CONTENTS

 Rationale for Drama
 Minimum Entitlement KS1 & 2
 Minimum Entitlement KS3
 Learning Intentions and Outcomes
 Planning for Progression
 Approaches to Teaching and Learning
 Definitions of the 5 Key Strategies
 Definitions of Strategies across the Key Stages
 Sample Units of Work – Foundation
 Sample Units of Work – KS1
 Sample Units of Work – KS2
 Sample Units of Work – KS3
 Guidance for School Productions
 Frequently Asked Questions
  • Useful Resources
  • Websites
  • Organisations
 Acknowledgments

RATIONALE FOR DRAMA

Drama is a subject strand in the Learning Area of The Arts within the Northern Ireland Curriculum. As such, Drama is an entitlement of every pupil from Foundation to Key Stage 3 and schools are required to provide opportunities for drama in their curriculum provision. This guidance document focuses on the statutory provision for Drama at each Key Stage and for many schools this will be something new which they must address for the first time. It also builds on much of the good practice developed in the Programme of Study for Drama (1991) and highlights the elements of Making and Appraising Drama in the creative process and in the dramatic skills.

Drama enables pupils to develop their skills of using voice, movement, gesture and facial expression through improvisation, acting, dance drama and mime. They should also develop a knowledge and understanding of dramatic forms, genres, methods and strategies as well as some theatre knowledge.

Drama contributes in a unique way to the process of learning. Its uniqueness lies in its immediacy. Drama happens in the here and now. It allows pupils a high degree of self management over their own learning where they make decisions, solve problems or choose not to resolve situations. It allows pupils to manage their own knowledge and experience of the world and then extend it creatively and imaginatively. It engages feelings and encourages empathy with other characters whose lives pupils are examining within the drama process.

Drama is an art form which explores the construction of imagined experience and develops both social and dramatic skills. It allows pupils to explore, develop and express ideas and concepts and will help them to develop life skills and make sense of reality. Working in a safe environment, they can engage with emotions and the intellect and express their thoughts and feelings, through speech and movement, shared and experienced in an imagined context.

Vital to language development and invaluable as a method of exploration, drama can be used as a teaching tool across the curriculum and can promote enquiry, critical and constructive thought, skills of comparison, interpretation, judgement and discrimination.

The social development of pupils may also be developed through the school production and indeed often promotes high levels of co-operation, tolerance and reliability, in both staff and pupils during the course of preparation and performance but this guidance material will deal specifically with Drama as a discreet subject within the Northern Ireland Curriculum.

This guidance material is offered to all teachers no matter what experience they have of drama, in the hope that it will stimulate fresh thinking, encourage good practice and promote enjoyable experiences for pupils in all schools in Northern Ireland.

Minimum Entitlement

from


Foundation to Key Stage 3

MINIMUM ENTITLEMENT

Drama at Foundation Stage

Pupils should be enabled to:

  • express thoughts, ideas and feelings;
  • develop their creativity through imaginative play;
  • engage in dramatic play to extend the learning;
  • take part in a range of drama games and strategies.

Progression

As pupils progress through the Foundation Stage they should be enabled to:

  • co-operate during role play, negotiate roles, agree rules and act out scenarios;
  • express thoughts, ideas, feelings and imagination with confidence in a range of dramatic contexts using verbal and non-verbal language;
  • adopt and sustain a role.

Drama at Key Stage 1

Pupils should be enabled to:

  • develop their understanding of the world by engaging in a range of creative and imaginative role play situations by creating invented situations of their own and with others, and responding in role to the dramatic play of others and to the teacher in role;
  • explore a range of cultural and human issues in a safe environment by participating in dramatic activity and sharing ideas with others;
  • develop a range of drama strategies including freeze frame, tableau and hot seating;
  • develop dramatic skills appropriate to audience, context, purpose and tasks by using simple props to suggest character, and by using symbols and images to develop action and make meaning.

Drama at Key Stage 2

Pupils should be enabled to:

  • develop their understanding of the world by engaging in a range of creative and imaginative role play situations;
  • explore a range of cultural and human issues in a safe environment by using drama to begin to explore their own and others’ feelings about issues, and by negotiating situations both in and out of role;
  • develop a range of drama strategies including freeze frame, tableau, hot seating, thought tracking and conscience alley;
  • develop dramatic skills appropriate to audience, context, purpose and task by exploring voice, movement, gesture and facial expression through basic exploration of a specific role, and by structuring dramatic activity to make meaning clear to a chosen audience.

The Arts Learning Area: Drama Strand

The statutory requirements are set out in bold under Knowledge, Understanding and Skills in column 1, under the Curriculum Objectives and Key Elements in columns 2, 3, and 4, and Learning Outcomes (at the bottom of the page). Additional guidance appears in plain text. All examples are in italics. All of the illustrations offered aim to relate this strand to Life and Work contexts

Developing pupils’
Knowledge, Understanding and Skills / (Objective 1)
Developing pupils as Individuals / (Objective 2)
Developing pupils as Contributors to Society / (Objective 3)
Developing pupils as Contributors to the Economy and Environment
Young people should have opportunities, through the contexts opposite, to use dramatic skills appropriate to audience, context, purpose and task. They should have opportunities to:
• engage with a range of stimuli to develop critical and creative thinking skills;
• adopt a role;
• take part in improvisation;
• devise scripts and use drama forms and strategies effectively to explore and present ideas;
• employ sign, symbol, metaphor and image;
• engage in movement and/or dance;
• experience live and recorded drama, and respond to a variety of texts;
• begin to develop an appreciation of theatre styles, genres and vocabulary;
• explore characterisation through use of masks, costume, props, puppets and electronic media;
• evaluate their own and others’ work. / Young people should have opportunities to:
Express themselves emotionally and imaginatively through drama and improvisation, for example, use a video camera to compile and record personal experience of family, school or community life; script, improvise or act out issues that impact on 11-14 year olds etc.
(Key Element: Personal Understanding)
Explore and respond to the views and feelings of others, for example, act out scenarios involving multiple viewpoints, differences of opinion, sensitive issues etc.
(Key Element: Mutual Understanding)
Explore health-related issues, for example, improvise a scene where peer pressure or risk taking behaviour is central to the narrative etc.
(Key Element: Personal Health)
Demonstrate the ability and willingness to challenge stereotypical, biased or distorted viewpoints with appropriately sensitive, informed and balanced responses and take responsibility for choices and actions etc.
(Key Element: Moral Character)
Explore ways in which uplifting/spiritual experiences can be conveyed through gesture, expression, movement, dance, etc, for example, expressing hope, celebrating success etc.
(Key Element: Spiritual Awareness) / Young people should have opportunities to:
Explore how drama is used to educate about and resolve issues of social concern, for example, compose an anti-racist rap for a football club; use appropriate strategies to challenge stereotypical views about diverse local/global groups etc.
(Key Element: Citizenship)
Explore how drama reflects and gives insight into a range of cultures, for example, investigate drama/dance traditions from different countries; represent cultural similarities/differences through performance etc.
(Key Element: Cultural Understanding)
Explore the effects of media and ICT, for example, use projected images in a docudrama on war; use a digital camera to analyse voice and movement in performance etc.
(Key Element: Media Awareness)
Explore ethical issues through the medium of drama, by improvising a scene involving decision making that requires weighing up and making difficult choices, for example, allocating limited resources; campaigning on a controversial issue; balancing different rights etc.
(Key Element: Ethical Awareness) / Young people should have opportunities to:
Investigate how skills developed through drama such as empathy, confidence, communication skills are vital to life/work situations and a range of careers, for example, jobs within the creative industries, or involving design, education, management of people and resources, media and technology, performing arts, healthcare, therapy, writing, politics, law, etc.
(Key Element: Employability)
Plan the processes involved in producing a play or stage musical, for example, find out how to access funding, how to advertise and market the show etc.
(Key Element: Economic Awareness)
Explore how drama can provide opportunities for pupils to develop respect for their environment and that of others, for example, create a scene/performance that highlights the impact of a topical, environmental issue etc.
(Key Elements: Education for Sustainable Development)
Learning Outcomes
The learning outcomes require the demonstration of skills and application of knowledge and understanding of Drama.
Young people should be able to: /
  • research and manage information effectively to investigate issues, using Mathematics and ICT where appropriate;
  • show deeper understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate;
  • demonstrate creativity and initiative when developing ideas and following them through;
  • work effectively with others;
  • demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.
  • communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose.

NB: Teachers may develop activities that combine many of the statutory requirements provided that, across the Key Stage, all of the statutory aspects highlighted in BOLD (including each of the Key Elements) are met.

Learning Intentions

and


Learning Outcomes

LEARNING INTENTIONS for KEY STAGE 3: INDICATORS

Learning Intentions / Indicators
Engage with a range of stimuli to develop critical and creative thinking skills (KUS 1) / Use a range of media text, such as script, photo, newspaper cutting, visual image etc, as a starting point for the drama; discuss, question and listen to ideas; structure and plan development of improvisation work; explore ideas and re-draft methods; use strategies; experiment with different outcomes; have a sense of purpose and audience
Adopt a role (KUS 2) / Take on an imaginary or scripted role and have opportunity to think and speak in role using some drama strategies
Take part in improvisation (KUS 3) / Work as a group to help structure and devise an improvisation; perform in role in an improvisation; direct, support and advise others in the development of an improvisation
Devise scripts and use drama forms and strategies effectively to explore and present ideas (KUS 4) / Present polished or scripted improvisation; help to write script; use voice, movement, gesture and facial expression; use hot seating, tableau, freeze frame, thought tracking and conscience alley
Employ sign, symbol, metaphor and image (KUS 5) / Use a range of gestures to reflect feelings and attitude; use simple props to suggest meaning; use individual and group tableau to reflect attitude and feeling and help make meaning
Engage in movement and/or dance (KUS 6) / Move in role or as a particular character; use mime and stylised movements to highlight and reflect ideas; use music and movement to develop mood and feeling; use dance drama to tell a story
Learning Intentions / Indicators
Experience live and recorded drama, and respond to a variety of texts (KUS 7) / Use video camera to record drama work; use digital camera to explore thought tracking and speech in tableaux and freeze frames; use powerpoint for docu-drama; view others’ work both live and recorded; compare and contrast different styles of performance
Begin to develop an appreciation of theatre styles, genres and vocabulary (KUS 8) / Use specific drama vocabulary for staging, positions on stage, drama conventions etc; use different approaches such as Victorian melodrama, American soap opera, black comedy, silent movie, slapstick, operatic, western etc
Explore characterisation through use of masks, costume, props, puppets, and electronic media (KUS 9) / Develop character using voice, movement, gesture and facial expression; use forms of mask and half mask as individuals and in groups; explore character using simple props and costumes; create and use simple puppets; view other actors’ performances
Evaluate their own and others’ work (KUS 10) / Self evaluate using visual, oral, written and ICT formats; evaluate the work of others using oral, written and ICT formats; self evaluate using visual, oral, written and ICT formats; evaluate the work of others using oral, written and ICT formats

LEARNING OUTCOMES for KEY STAGE 3: INDICATORS

Learning Outcomes / Indicators
Research and manage information effectively to investigate issues; (including Using Mathematics and Using ICT where appropriate) (LO1) / Respond to teacher’s directions; organise tableaux; select digital images and add speech/thought bubbles (ICT); select info from newspaper articles, internet, text etc. to use as stimulus, content or prompts for script in drama; collect and select info through interviews with people; compare and contrast info from internet for docu-drama/news programme/ improvisation etc; organise, plan and collate images in storyboard form for video recording (Using ICT and Maths)
Show deeper understanding of thinking critically and flexibly, solving problems and making informed decisions; (demonstrating Using Mathematics and Using ICT where appropriate) (LO2) / Sequencing and Timing music and mime/dance sequence for recording (Using ICT and Maths); organising a lunch-time theatre event including cost of production (scripts, costumes, props, set, costumes, programmes etc.) (Using ICT and Maths); devising a sound and lighting plot for a performance (Using ICT and Maths); planning a performance on a moral/social issue for a younger audience
Demonstrate creativity and initiative when developing ideas and following them through (LO3) / Writing a script for aliens; using selected projections for an improvisation on poverty; designing and making costumes for a dance drama performance on saving water; devising half-masks for a chorus commenting on the action; writing and devising a puppet show on road safety for chosen audience; contacting arts organisations/outside agencies for information
Learning Outcomes / Indicators
Work effectively with others (LO4) / Use roles of recorder, writer, questioner, observer etc. when devising improvisation; direct a group in acting improvisation, mime or dance drama; design, plan, and operate the technical challenges for a group; write script for a group; plan and record performance for a group; develop climate of praise and positive reinforcement
Demonstrate self management by working systematically, persisting with tasks, evaluating and improving own performance (LO5) / Listen to and value ideas and suggestions from others; justify own ideas and decisions; assess progress objectively; use criticism positively; be prepared to re-draft script many times; take time to reflect on developments and be prepared to change direction; continually seek ways of improving work;
summarise personal development in written form
Communicate effectively in oral, visual, written and ICT formats, showing clear awareness of audience and purpose (LO6) / Perform in role and as a character; develop voice work using vocal exercises when necessary to communicate effectively with an audience; use mediums of acting, improvisation, mime and dance drama in performance for an audience; use ICT formats of powerpoint, projection, sound, lighting, recording etc to enhance performance; use playscript format and IT process when writing theatre text; devise an appropriate programme for a chosen audience

Planning

For


Progression

PLANNING for PROGRESSION in DRAMA from FOUNDATION to KEY STAGE 3

Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Pretend to be someone else
  • Engage with others in imaginative play in a safe environment
  • Demonstrate thoughts, ideas and feelings through actions and language
  • Respond to others in role
/ Pupils will:-
  • Say why they used a particular voice, movement, gesture or facial expression
  • Know how to take turns in role using drama games and story
  • Understand the difference between play and story e.g. role-play/act out familiar stories/nursery rhymes
  • Know when teacher/pupils are in role


Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Share ideas and explore issues in an imagined context
  • Take part in a range of drama strategies including freeze frame, tableau and hot seating
  • Use simple props, symbols and images to represent meaning
  • Use voice and body to create characters in an imagined way
  • Engage in dramatic play using stories and other stimuli
/ Pupils will:-
  • Think clearly about a variety of situations and use drama to make sense of them
  • Begin to discuss their work and that of others both in and out of role
  • Understand the difference between pretence and reality within specific contexts
  • Talk about their choice of voice, movement, gesture, facial expression and appropriateness to character


Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Devise improvised drama from a range of stimuli
  • Explore the use of drama strategies to deepen the role or understanding of the situation
  • Select appropriate props, symbols and images to represent meaning and understand their effect
  • Choose vocabulary and movement to match the person, place and time required by the story or situation
  • Explore the structure of storytelling in dramatic form, showing some awareness of audience
/ Pupils will:-
  • Express meaning and attitude through issue-based drama e.g. bullying
  • Reflect upon the meaning and understanding of their work and that of others, both in and out of role
  • Discuss their own work and the work of others, showing understanding of different drama forms e.g. the way the story is told, the characters portrayed and the themes depicted
  • Reflect upon their choice of voice, movement, gesture and facial expression


Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Structure improvised drama to help make meaning in a variety of situations
  • Use a range of drama strategies to explore and develop characters in different contexts
  • Explore and negotiate a range of approaches to represent meaning
  • Build a character with appropriate control over movement and voice
  • Use simple scripts, demonstrating an understanding of some theatre conventions e.g. stage directions
/ Pupils will:-
  • Describe how drama challenged their understanding of an issue or a theme
  • Reflect on and begin to evaluate their own and others’ work, suggesting improvements and using correct basic theatre terminology
  • Comment on the effectiveness of their structuring of dramatic sequences
  • Begin to evaluate the appropriateness of their use of voice, movement, gesture and facial expression


Making – Process - Skills / Appraising – Process – Skills
Pupils will:-
  • Use structured improvisation to explore and interpret ideas, issues and relationships in their drama work
  • Explore a variety of dramatic strategies to select appropriate forms
  • Select and use a wide range of approaches to develop meaning and understanding
  • Sustain a defined character using appropriate voice, movement, gesture and facial expression
  • Create a short script based on devised work
/ Pupils will:-
  • Comment on the effective use of drama in exploring and interpreting an issue or theme
  • Evaluate their own and others’ work
  • Explain how and why they have developed a role as a result of exploring different dramatic approaches
  • Evaluate the appropriateness of their use of voice, movement, gesture and facial expression in a defined role
  • Evaluate the effectiveness of the use of language and theatre conventions in scripts

Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Use drama in an original way to explore and present meaning to a chosen audience
  • Select and use appropriate strategies and forms to structure effective dramatic outcomes
  • Make meaning independently and in groups using appropriate dramatic approaches
  • Adopt and sustain a range of roles using appropriate voice, movement, gesture and facial expression
  • Create scripts based on devised work using
appropriate theatre conventions / Pupils will:-
  • Evaluate the effectiveness of drama in exploring a range of issues
  • Use their knowledge of dramatic contexts to evaluate their own and others’ work
  • Justify their choice of approaches in creating a role
  • Evaluate the appropriateness of their use of voice, movement, gesture and facial expression in a range of roles
  • Evaluate the effectiveness of the use of script for a chosen audience


Making – Process – Skills / Appraising – Process – Skills
Pupils will:-
  • Create performances for different audiences and purposes using various genres, styles and traditions
  • Make considered use of strategies and forms to experiment with dramatic outcome
  • Explore how different dramatic approaches change meaning
  • Adopt a range of roles taking account of purpose and audience
  • Create scripts based on more complex situations reflecting a range of feelings and points of view
/ Pupils will:-
  • Analyse the effectiveness of drama in exploring complex issues
  • Analyse their own and others’ work making connections with a range of genres
  • Analyse how their own and others’ interpretation of character changes meaning
  • Evaluate the effect of the use of voice, movement, gesture and facial expression in a range of roles taking account of purpose and audience
  • Analyse the effectiveness of the use of script for a chosen audience

Approaches