE

☐ Successful use of teamwork ☐ Interesting development of practical work




Starter Activity: Written TaskIn order to make your simple choreography or mime successful, you should be able to teach it to another person easily. Write down several instructions so another person could learn your choreography.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Practical Task: Mime or Choreography

In the same group as last week, review your choreography or mime Rehearse your practical work to make sure you are ready to perform

to another group

Who are the members of the group to whom you taught your choreography or mime? ___________________________________________________________________________

Success Criteria Demonstrations of encouragement and teamwork A collaboration which shows the success of the motifs A joint performance at the end of the lesson

Group Performance ReviewProvide feedback for your whole group (peer feedback) referring to the specific success criteria.Progress made (what did you all do well?): ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Progress further (what could you all do to improve)? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13

Learning Objectives I will be able to perform my movement piece from last week I will be able to perform my piece to a high-quality standard I will be able to give the other students feedback when performing my

group’s work



Lesson 7 Date: Starter Activity: Theatre ProductionsList any theatre or cinema productions you have seen or heard of:

1. ______________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

Professional Theatre Job RolesTake note of what each theatre job role entails: Director

___________________________________________________________________________

Performer

___________________________________________________________________________

Stage Manager

___________________________________________________________________________

Front of House Manager

___________________________________________________________________________

Technician

14

Learning Objectives To be able to understand theatre job roles and how they support the everyday

running of the theatre To watch and analyse a professional work

To begin planning your own theatre production

___________________________________________________________________________

Comparing Professional WorksWatch both Peter Pan productions and answer the following questions: How have different companies explored the same scene in different ways?______________________________________________________________________________________________________________________________________________________

What theatre workers do you think played a vital role to both productions?______________________________________________________________________________________________________________________________________________________

Creative Task: Own Theatre Production- Peter Pan

If you were to direct your own production of Peter Pan, you would first need to know the story. Fill in the following points of areas of the story you think are the most important moments in the story:

1._____________________________________________________________________________________________________________________________________________________________________

2._____________________________________________________________________________________________________________________________________________________________________

3._____________________________________________________________________________________________________________________________________________________________________

Extension Task: Begin Your ScriptOver the next few lessons, you will be writing a short script for your own pretend production of Peter Pan. Use this time to begin your script. Choose one of the important moments you have written above and write a script for this particular scene.

15


Lesson 8 Date: Starter Activity: Peter Pan Re-capThinking back to the story of Peter Pan that we explored last week, write down the key points from the story.

1. ______________________________________________________________________________________________________________________________________________________

2. ______________________________________________________________________________________________________________________________________________________

3. ______________________________________________________________________________________________________________________________________________________

Creative Task: Becoming the Script WriterAll good script writers have a plan as to what will be included in the story, what characters will be included and what each scene will entail. Using the table below, in groups of four, begin to plan your script for one key scene from the story Peter Pan. This scene can be one of the scenes you have highlighted in the starter activity.

What scene are you going to write about?

Which characters are going to feature in this scene?

16

Learning Objectives I will be able to write a helpful plan for my script I will be able to write a script that links to a professional work I will be able to consider performance elements when writing a script

☐ Make better use of time



PROGRESS MADE

☐ Successful use of job role knowledge




What essential moment happens in this scene? For example, the audience learn that Captain Hook is Peter Pan’s nemesis

What key lines must the main characters say?

How are you going to make sure the audience understand what is happening in the scene?

In as little as four words, describe each one of the characters you have chosen to include in this scene.

Once you have completed the table, use the lined paper on the next page to write your script.

EXTENTION TASK: Once you have written your script, get yourself into your small group and rehearse your script.

17☐ Consider ways of making my ideas more creative.



☐ Better use of the time given

PROGRESS MADE

☐ Successful use of creative ideas☐ Communicated the story well


☐ Good use of the time given


18

☐ Consider ways of making my ideas more creative.



☐ Better use of the time given

☐ Successful use of creative ideas☐ Communicated the story well


☐ Good use of the time given

19


Lesson 9 Date:

Starter Activity: Analysing Professional Work

Name three skills that make this performance successful:1. ________________________________________________________________________

________________________________________________________________________2. ________________________________________________________________________

________________________________________________________________________3. ________________________________________________________________________

________________________________________________________________________

Character Profile: Choose a character from your script. Use the character profile to write key information about this character.

20

Learning Objectives I will be able to draw a costume that is suitable for the character I will able to complete a character profile for a specific character I will be able to rehearse my script in my group

Name of Character: ______________________________________

Age of character:

Height:

Hero or Villain:

Character traits:

Creative Task: Drawing a Character CostumeDraw a costume for the character in the box below.

Task ReviewProvide feedback for a peer (peer feedback) referring to their costume.

21

Name of Character: ______________________________________

Age of character:

Height:

Hero or Villain:

Character traits:

Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________ Progress further (what could you do to improve)? ______________________________________________________________________________________________________________________________________________________________________


Lesson 10 Date:

Starter Activity: The Role of a Set DesignerA set designer is a key member of a theatre production team. What jobs would a set designer be in charge of:

1. ________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________________________

Creative Task: Drawing The Jolly Roger As a set designer, your role is to design the pirate ship ‘The Jolly Roger’ from the play ‘Peter Pan’.

22

☐ Include more details with the costume design

☐ My details in my character profile too basic


PROGRESS MADE

☐ Successful costume design with specific details given☐ Correct details given in character profile



Learning Objectives I will understand the role of a set designer I will be able to draw a piece of set that is suitable for the play Peter

Pan I will be able to rehearse my script in my group

Practical Task: Script RehearsalIn your working groups, rehearse your scripted piece. When performing in character, remember to consider your body language, facial expression and gestures.

Success Criteria A set design of ‘The Jolly Roger’ that would support the production

of Peter Pan A performance that successfully tells a story or creates a mood A performance which makes interesting use of structure, organisation, and

space & levels

Performance ReviewProvide feedback for a peer (peer feedback) referring to the specific success criteria.

Progress made (what did you do well?): ____________________________________________________________________________________________________________________________________________________________________



23



PROGRESS MADE





Lesson 11 Date: Starter Activity: Analysing Professional Work

Name three skills that make this performance successful:

1. ___________________________________________________________________________

___________________________________________________________________________

2. ___________________________________________________________________________

___________________________________________________________________________

3. ___________________________________________________________________________

___________________________________________________________________________

Practical Task: Learning a Monologue

As a performer, you will experience a variety of character roles in a variety of productions. As a performer you may be asked to perform a monologue. A monologue is a speech presented by a single character, most often to express their mental thoughts aloud, though sometimes also to directly address another character or the audience (this type of monologue is called a soliloquy).

24





Learning Objectives I will be able to learn a script set by my teacher I will know how to use a range of skills to apply them to a monologue I will be able to perform for an assessment

In your groups, you will each perform one of the following set monologues from the production Peter Pan. Decide who will perform as which character and try to learn as much of the monologue as you can, with the aim being to perform as much of the monologue from memory. Don’t worry, you will not be expected to have learnt the whole monologue by the end of the lesson!

Peter: Who’s there? Is anyone there? What! (To Tink) The Indians were defeated and Wendy and the Boys have been captured by the Pirates? I’ll rescue her! What? Oh, that’s just my medicine. Poisoned? Nonsense! Who could have poisoned it? I promised Wendy to take it and I’m going to, as soon as I’ve sharpened my dagger. Why, Tink, you’ve drunk my medicine! What’s the matter with you? It was poisoned! You drank it to save my life. Tink. Dear… Tink… your’re dying? Your light is growing faint, and if it goes out that means you’re dead. Your voice is so low I can scarcely hear what you’re saying. You say you think.. you think you could get well again if… if… if what Tink? If children believed in fairies. (To audience) Do you believe? Say quick that you believe. If you believe, clap your hands! Wendy: Boy, why are you crying? You say that you are not crying? Oh, yes you are. What is my name? Wendy, Moira, Angela, Darling. What’s yours? Peter Pan, is that all? Oh, it is. In that case, I’m so sorry. Where do you live? The second star to the right and straight ‘till what? What a funny address. I ah mean, is that what they put on your letters? Well if you don’t get letters, you mother must get… You don’t have a mother? Oh, Peter. Hook: How still the night is. Nothing sounds alive. Now is the hour when the children in their homes are a-bed. Compare with them the captive children on this boat. Tis me hour of Triumph! Peter killed at last and all the boys are about to walk the plank! At last, I’ve reached me peak! All mortals envy me- no little children love me. I’m told they play at Peter Pan’s underground den, and that the strongest boy always chooses to be Peter. They force the smallest, weakest boy to be Hook. THE WEAKEST!

Lost Boy: I saw Pirates! I saw Indians! Not only did I see Pirates, and Indians, but I saw a wonderfuller thing. High over the lagoon I saw the loveliest, great, white bird. It is flying this way. It looks weary and as it flies it moans, “Poor Wendy”. I think there are birds called Wendies. See, here it comes! Look how white it is. Hey, there’s Tinkerbell. Tink is trying to hurt the Wendy. She says Peter wants us to shoot the Wendy. Let us do what Peter wishes. Out of my way, Tink. I’ll shoot it… I’ve shot the Wendy! Peter will be so pleased! Extension Task: Now rehearse your scripted piece and include each monologue after your scripted scene. Remember, it does not matter if the scene and monologues do not match or make sense, this task is to develop and show an audience your performance skills.

Who are the members of your group?

25

___________________________________________________________________________

Success Criteria A performance which demonstrates performance skills A performance which makes interesting use of structure,

organisation, space & levels Use of teamwork to work with a pair and create an interesting piece

of work.


Lesson 12 Date: Starter Activity: Re-cap on Job RolesRead the following job descriptions below and fill in the job roles that they refer to.

‘I can be on stage as an actor, dancer or singer”

“I am in charge of the lighting and music ques in a production”

“My job involves designing and creating the character costumes”

“I am in charge of what happens backstage, including the backstage

crew”

26

☐ Make better use of rehearsal time

☐ I could have been more committed to my performance


PROGRESS MADE

☐ Successful use of performance skills ☐ Interesting development of practical work



Learning Objectives I will be able to perform my drama piece I will be able to perform my piece to a high-quality standard I will be able to give the other students feedback when performing my

group’s work

Practical Task: Final Performance In the same group as last week, rehearse your drama piece Rehearse your practical work to make sure you are ready to perform

to another group

Who are the members of the group? ___________________________________________________________________________

Success Criteria Demonstrations of encouragement and teamwork A collaboration which shows the success of a well collaborated

performance A performance that shows a variety of physical and vocal skills

Group Performance ReviewProvide feedback for your whole group (peer feedback) referring to the specific success criteria.Progress made (what did you all do well?): ____________________________________________________________________________________________________________________________________________________________________ Progress further (what could you all do to improve)? ______________________________________________________________________________________________________________________________________________________________________


27

Documents

FULSTON MANOR SCHOOL PERFORMING ARTS DEPT. · Web view2. Think about your spatial pathways – where are you going on stage or do you have a formation (line, circle, group, levels,