Hall Mead School

DRAMA GCSE

COURSE WORK/ASSESSMENT

The pupils will follow the Edexcel syllabus.

Paper 1: 60%

Unit 1: Drama Exploration I

(Teacher assessed practical work, supported by a portfolio of documentary evidence)

This unit of coursework is concerned with the use of drama to explore ideas and issues in response to stimulus material selected from different times and cultures. Students have the opportunity to use drama forms to deepen their knowledge and understanding of an idea or idea to communicate this understanding through the medium of drama. The assessment activities for this unit are set and marked by the teacher.

Unit 2: Drama Exploration 2

(Teacher assessed practical work, supported by a portfolio of documentary evidence)

This unit of coursework is concerned with the exploration of a complete and substantial play. The purpose of this unit is to give students knowledge and understanding of the ways in which playwrights, performers, directors and designers use the medium of drama to communicate their ideas to an audience. The assessment activities for this unit are set and marked by the teacher.

Paper 2: 40%
(Externally assessed practical examination)

This paper is concerned with the skills required in drama to perform work to an audience. Students have the opportunity to demonstrate their skills as performers.

Essentials for the course

Meeting coursework deadlines
Full attendance
Arrange and attend rehearsals in own time
Self motivation
Pointers for success
Going to the theatre as much as possible
Analysing acting performances in television and theatre
Courage to experiment and a willingness to make mistakes and learn from them
Follow the advice and guidance of the teacher
Grade descriptions

What are your strengths/weaknesses in this subject?

What do you hope to learn on this course?

Set yourself a target for this course.

General grade descriptions

The following grade descriptions indicate the level of attainment characteristic of the given grade at GCSE.

GRADE A

The student works creatively and subtly using a (wide range of drama forms. Skills are demonstrated which result in an imaginative and highly effective performance, which has the power to enthral the audience. The skills in shaping a piece of drama from within are very highly developed. There is an excellent ability to evaluate their own work and that of others both in written and oral form within the framework of a wide understanding of drama.

GRADE C

The student works creatively using a range of drama forms. Skills are formed which result in an effective performance, which has the ability to interest the audience. The skills in shaping a piece of drama are competent. There is a sound ability to evaluate their own work and that of others both in written and oral form within the context of an understanding of drama.

GRADE F

The student contributes to drama using a limited range of skills which, together with their group, results in an, acceptable performance. The skills in shaping a piece of drama are present at a basic level. There is some ability to evaluate their own work and that of others, though this is within a superficial understanding of drama.

Stimulus Material

The stimulus material identified below is to be responded to by pupils and used as the starting point for their own drama work. These stimulus material will reflect different times and cultures, different ethnic, religious and/or social groups.

Poetry,
Artefacts: and photographs, pictures, masks, props, costume, sculpture, object d’art
Music
Play scripts
Live theatre performances
Television, film and/or videos:
Newspaper and/or magazine articles
Extracts from literary fiction and/or non-fiction

Explorative strategies

These are the strategies that can be used to explore a stimulus or an idea for characterisation and narrative.

Still image
Thought tracking
Narration
Hot-seating
Role play
Cross-cutting
Forum theatre
Marking the moment

The drama medium

These are the ways in which ideas, characters and narratives can be effectively communicated to an audience.

The use of costume/masks and/or make up
The use of sound and/or music
The use of lighting
The use of space and/or levels
The use of set and/or props
The use of movement/mime and/or gesture
The use of voice
The use of spoken language

The elements of drama

These are the variety of ways that basic techniques and skills can be manipulated in order to convey meaning.

Action/plot/content
Forms
Climax/anti climax
Rhythm/pace/tempo
Characterisation
Conventions
Symbols

Personal and social skills in drama

Selecting materials
Team building
Being supportive
Planning
Enthusiasm
Structuring work
Courtesy
Meeting deadlines
Flexibility
Organising resources
Appreciation
Resourcefulness
Empathy
Problem solving
Consideration
Researching
Appraisal
Shaping ideas
Reliability
Sustaining ideas
Assertiveness
Realising ideas
Co-operation
Perseverance
Creating opinion
Motivating others
Sharing
Contributing
Organising others
Being organised
Listening
Developing language skills
Putting across a point of view
Being confident
Concentration
Being purposeful

Research

This GCSE requires you to have a good understanding of the:

1. Social
2. Political
3. Historical
4. Cultural
5. Moral

context of the scripts and improvisations that you encounter.

You must consider the:

1. Music
2. Clothes
3. Events
4. Role of the family
5. Language

etc. of the era that you are concentrating on.

Group Planning Sheet

Give your play a title:
Who’s in your group? Note down each of their roles and the jobs they will be responsible for.

Give your play a title:

Name

Roles

Jobs

Brief outline of each scene

Changes and developments. Note down anything that you need to remember.

Technical effects. Note down any music (title and track number), sound effects and lighting. Give a cue line or movement.

Costumes/props. Record each characters costume and props.
Character	Costume/props

All of these elements will help you to gain a better understanding of the work you are concentrating on and will make sure that you improve your grade.