Drama

Subject:	Drama
Contact:	Miss Prys-Owen and Mr Yeoman

Overview – A Level Drama

This course focuses on the further development of drama skills through the detailed exploration of dramatic styles, conventions and texts. It is an intensive 2 year course that expects students to work collaboratively to realise a piece of devised drama and reflect on the processes through which this drama is developed. It expects students to have thoroughly explored a range of theatrical texts from different time periods and be able to answer questions relating to these in the summative written examination. It also asks them to review a production they have seen as part of the course and reflect on how it was successful. Students may chose a design or performance route which is assessed as part of components 1 and 2.

Curriculum content

	Term 1	Term 2	Term 3
Year 12	Group Performance Piece linked to Component 2	Component 1 – Devised Piece Practitioner Study	Component 1 performance and Component 3 Set-text Study
Year 13	Component 2 Performance or design preparation Component 3 set text work	Component 2 examination Component 3 set text and theatre review work	Component 3 examination preparation

Term 1

Term 2

Term 3

Year 12

Group Performance Piece linked to Component 2

Component 1 – Devised Piece

Practitioner Study

Component 1 performance and Component 3 Set-text Study

Year 13

Component 2 Performance or design preparation

Component 3 set text work

Component 2 examination

Component 3 set text and theatre review work

Component 3 examination preparation

Assessment components

Component 1 – Devising	Component 2 – Text In Performance	Component 3 – Theatre Makers In Practice (2hr 30mins exam)
40% of the overall mark	20% of the overall mark	40% of the overall mark
● Devise an original performance piece ● Use one key extract from a performance text and a theatre practitioner as stimuli ● QPHS chooses the text and practitioner ● Performer or designer routes available	● A group performance/design realisation of one key extract from a performance text ● A monologue or duologue performance/design realisation from one key extract from a different performance text ● QPHS chooses the performance texts	● Live theatre evaluation – choice of performance ● Practical exploration and study of a complete performance text – focusing on how this can be realised for performance ● Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience ● Centre choice of 15 performance texts from two lists on the next page. ● Choice of eight practitioners
ASSESSMENT: 2500-3000 evaluative and reflective portfolio Realisation of the design/performance	ASSESSMENT: ● Group performance/design realisation: worth 36 marks. ● Monologue or duologue/design realisation: worth 24 marks.	PAPER SECTIONS: Section A: Live Theatre Evaluation ● Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement. ● Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words. Section B: Page to Stage: Realising a Performance Text ● Students answer two extended response questions based on an unseen extract from the performance text they have studied. ● Students will demonstrate how they, as theatre makers, intend to realise the extract in performance. ● Students answer from the perspective of a performer and a designer. Section C: Interpreting a Performance Text ● Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text. ● Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience. ● Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions

Component 1 – Devising

Component 2 – Text In Performance

Component 3 – Theatre Makers In Practice (2hr 30mins exam)

40% of the overall mark

20% of the overall mark

40% of the overall mark

● Devise an original performance piece

● Use one key extract from a performance text and a theatre practitioner as stimuli

● QPHS chooses the text and practitioner

● Performer or designer routes available

● A group performance/design realisation of one key extract from a performance text

● A monologue or duologue performance/design realisation from one key extract from a different performance text

● QPHS chooses the performance texts

● Live theatre evaluation – choice of performance

● Practical exploration and study of a complete performance text – focusing on how this can be realised for performance

● Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner – focusing on how this text could be reimagined for a contemporary audience

● Centre choice of 15 performance texts from two lists on the next page.

● Choice of eight practitioners

ASSESSMENT:

2500-3000 evaluative and reflective portfolio

Realisation of the design/performance

ASSESSMENT:

● Group performance/design realisation: worth 36 marks.

● Monologue or duologue/design realisation: worth 24 marks.

PAPER SECTIONS:

Section A: Live Theatre Evaluation

● Students answer one extended response question from a choice of two requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement.

● Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.

Section B: Page to Stage: Realising a Performance Text

● Students answer two extended response questions based on an unseen extract from the performance text they have studied.

● Students will demonstrate how they, as theatre makers, intend to realise the extract in performance.

● Students answer from the perspective of a performer and a designer.

Section C: Interpreting a Performance Text

● Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text.

● Students will demonstrate how their re-imagined production concept will communicate ideas to a contemporary audience.

● Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept and demonstrate an awareness of the performance text in its original performance conditions

Overview – Performing Arts

General course description/outline TBC

Curriculum content

	Term 1	Term 2	Term 3
Year 12	Unit 2: Developing Skills & Techniques for Live Performance	Unit 2: Developing Skills & Techniques for Live Performance	Unit 1: Investigating Practitioner’s Work
Year 13	Unit 3: Group Performance Workshop	Unit 3: Group Performance Workshop	Unit 19: Acting Styles

Assessment components

Unit 1 – 90 Guided Learning Hours	Unit 2 – 90 Guided Learning Hours	Unit 3 – 120 Guided Learning Hours	Unit 19 – 60 Guided Learning Hours
Externally Assessed - Assignment brief set by BTEC	Internally Assessed – Externally Moderated	Externally Assessed - Assignment brief set by BTEC	Internally Assessed – Externally Moderated
Learners investigate the work of performing arts practitioners and develop critical analysis skills and contextual understanding of how practitioners communicate themes in their work.	Learners explore technical performance skills with a focus on developing skills and techniques in at least two performance styles.	Learners explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus.	Learners develop acting methods by exploring different acting styles. They will apply techniques to the development, rehearsal and performance of their practical work.
Four weeks prior to the supervised assessment period, learners will be provided with the set task booklet for a four week term time period in order to carryout investigation and critical analysis. The set task will be completed in three hours within the period	Assessment involves the development of an actor’s log which evaluates the progression made towards the development of specific acting skills. The skills are then practically assessed as part of a ‘final’ showcase style performance.	Learners will be provided with the set task booklet in January in order to prepare for the development and completion of the group performance. The final evidence will be completed in 5 hours under supervised conditions in a number of sessions arranged by the centre within the period timetabled by Pearson.	Learners will evaluate a range of acting styles providing evidence through rehearsal and performance.

Unit 1 – 90 Guided Learning Hours

Unit 2 – 90 Guided Learning Hours

Unit 3 – 120 Guided Learning Hours

Unit 19 – 60 Guided Learning Hours

Externally Assessed - Assignment brief set by BTEC

Internally Assessed – Externally Moderated

Externally Assessed - Assignment brief set by BTEC

Internally Assessed – Externally Moderated

Learners investigate the work of performing arts practitioners and develop critical analysis skills and contextual understanding of how practitioners communicate themes in their work.

Learners explore technical performance skills with a focus on developing skills and techniques in at least two performance styles.

Learners explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus.

Learners develop acting methods by exploring different acting styles. They will apply techniques to the development, rehearsal and performance of their practical work.

Four weeks prior to the

supervised assessment period, learners will be provided with the set task booklet for a four week

term time period in order to carryout investigation and critical analysis.

The set task will be completed in three hours within the period

Assessment involves the development of an actor’s log which evaluates the progression made towards the development of specific acting skills. The skills are then practically assessed as part of a ‘final’ showcase style performance.

Learners will be provided with the set task booklet in January in order to prepare for the development and completion of the group performance.

The final evidence will be completed in 5 hours under supervised conditions in a number of sessions arranged by the centre within the period timetabled by Pearson.

Learners will evaluate a range of acting styles providing evidence through rehearsal and performance.