Drama GCSE
Our main aim for students who choose Drama GCSE are to provide them with the tools to develop self-confidence and self-esteem. By working together in pairs and groups, drama students learn vital life skills of co-operation, compromise and communication.
We put in place opportunities for all students to:
- Take a professional approach to lessons and rehearsal time
- Build confidence to take risks in their work
- Co-operate and respect each other so that the work moves forward positively and creatively
- Develop a sense of responsibility and resilience towards rehearsals and polished work to the benefit of the ensemble
- Evaluate each other’s work constructively, and so create a culture of collective peer-support.
We instil students with a sense of professional pride in their drama work. This has inspired many to go on to study drama at college, both through performing arts and theatre studies. While there are many career opportunities in the entertainments business, in the wider world of work, employers value the transferable skills and confidence that drama gives young adults.
- Apply knowledge and understanding of drama when making, performing and responding to drama
- Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created (a performance text is one that has been written specifically for theatrical performance)
- Develop a range of theatrical skills and apply them to create performances
- Work collaboratively to generate, develop and communicate ideas
- Develop as creative, effective, independent and reflective students able to make informed choices in process and performance
- Contribute as an individual to a theatrical performance
- Reflect on and evaluate their own work and that of others
- Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
- Adopt safe working practices.
The aim of this component is to explore a given stimulus item through practical exploration and create a piece of devised drama. Learners will explore and develop their understanding of how to use the devising process to communicate meaning in theatrical performance; to apply theatrical skills to realise artistic intentions; and to analyse and evaluate their own work. Learners will complete a portfolio of evidence during the devising process, a final performance of their drama and write an evaluation of their own work. Learners will explore a stimulus provided by OCR on the stimulus paper.
This component provides an opportunity for learners to be taught theatrical skills and then be assessed on what they have learnt in a practical way. Learners apply their presentation and performance skills through realising two key extracts from one centre chosen text. Learners will explore the context of the whole text considering how the social, cultural and historical aspects of the text might have an impact on their realisation. Learners will complete a concept pro forma describing their research on the text and their artistic intention for the performance. Learners must develop, apply and practise their skills in acting or design to interpret the playwright’s intention, leading them to communicate the extracts in a way that will engage the audience.
For this component, learners need to demonstrate knowledge and understanding of how drama is developed, performed and responded to. Learners must also be able to reflect on and evaluate the work of others. This component is designed for learners to explore practically and in depth both a whole performance text and the development of drama and performance. They are then assessed on the knowledge, understanding and skills they have learnt. Through their practical study, learners need to know how characters and performances communicate ideas and meaning to an audience.
This unit covers what to include in a letter of application and how to prepare audition pieces or presentations that demonstrate your relevant skills and knowledge. Learners will choose one from a number of possible progression opportunities as the basis for their work. Responding to the opportunity will provide learners with a clear focus for the unit. The presentation aspect of the unit will give learners knowledge and experience of the audition/presentation process.
In this unit you will learn how to develop a performance piece as a member of a fictional performance company. You will take on a specific performing or production role and will prepare for, and produce, a performance by carrying out tasks that are appropriate to your role. No matter what role you undertake, you will also need to explore the performance piece you are working on.
This unit is about building your foundations as an actor; it is not just about performance. As well as undertaking a programme of practical classes to develop your physical and mental acting skills, you will be required to demonstrate progress throughout the unit.
Unlike GSCE Courses the BTEC Level 2 First Award is assessed through internally set, marked and moderated tasks and assignments. Each unit has a set of assessment criteria of which all must be fulfilled. A unit may be assessed through a single assignment or a number of assignments. Assignments will take many forms including videoed presentations, practical workshops, performances, interviews, reports, role play, diary logs and test papers. Once a unit has been completed the scores for all the assignments will be entered onto an assessment sheet. A grade will then be given for the unit.
