year 10 –examination...

Creative Arts – PERFORMING ARTS

Cardinal Newman Catholic School

Year 10 –Examination Introduction

3 Blood Brothers

Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers

Starter: Building as a class ensemble. SET HOMEWORK Main Activity:

1. Go through course content and plan for year.

2. Discussion of prior knowledge of play Blood Brothers and what students remember from the play.

3. Mind map key facts, characters, themes on the board as a class.

4. Students to summarise narrative.

5. Begin to read/watch play Blood Brothers

Plenary: Complete Blob man review on how pupils feel about the prospect of the GCSE drama course

Teacher – formative assessment of pupil’s ability to follow instructions and effectively participate in practical activities. Pupils – peer assessment of work.

Folders Booklets Marking Policy Blob Man Review Seating Plan

Week 1 - 5 key terms Folders Plastic Wallets Dividers Research BB Research Context of BB Make sure they are able to make the BB trip Prepare for Quiz

Lesson No.

Learning Outcomes Teaching Activities Assessment Opportunities

Resources Homework (Always on

SMHW)

Title of Unit: COMPONENT 3

Year Group: Year 10

Unit Learning Objectives: Pupils will explore and apply key performance skills

through rehearsal and performance.

4 Reading/Wat

ching BB

Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers

Starter: Discussion and re-cap of reading taken place in previous session. Main Activity:

1. Watching/Reading the Play… 2. Higher order questioning

throughout reading of play to discuss key moments, themes, lines and characters.

Plenary: Discussion – How is social class divide evident within the play? Extension Task: What stage space would be most suited to this style of play and why? .

Teacher to make baseline assessments of all pupils using drama levels. Pupils to peer and self asses the performance works. Pupils to self-assess using peer discussion and feedback

Play Script

5 Reading/Wat

ching BB

Learning Objective: Students will learn to… Demonstrate knowledge of the play Blood Brothers

Starter: Discussion and re-cap of reading taken place in previous session. Main Activity:

3. Reading Play…

Teacher to make baseline assessments of all pupils using drama levels.

Play Script

Success Criteria: Students will… Recall knowledge of the play Blood Brothers Apply knowledge of the play Blood Brothers Demonstrate knowledge of the play Blood Brothers

4. Higher order questioning throughout reading of play to discuss key moments, themes, lines and characters.

WITH ADDITONAL TIME BEGIN TO LOOK AT other elements of the course?

Monologues? Test on key terms? Plenary: Discussion – How is social class divide evident within the play? Extension Task: How could set design be used to impact the audience? .

Pupils to peer and self asses the performance works. Pupils to self-assess using peer discussion and feedback

6 BB Practical Exploration

Learning Objective: Students will learn to… Evaluate and Develop written portfolio. Success Criteria: Students will… Identify key elements of portfolio for improvement. Explore and Demonstrate key elements of portfolio for improvement.

KEY WORD TEST

Starter: Key Word and Quiz on Blood Brothers Context SET HOMEWORK Main Activity: The following lessons/double lessons will be spent analysing key parts of the play and exploring them practically. How would they direct each other in portraying specific roles? Stop class to show examples of good direction.

Teacher to make baseline assessments of all pupils using drama levels. Pupils evaluate and analyse the performance work of a theatre company. Pupils to self-assess using peer discussion and feedback

Student Portfolio Blood Brothers Quiz.

Week 2 – Key Words Mind maps of characters Role on the wall of characters Research Willy Russell Research Margret Thatcher Era.

Evaluate key elements of portfolio for improvement.

Plenary: Students to complete self/class evaluation of support needed by teacher and where improvement and development can be made for future performances. Extension Task: Students to create an action plan of what they would like to work on in the next rehearsal.


Learning Objective: Students will learn to… Evaluate and Develop written portfolio. Success Criteria: Students will… Identify key elements of portfolio for improvement. Explore and Demonstrate key elements of portfolio for improvement. Evaluate key elements of portfolio for improvement.

Starter: Recap Brechtian techniques, Berkoffian techniques and various other practitioners depending on group. What can they remember? SET HOMEWORK Main Activity: The following lessons/double lessons will be spent analysing key parts of the play and exploring them practically. How would they direct each other in portraying specific roles? Stop class to show examples of good direction. How can the class tweak the style of the scene to make it more Brechtian/Berkoffian/etc…?

Teacher to make baseline assessments of all pupils using drama levels. Pupils evaluate and analyse the performance work of a theatre company. Pupils to self-assess using peer discussion and feedback

Student Portfolio Blood Brothers Quiz.

Week 2 – Key Words Mind maps of characters Role on the wall of characters Research Willy Russell Research Margret Thatcher Era.



Learning Objective: Students will learn to… Explore the SCH context of the play Blood Brothers. Success Criteria: Students will… Identify the SCH context of the play Blood Brothers. Apply and Demonstrate the SCH context of the play Blood Brothers through practical exploration. Evaluate the SCH context of the play Blood Brothers.


Teacher to formatively assess pupils during tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to peer and self asses the performance works. PITSTOP ASSESSMENT STUDENTS ABILITY TO COMPLETE QUESTION ON CONTEXT

Board Paper Mock Question Powerpoint Footage Research Questions

Week 3 - Key Words Create Learning Resource on Play Write in role How would perform three key lines.


9-10 BB Practical Exploration

Learning Objective: Pupils will learn to…

Explore and Evaluate key characteristics and relationships of protagonists within Blood Brothers

Success Criteria: Pupils will…

Apply and Develop knowledge of key characteristics and relationships of protagonists within Blood Brothers

Demonstrate understanding of key characteristics and relationships of protagonists within Blood Brothers

Review knowledge of key characteristics and relationships of protagonists within Blood Brothers


Teacher to formatively assess pupils during the tasks, celebrating excellent work. After performance the teacher to ask open questions to selected pupils, differentiating as he/she goes. Pupils to level each other’s work. Self evaluation Teacher to mark mock question

Target setting sheets. Mind Maps Scripts

Week 4 - KEY WORDS Research Blood Brothers performance we are going to watch. Research costume and set design for BB - Mood Board


11-13 Live

Review

Learning Objective: Students will learn to… Learning Objective: Pupils will learn to…

Explain and Analyse key themes within ‘The Railway Children’ with concise detail and perception.


Recall key themes within ‘The Railway Children’ through class discussion, making links to wider contexts.

Apply and demonstrate key themes within ‘The Railway Children’ through practical explorations and performance

Evaluate their understanding of the key themes through peer and self-review

Starter: What is a live review? What could we evaluate when reviewing theatre? Tuesday: 1 hour Key word test for live review key words SET AND COLLECT HOMEWORK Main Activities:

1. Watch a clip of theatre – students to pick of two key points and evaluate with justification.

2. Discussion of elements of live theatre to explore

3. Mind map ideas on board of what students may be asked for live review and what they may want to look out for.

4. Students to make list of what they aim to compile notes for when watching production.

Verbal Peer Assessment of work Teacher formative assessment PITSTOP Assessment

Stimuli and supporting materials Blood Brothers Trip

Week 5 - Key Words Compile notes for live review Revision materials Worksheets for live review – Facial Expression Movement & Gesture

5. Look at example, students to evaluate strengths and weaknesses of other students work

Plenary: Ensure students are prepared in what they need to observe and look out for at live review.

Thursday: 2 hour

Starter: Discussion – key moments that stood out to students, most enjoyable, most impressionable, points for development of production seen. Main Activity:

1. The first hour of this session will be spent discussing and sharing notes between students and teacher.

2. Students to compile notes into categories.

3. Discussion, pro’s & con’s of performance. Areas for development. Key moments etc..

4. CREATE VOCAB LIST AS A CLASS USING KEY WORDS ADDITIONALLY

5. Voice – go through key words in relation to voice for evaluating voice. What are they? What do they mean? How can we use these words to evaluate a character/actor we saw in our production.

6. Students to read through example of voice evaluation and highlight strengths in the writing.

7. Students to complete vocal expression worksheet in own performance in their own opinion.

8. Students to swap and peer assess other students work and add to other peer’s work.

9. Discuss use of actor/audience relationship

10. Look at example 11. How can we fill this out? 12. Fill out in groups 13. Swap and add and peer assessment 14. Discuss spatial positioning 15. Look at example 16. Students to complete verbally

through Q&A 17. Others to be completed for

homework by students Plenary: Hand Review – How do students feel in relation to evaluating acting within the live production they saw?

14-15 BB & Live

Review



Starter: Try and evaluate images of set and costume from production if possible. Otherwise discuss evaluate design elements of production. SET HOMEWORK

Teacher – formative assessment of dialogue, awarding points for creative ideas.

Powerpoint Design sheets Images Paper

Week 6 – Complete mock question on design for live review





Main Activity:

1) Lighting – Discuss and make mindmaps of lighting. Look at key terms and how lighting can be evaluated through written application.

2) Discussion – How can lighting amplify actors, ensure they are seen? What did they do? How was this effective?

3) Discussion - How were lights used to create mood and atmosphere? How were colours used to signify this?

4) Discuss in groups – How did lighting choices compliment set and costume?

5) Read through example of analysing lights and highlight key points, what was successful, what was not?

6) Students to write own paragraph to describe lighting.

7) Students to create mindmap if time for lighting.

8) Discussion- Designers style, discuss types of design styles and what the set design was for the performance our students saw.

9) Students to create rough sketch of set design and label and annotate picking out three key points to discuss.

Spotlighting excellent work Peer assessment using learning objectives/success criteria

Create revision materials for design and costume

10) Students to discuss key points and justify with evaluation for the class.

11) Discuss – As a class and mindmap overall detail of set design link to themes, genre, style, audience etc.

12) Discussion – Costume - What were the costumes? Colours? Materials? Impact? Links to characters and audience?

13) Fill in worksheets provided on costumes

14) If time students to draw out costume designs and label with justifications. Plenary: Students to discuss three key points they would discuss in the exam in regards to design, what they would discuss and their justification. This will include higher order questioning and differentiated questioning to specific groups.

16-18 Live

Review




Starter: Recap structure live review. SET HOMEWORK Main Activity: FINISH DESIGN – if not completed in prior sessions. Main Activity:

Summative assessment to be carried out. Teacher to support and question with higher order strategies

Data collection

Week 7- Research style & genre of BB Research Structure Research Proscenium Arch




1. Focus on specific moments,

students to jot down notes on specific moments they remember. They must analyse why they remember this, what they remember and they can evaluate this specific moment.

2. Fill in specific moment worksheet. 3. Students to Q&A one another about

their specific moment in pairs, provided with questions to prompt students with responses.

4. Look at structure 5. Look at pros’s and con’s 6. Analyse another live review

highlighting strengths and weaknesses.

1) Discuss and prepare for live review 2) Allow students peer reflection time

to discuss and revise. 3) Give 5 minutes for students to plan

their evaluation in light of the question.

4) Students to complete live review Plenary: Discussion and reflection of how students found the assessment and their strengths and weaknesses.

Self reflection and assessment Share, Pair & Think.

Mood Board Set BB

HALF TERM!!!!!

CHRISTMAS!!!

year 10 –examination...

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