UNIT 26 Hour Controlled Assessment

ONE FLEW OVER THE CUCKOO’S NEST

LEARNING OBJECTIVE: To understand how the strategies; still images, and narration can consolidate a grasp of the plot.

KEYWORDS: Levels, Symbolism, ToneKEY QUESTIONS:

What are the key points that you feel best describe the themes of the play?

How are you being influenced by the written language in your delivery of the captions?

How are the transitions between the still images maintaining the atmosphere that you created in each scene?

LESSON 1: UNDERSTANDING THE PLOT

FOCUSES: Still Image, Narration DM: Music, Spoken LanguageDE: Plot, Symbols

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve?

LESSON 1: UNDERSTANDING THE PLOT

FOCUSES: Still Image, Narration DM: Music, Spoken LanguageDE: Plot, Symbols

HELPFUL HINTThe more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

Learning Objectives: To explore the contrasting characters of McMurphy and Nurse Ratched using Role Play

Keywords: Characterisation, Non-Verbal Communication, Movement, Mime, Gesture

KEY QUESTIONS: How did the movements of the characters differ? How is the use of space and pace varied between the

characters? What effect does this create on the audiences

understanding of the characters status in the play?

LESSON 2: CHARACTER EXPLORATION

FOCUSES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation,

Contrasts

LESSON 2: CHARACTER EXPLORATION

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve? How has using these drama techniques helped you to

understand these characters and what they represent in the play? HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

FOCUSES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation,

Contrasts

LEARNING OBJECTIVE: To understand how marking the moment can emphasise a key moment of the play.

KEYWORDS: Marking the Moment, Lighting, ActionKEY QUESTIONS:

Why is this scene particularly important in the development of the climax of the play?

What are the reactions of the other patients to McMurphy’s failure?

How does this strengthen or weaken McMurphy’s status in the hospital?

Which specific moment are you going to use to mark the moment within the scene and why?

LESSON 3: MARKING THE MOMENT

FOCUSES: Marking the moment DM: Lighting, Levels DE: Climax/Anti-Climax,

Action, Symbols

LESSON 3: MARKING THE MOMENT

FOCUSES: Marking the moment DM: Lighting, Levels DE: Climax/Anti-Climax,

Action, Symbols

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve? How has using these drama techniques helped you to

understand the climax/anti-climax, and its importance in the development of the themes?HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

LEARNING OBJECTIVE: To explore the development of Billy’s confidence and downfall

KEYWORDS: Cross- Cutting, Characterisation, ContentKEY QUESTIONS:

What does the development of Billy’s confidence say to the audience about institutionalisation?

Why does Billy gain confidence? How does Billy’s death impact the audience? How has using cross-cutting to mix up the scenes helped to

enhance the message of the character for the audience?

LESSON 4: BILLY

FOCUSES: Cross-Cutting DM: Voice, Costume DE: Chracterisation, Content

LESSON 4: BILLY

FOCUSES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation,

Contrasts

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve? How has using Brechtian techniques and cross-cutting

helped you to develop the character and impart a message about institutionalisation to the audience?HELPFUL HINT

The more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.

LEARNING OBJECTIVE: To use physical theatre to highlight the break down of control in the hospital

KEYWORDS: Physical Theatre, Movement, FormsKEY QUESTIONS:

How does light and sound effect you as an audience member?

Why does the use of Artaud’s Theatre of Cruelty form help to enhance the significance of the conflict between McMurphy and Nurse Ratched?

LESSON 5: ARTAUD AND CONFLICT

FOCUSES: Role Play DM: Lighting, Sound, Music DE: Form, Action, Plot and

Content

LESSON 5: ARTAUD AND CONFLICT

FOCUSES: Role Play, Mime DM: Mime, Movement, Proxemics DE: Chracterisation,

Contrasts

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve? How has using Artaud helped you to highlight the break

down of control? How were lights and sound used to help you create a ‘total

theatre’ experience and shock the audience?

LEARNING OBJECTIVE: To demonstrate an understanding of how the patients have made McMurphy into their idol and the impact of his downfall using Cross-Cutting, Marking the Moment and Proxemics.

KEYWORDS: Relationships, Cross-Cutting, Marking the Moment and Impact

KEY QUESTIONS: Which characters do you feel are closest to McMurphy? How does each character demonstrate McMurphy’s idol

status? How does McMurphy’s death affect the patients?

LESSON 6: ME AND MCMURPHY

FOCUSES: Cross-Cutting, Marking the Moment DM: Movement, Proxemics DE:

Chracterisation, Contrasts

LESSON 6: ME AND MCMURPHY

FOCUSES: Cross-Cutting, Marking the Moment DM: Movement, Proxemics DE:

Characterisation, Contrasts

DOC EVIDENCE: (Do for your group and another group) What you/they did? (drama skills) What group/individual decisions have you made? Why did you do it?(what were you trying to communicate?) What was successful about your/their performance? How

can you/they improve?

HELPFUL HINTThe more detail and use of specific examples the more that you will have to draw upon when you write up your controlled assessment.