GCSE Drama The Caucasian Chalk Circle

Year 10 Summer Learning

Booklet

Name:

Task 1

Create costume designs for the characters of Grusha and The Fat Prince in episode 1. Ensure you annotate

your design with the following information:

• Materials and colours to represent status

• Patterns

• Make-up design (‘no make-up’ not accepted)

• Hair design

Q1)

Briefly describe The Fat Prince’s social class in episode 1. [2] (Ms Rayner’s tip- this is worth 2 marks so

explain your answer… how do you know?)

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If you were the costume designer for the episode 1, what would you have the characters like the Fat Prince

wear in episode 1? [6] (Ms Rayner’s tip- think about the level of detail you would include in a ‘how’… squeeze

the toothpaste!)

Refer to

• Costume

• Hair

• Make-up

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Task 2

Choose a line from episode 2 spoken by Grusha, Peasant and Corporal that demonstrates each of their

motivations in this episode. (Ms Rayner’s tip- make sure you are looking at the right character and the right

episode).

Grusha’s line:

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Grusha’s motivation in episode 2:

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Peasant’s line:

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Peasant’s motivation in episode 2:

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Corporal’s line:

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Corporal’s motivation in episode 2:

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Q2a)

Choose a line from episode 2 that shows the Corporal’s motivation in the scene. [1] (Ms Rayner’s tip- make

sure you choose a line from the right scene and the right character!!!)

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Q2b)

Describe how you would use tone and tempo when speaking this line. [2] (Ms Rayner’s tip- it’s worth 2

marks for a reason… describe tone AND tempo)

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Q2c)

Give one reason to explain your choice of tone and one reason to explain your choice of tempo. [4] (Ms

Rayner’s tip- make sure you link back to the motivation and what is happening in the scene when giving your

reasons for both tone AND tempo)

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Q2d)

Describe the tempo of movement and proxemics you would use when speaking this line. [2] (Ms Rayner’s

tip- it’s worth 2 marks for a reason… describe tempo AND proxemics)

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Q2e)

Give one reason to explain your choice of tempo of movement and one reason to explain your choice of

proxemics. [4] (Ms Rayner’s tip- make sure you link back to the motivation and what is happening in the

scene when giving your reasons for both tempo AND proxemics)

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Task 3a

Complete the role-on- the- wall for the character of the Mother-in-law in episode 3 to explore her

motivation as a character.

External Facts

and information Outside impressions: How is the

character seen by others?

Inside thoughts and

feelings

Task 3b

Complete the boxes below to describe how the actor would play the character of the Mother-in-law in

episode 3.

MOTIVATION

Explain 3 different motivations at different

points in the episode (marked by lines or

action in the text) for this character:

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2

3

MOTIVATION/MOMENT 1

Describe how an actor would use the following skills to

communicate this motivation to an audience. (Tip- this is a

‘HOW’, if I can’t see it… it’s not descriptive enough!)

Posture and movement (status, stance, gait, tempo, use

of space and proxemics)

Gesture (head gesture, hand gesture)

Facial expression (eyes, eye contact, mouth, eyebrows)

MOTIVATION/MOMENT 2

Describe how an actor would use the following

skills to communicate this motivation to an

audience. (Tip- this is a ‘HOW’, if I can’t see it… it’s

not descriptive enough!)

Posture and movement (status, stance, gait,

tempo, use of space and proxemics)

Gesture (head gesture, hand gesture)

Facial expression (eyes, eye contact, mouth,

eyebrows)

MOTIVATION/MOMENT 3

Describe how an actor would use the following

skills to communicate this motivation to an

audience. (Tip- this is a ‘HOW’, if I can’t see it…

it’s not descriptive enough!)

Posture and movement (status, stance, gait,

tempo, use of space and proxemics)

Gesture (head gesture, hand gesture)

Facial expression (eyes, eye contact, mouth,

eyebrows)

Q3)

Explain how an actor performing Mother-in-law could use physical skills to communicate the character to

the audience in episode 3, giving reasons for your answers. [15] (Ms Rayner’s tip- make sure you talk about

different motivations throughout the episode and explain how your physical skills would communicate this.

DO NOT TALK ABOUT VOICE and mention everything bullet-pointed)

Refer to

• Character motivation

• Posture and movement

• Gesture

• Facial expression

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Task 4a

Name the following staging types.

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Task 4b)

1 Describe the original staging

conditions of Caucasian Chalk Circle

(keep it brief)

4 Describe the props and set you would use (colour, size/scale,

material, detail, moveable set, floor cloth, anything hanging)

2 Will you continue these ideas in your own design? State

YOUR production style.

“However for my design,…”

3 Describe a thrust stage and link to why the audience

positioning might be useful for episode 4.

5 Explain how and why these props

would work for this episode.

Q4)

As a designer, explain how episode 4 could be designed for a thrust stage. You should justify your ideas with

reference to the original staging. [15] (Ms Rayner’s tip- make sure you mention everything bullet-pointed, DO

NOT TALK ABOUT LIGHTING, use the original staging conditions as a statement to agree/disagree with, detail

and reasoning is key here (‘How’ and ‘Why)… be creative… your budget is limitless!)

Refer to

• Structure of the play

• Stage shape and audience position

• Production Style

• Set and Props (including use of colour)

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Task 5

Reflect on the live performance of A Christmas Carol and complete the following boxes in order to collect

examples for any question you may be asked in the exam.

The full title: A Christmas Carol

The location: The Old Vic

The date: Wednesday 8th January

The theme: an exploration of sin and forgiveness

Write your introduction here.

Costume- write two What, How, Why Paragraphs

explaining how costume was used to create

meaning. Use extra paper if you need to.

1

2

Props- write two What, How, Why Paragraphs

explaining how props were used to create meaning.

Use extra paper if you need to.

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2

Voice- write two What, How, Why Paragraphs

explaining how voice was used to create meaning

in two sections of the play. Use extra paper if you

need to.

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2

Movement- write two What, How, Why Paragraphs

explaining how physical skills and character

interaction were used to create meaning in two

sections of the play. Use extra paper if you need to.

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2

Set- write two What, How, Why Paragraphs explaining how set was used to create meaning. Use extra

paper if you need to.

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2

Choose Q5 or Q6

Q5) Analyse and evaluate how props were used in two key moments to meaning to the audience. [15]

Refer to

• The production style

• Your response as an audience member

Q6) Analyse and evaluate how vocal skills were used in two key moments to communicate meaning to the

audience. [15]

Refer to

• Acting style

• Your response as an audience member

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