Year 9 Drama: KS3 The biggest challenge of all › wp-content › uploads › 2019 › 10 › ... · 2019-10-16 · Autumn Term 2 2019/20 Drama & Theatre 1 KS3 Introduction Y ear

www.dramaandtheatre.co.uk Autumn Term 2 2019/20 Drama & Theatre 1

KS3

Introduction

Year 9 isn’t simply a phase, it’s a vital stage on students’ life journeys. Drama can positively contribute to it.

Year 9 drama is often seen as a huge challenge, bringing KS3 to a close with frequently reluctant, hormonal, rebellious adolescents mixed with those who are keen to embrace it and to study it at GCSE.

Some schools solve the problem by starting KS4 a year early, but for those who have to get through Year 9, drama needs ideas, materials and themes that appeal to 13 – 14 year-olds to harness their abilities, interests and talents.

This scheme provides 6 stand-alone sessions, including ideas for the disaffected, semi-detached and awkward customers, and shows how an inclusive performance can be created after 10 sessions. Opting out is not an option – everyone owns some part of this project.

Learning objectives for the scheme § All must be able to describe and/or show development of a story through drama elements. § Most should create a piece of devised drama or contribute to development of the work for an audience.

§ Many could perform on stage or through technical support a drama with rounded characters.

What makes teenagers tick?To the question ‘Why are adolescents so impulsive and emotional?’, Sarah-Jayne Blakemore, a social neuroscientist of adolescent development, answered, ‘because they’re wired that way’.

Her TED talk is at /www.youtube.com/watch?v=6zVS8HIPUng Each session contains ideas for what to ask Year 9s who are reluctant to join in practical

drama to do with activities which contribute to a performance. Some choose to exclude themselves from practical/performance activities. All must be included with something – technical, support, drawing, writing, designing or research. Questioning (describe, explain, analyse) and targeted teacher help aids inclusion.

Year 9 Drama: The biggest challenge of all

David Porter, former head of performing arts at Kirkley High School, Lowestoft, teacher and one-time children’s theatre performer, writes (self-published a novel, short story collection and drama resources) in between senior assessing for A level drama and theatre, moderating IGCSE drama and examining GCSE drama.

David Porter KS3

Inventing Ourselves: The Secret Life of the Teenage Brain www.penguin.co.uk/books/111/1110515/inventing-ourselves/9781784161347.html Summarised on The Edge www.edge.org/conversation/sarah_jayne_blakemore-the-adolescent-brain

Background, research, ideasMuseum of Broken Relationships (or Hearts), Croatia www.tripadvisor.co.uk/Attraction_Review-g294454-d1929841-Reviews-Museum_of_Broken_Relationships-Zagreb_Central_Croatia.html. Similar museums are coming to other parts of the world.

Frequently known as Brokenships, see Toronto Life article: https://torontolife.com/culture/8-devastating-breakup-mementos-museum-broken-relationships/

Resources § Y9 drama lesson plans and

schemes for purchase http://drama-lesson-plans.co.uk/year-9/

§ TES secondary drama resources for purchase https://www.tes.com/teaching-resources/hub/secondary/drama/


Year 9 Drama KS3

Stretch and challengeIt is suggested that where more challenge is needed, students are asked to create a (spontaneous) monologue, an unexpected duologue, to direct their peers or review a performance. Stretching perceptions of characters is always worthwhile.

How the scheme worksTimings are not suggested as sessions should be as long as needed and/or fill the time available. Some could be done in an hour; others benefit from being spread over two hours or more.

Sessions 1 – 6 are free standing, if required. However, they can be used to cumulatively add new material to an evolving story (or stories) which is edited, polished, rehearsed and performed in Sessions 7 - 10.

The Museum of Broken Relationships is an actual and virtual storehouse of memories of events and people we meet on life’s road. When we’re young it’s hard to contemplate not knowing everyone we know now.

In reality we meet and part from, love and lose, many in a lifetime.Good advice is to store in the museum a bank of memories to feed us in the cold years

ahead.Memories may be sad and regretful; some will be embarrassing or just plain wrong while

some should be fond and warming.

You don’t escape the past; you live with itYou can’t escape your illness; you manage itYou don’t escape the madness; you revel in it.

Each session adds something to the museum.

Session 1: HeadlinesThis introductory session starts to build a story, perhaps of teenagers who break out of or are excluded from the safety of family, school, washed in a tide of misunderstood hormones and confused feelings.

Warm-up § In a seated/standing circle, each in turn volunteers a sentence about anything strange, unbelievable, shocking, hostile or unhappy

§ A mimed object passed round circle, must be sustained. A second goes in opposite direction § Yes/No game against teacher.

Teacher-led discussionThis discussion/information sharing is for the teacher to show video clips, read extracts, discuss progress of ideas, assign tasks as needed and agree timings.

Groups must be settled, ideally mixed ability. At this stage all are put into groups.The Museum of Broken Relationships is introduced. From the first scene, one character will be

contributing a prop, memory, photo, song, diary entry, letter, blog from a relationship he/she uses in the story.

The set upUse the suggested headlines in Additional Material 1.

Each group picks one most likely to yield a story. Credible characters with some backstory settled.

Five-minute scene is required, using headline as starting point.It must not be a simple narrative story with no complications, but should show enormous

pressure between people, difficulties, misunderstandings, frustrations, short tempers.

The reluctant participantIf an individual or entire group is unable/unwilling to participate in the drama activity they must draw a storyboard, a picture of the scene, source props, light it, suggest how to direct or improve it, while some should be encouraged to video the work.

Sensitivities Teachers will be aware of the need to be sensitive to issues of gender, race, religious beliefs and cultural/community perspectives. In drama sessions students need to be aware of others’ sensitivities without feeling unable to experiment and push at some boundaries.

Assessment opportunitiesThey occur throughout group work, by peer and teacher questioning, by trial and error, by sharing performances and by contributing to discussions.

More active warm-upWaiting in a queue when in a hurry; both on a wall, one drunk, one sober; mimed table tennis, one blames other for losing the ball.

ResourceUsing headlines to make drama: www.dramanotebook.com/drama-curriculum/75-no-prep-drama-lessons/headlines-2/

Words and termsDrama and theatre vocabulary is essential in KS4 drama and beyond, so it doesn’t hurt to speak and teach about dramatic terms for elements, techniques and practices.


Year 9 Drama KS3

Devising timeAn agreed time is given for the devising of a short scene that fits the chosen headline. Teacher circulates to check and provides a story if little progress is being made.

Encourage the non-participants to add value through the drawings, script, direction or technical aspects and explain they are not add-ons, but are essential.

Sharing progress so farAs appropriate, a group is asked to share a moment from their scene. The value added is as much part of it as the performers.

Comments are invited from participants and peers. Teacher adds suggestions. Remainder of class are questioned for understanding of what has been shown and for suggestions for the group.

Further work this sessionEach group selects and increases the significance of the item that will start the Museum off from this headline story – anything from a prop or clothing, to diary entry or video.

ReviewsAll are encouraged to record progress on paper or video of their own work and the work of others under ‘self ’, ‘peer’ and ‘teacher’.

Summaries1. LearningThis session has been focussing on how to use a headline as a stimulus, how to start to develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum has at least one personal thing per group that will be part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session, the theme will be diaries and how revealing innermost thoughts may be therapeutic but can also be unhelpful or dangerous. Ask each student to research aspects of diaries to share.

Session 2: DiaryThis session creates an entirely new story or follows some of the same characters into fresh crises which will contribute another artefact to the Museum.

Warm-up § Pairs, carrying a mimed heavy box; one useless. Add dialogue. § Pairs, hanging a shelf to a wall, one person has a cold. Add dialogue. § Pairs, wolfing a meal, arguing. Add dialogue.

Teacher-led discussionWatch any video clips, read extracts or other material, discuss progress of ideas from first session, assign tasks as needed and agree timings. Groups should ideally be same as last session. Discuss the diary research they have found.

The set upUse the diary extract in Additional Material 2, or other diary extract.

Each group picks an angle most likely to yield a story. Credible characters settled. Five-minute scene is required, using diary as starting point.As in Session 1, it must not be a simple narrative story.

The reluctant participantStudents clearly unable/unwilling to participate in the drama activity must create a storyboard of what happens to the girl after meeting Tommy, draw a picture/plan of the scene, source props, write scene outline, light it, suggest how to direct or improve it and some should be encouraged to video the work.

PropsFrom the prop box, something personal and normally private – an old photo, a ring from a relative, a weapon secreted for future use. Build up the significance of these items.

ResourceHow to make a photo diary in 4 steps: https://digital-photography-school.com/4-steps-make-creative-photo-diary/

VideosFind a way of showing, editing and using video clips as the project progresses. Often an uninvolved Year 9 student will take to this task readily and acquire status in the class through it.

More active warm-upPairs mime emptying a whole room of furniture, realise it’s the wrong room, replace everything, arguing bitterly throughout.


Year 9 Drama KS3

Devising timeAn agreed time is given for the devising of a short scene sparked by the diary entry. Teacher circulates, providing a story where little progress is being made.

Ensure the non-participants and reluctant ones are contributing by adding value as suggested above.

Sharing progress so farA group, including the value-added, is asked to share a moment from their scene.



Further work this sessionEach group selects for the Museum and increases the importance of the item of significance to the central character.

The video taken by a group member could be the item.

Summaries1. LearningThis session has been how to use a diary entry as a stimulus, how to start to develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum has another personal thing per group that will be part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session the theme will be fear and how it affects individuals, their mental health and relationships. Ask each student to research some aspects of fear to share next time.

Session 3: FearFear is a useful theme to develop characters and the way they interact with others. Again, it can stand alone or be part of the continuing Museum project.

Warm-up § Pairs, A is a rescuer talking down B from the edge; they are afraid of heights. § Pairs, adult A is taking child B for an injection § Pairs, adult A taking adult B for dental check-up.

Teacher-led discussionWatch any video clips, read extracts, discuss progress of ideas since first session, assign tasks and agree timings. Same groups? Discuss any fears anyone wants to share.

The set upUse the fears listed in Additional Material 3, or come up with others.

Each group picks an angle most likely to yield a story. Credible characters settled. Five-minute scene is required, using diary as starting point.It must not be a simple narrative story with no complications.

The reluctant participantStudents create a storyboard of the outcome of a fear handled badly. Draw a picture/plan of the scene, source props, write a scene outline, light it, suggest how to direct it or improve it and some should be encouraged to video it.

ClothingA coat, hat, jacket, scarf or dress has particular significance for a character and will feature in the story before going into the Museum.

VideosLog videos, edit as required, decide how they can be used to progress the narrative(s), how they can be used for assessment and review.

ResourceMany useful and inspiring fear quotes for sparking drama: www.goodreads.com/quotes/tag/fear

More active warm-upIn small groups a person terrified of the dark is locked in a cupboard for ‘a laugh’ by his/her mates. What is the outcome?


Year 9 Drama KS3

Devising timeAn agreed time is given for devising a short scene sparked by one or more fears. Teacher provides story where little progress is being made.

Ensure the non-participants and reluctant ones are contributing by adding value as suggested previously.





Summaries1. LearningThis session has been how to use fear as a stimulus, how to further develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum has yet another personal thing per group that will be part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session the theme will be revenge and how it affects individuals, mental health and relationships. Ask each student to research aspects of revenge to share.

Session 4: RevengeRevenge is a great theme in all-age drama, especially how it eats into a person’s soul. Again, this stands alone or is part of the continuing Museum project.

Warm-up § Pairs, A cutting toe nails, flicking bits at B. What is relationship? § Pairs, A telling B something scary is behind him/her. What is relationship? § Pairs, A drowning in pool, B thinking he/she is waving. Relationship?

Teacher-led discussionDiscuss progress of ideas to date, assign tasks and agree timings. Same groups. Discuss any stories of revenge anyone wants to share.

Robbie Williams’ lyrics, ‘Hello Sir, Remember Me?’ is a good opening for non-violent but very satisfying revenge.

The set upUse any credible revenge idea, even if it is not rational.


The reluctant participantStudents create a storyboard of the outcome of revenge, draw picture/plan of the scene, source props, write scene outline, light it, suggest how to direct or improve it and some should be encouraged to video it.

Personal effectsOften a ring, watch, necklace, painted pebble, pressed flower, letter or personal item speaks of a relationship and stirs emotions.

ResourceUseful definition of revenge in drama: www.britannica.com/art/revenge-tragedy

More active warm-upOld friends meet up, one has harboured a grudge deep inside over some very minor insult years ago and now takes revenge. What is outcome?

VideosEncourage those videoing to include reaction of others during sharing and discussion to aid further evaluation and recording of views and ideas.


Year 9 Drama KS3

Devising timeAn agreed time is given for devising a short scene sparked by revenge. Teacher provides story where little progress is being made.



Comments are invited from selves and peers. Teacher adds suggestions. Remainder of class are questioned for understanding of what has been shown and for suggestions for the group.



Summaries1. LearningThis session has been how to use revenge as a stimulus, how to further develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum now has a variety of personal things per group as part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session the theme will be pressure and how it affects individuals, mental health and relationships. Ask each student to research pressure to share.

Session 5: PressureFree-standing or part of the Museum, pressure may be obviously expressed as peer pressure, but any generational, organisational, personal, sporting, relational or criminal pressure is valid.

Warm-up § Pair of friends, A persuades B to cover for him/her. Outcome? § Parents of the friends, discovers truth, fall out over it. § Pairs, B lies and is caught; blames A. Outcome?

Teacher-led discussionUse the scene openers on pressure in Additional Material 4.

Discuss progress of ideas to date, assign tasks and agree timings. Same groups. Discuss any pressure point experiences.

The set upUse any credible pressure idea.


The reluctant participantStudents create a storyboard of the outcome of extreme pressure, draw a picture/plan of the scene, source props, write scene outline, light it, suggest how to direct or improve it and some should be encouraged to video it.

A songMusic is so emotive. Put a fragment of song in the Museum that means something to a character, especially on reflection.

ResourceAmusing cartoon of peer pressure: www.youtube.com/watch?v=EpGkCStiFmo

VideosShare round the videoing tasks, perhaps using the taking of endless videos and selfies as part of the story of one character.

More active warm-upIn small groups one tries to please two conflicting agendas between a family and a friend. Can’t please both; ends up disappointing both.


Year 9 Drama KS3

Devising timeAn agreed time is given for devising a short scene sparked by pressure. Teacher provides story where little progress is being made.



Comments are invited from participants and peers. Teacher adds ideas and suggestions. Remainder of class are questioned for understanding of what has been shown and for suggestions for the group.



Summaries1. LearningThis session has been how to use pressure as a stimulus, how to further develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum now has a variety of personal things per group as part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session, the theme will be horror in its widest sense and how it affects individuals, mental health and relationships. Ask each student to research horror.

Session 6: HorrorThe final devising session uses horror as both a genre for presentation but also as a means of exploring how someone might feel about themselves.

Warm-up § Pairs, playing cards. A suddenly stops, seeing something horrible behind B. § Repeat, with it being a wind-up, a joke played on B. § Repeat, with it being no longer funny, but real. A clown? A person wielding an axe?

Teacher-led discussionDiscuss various ways in which horror can be used to convey to an audience – fear, shock, doubt, injustice, crime, supernatural or comedy.

Also think about the inward horror somebody might feel when the enormity of something they have done dawns on them.

The set upUse any credible horror idea.

Each group picks an angle most likely to yield a story.Credible characters settled. Five-minute scene is required, using horror as starting point.It must not be a simple narrative story with no complications.

The reluctant participantStudents create a storyboard of the outcome of extreme pressure, draw a picture/plan of the scene, source props, write scene outline, light it, suggest how to direct it or improve it and some should be encouraged to video it.

ResourceBBC Podcast - horror and supernatural stories: www.bbc.co.uk/podcasts/radio4extra/category/drama-horrorandsupernatural.

IntangiblesThings like a bad or pleasant smell; a lost sunset; a secret sob over a piece of news; a sigh over discovery of somebody’s failure. The Museum can take all sorts of things.

VideosTeacher videos selected moments to add to the Museum and/or the development of a particular character’s private thoughts.

More active warm-upIn small groups, overpowering an evil killer and greatly relieved when the killer is on the floor and still. Suddenly he/she grabs an ankle…


Year 9 Drama KS3

Devising timeAn agreed time is given for devising a short scene set in horror genre or about horror. Teacher provides story where little progress is being made.



Comments are invited from participants and peers. Teacher adds ideas and suggestions. Remainder of class are questioned for understanding of what has been shown and for suggestions for the group.



Summaries1. LearningThis session has been how to use horror as a stimulus, how to further develop a character and how to use more than just performers in the development of ideas.2. Progress towards performanceThe Museum now has a variety of personal things per group as part of a story of how a human being reacts to change, difficulties and emotions.

Agreed preparation for next sessionNext session the class will make decisions about what material to incorporate into the Museum and how to shape a story. Any particular ideas students want to keep they should come ready to argue for inclusion.

Session 7: DecisionsIn this session, by whatever means is most effective with the given students, choices are made on shaping a performance about the Museum of Broken Relationships, featuring a number of the exhibits each illustrated by a scene from the sessions worked in this scheme.

Session 8: EditingIf all else fails, the teacher starts with a running order of scenes/exhibits. This session is to edit, cut, add narration, explanatory monologues, videos or whatever is needed to make a compelling story.

Session 9: RehearsingTime to rehearse, improve and hone from an audience perspective.

Session 10: PerformingCulmination of the project – sharing with a live audience.

By this stage most disaffected and non-participatory Year 9s should have bought into some aspect so they can and will make a valid contribution. D&T

The aging processItems for the Museum may change over the passing of years from a child’s to a parent’s photo; a toddler’s drinking cup to an old person’s drinking cup. Anything that stirs emotion is welcome.

VideosSome videos are reshot for dramatic effect, or the same scene is shot by different video makers to change perspectives and weightings.

Last minute materialIf in need of unrelated ideas, or to start of on a different track at outset, try various Themes to spark Year 9 drama work: www.davidporter.co.uk/2011/05/ideas-plans-themes-for-drama-teaching/

VideoingThis and following sessions are also recorded by students as a record for future years and for evaluation of this project.


Year 9 Drama KS3

Mum who drowned pet cat in washing machine has ‘no regrets’

RESOURCES

Additional Material 1:Headlines

‘Pram Rage’ war at primary school gates

Giant Fatburger blocks sewers – town awaiting rescue

Speeding Fiesta driven by schoolboy

TEEN LOSES ARM IN SLOT

MACHINE FRENZY

Girl,13,has flashbacks after being awakeduring head operation

PensionerspendsChristmas in a rabbit hutch


Year 9 Drama KS3

Fire Service rescued Dad in fancy dress from pub toilets

Additional Material 1:Headlines

Dog-walker observed forcing his spaniel to down a pint of beer in pub garden claims he was ‘under stress’

Headteacher goes crazy in car park

IT Consultant caught hacking kids’ social media accounts pleads ‘not guilty’

Teen falls off roof taking a selfie


Year 9 Drama KS3

RESOURCES

Additional Material 2:Diary


Year 9 Drama KS3

RESOURCES

Additional Material 3:Fears

CockroachesMoths and/or ButterfliesSnakesSpidersCrocodilesBirdsDogs and/or CatsRatsBats

FeathersGunsAntique chairsHouseplantsRadiatorsBright coloursOut of date foodHigh speedMotorwaysFlying and/or Airplanes

GhostsClownsDentistsInjectionsBeing nakedBeing looked atNot being looked atPerformingPublic speakingBeing eaten aliveVery old people

CrowdsOpen spacesSmall spacesHeightsThe darkBright lightStormsCreaking staircasesTall treesInjuryDeath


Year 9 Drama KS3

RESOURCES

Additional Material 4:Pressure

Pressure 1, group scene starter:

A: Come here you little piece of dirt.B: What me?A: Well. I don’t see any other piece of dirt, do you?B: I’m not a piece of dirt, how dare you?C: Oh yes you are. If we say you are, you are.D: Yeah, if we say you’re dog dirt, then you’re dog dirt!A: You see, you’re whatever we want you to be.B: All right, just don’t stand so close to me.C: We stand where we want to stand.D: Yeah, if we want to stand on your head, we will.A: Now, listen, you’re going to do what we say, or else… (pause)B: Or else what?C: You don’t want to know. (Has a knife)D: Your worst nightmare, mate!!B: What do you expect me to do? (They laugh)A: You’re going to…

(Choices – steal from someone, puncture a car tyre, leave glass in the children’s park or urinate through a letter box)

Pressure 2, group scene starter:

A: Oh, but I thought you wanted to be friends with us?B: I do, of course, it’s just that … (pause)C: Just that you’re scared of what mummy will think?D: Afraid of getting caught?C: Afraid of being seen with us?D: Afraid of your own shadow, aren’t you?B: No, I’m not afraid, I don’t see why I have to prove I’m your friend.A: Oh but you do, you do.C: All part of the buzz, innit?D: Just chill, you might enjoy it.A: Up to you. We don’t give a damn. If you want to be one of us, just do it.C: If you do, you’ll be with us.D: Nah, let’s go, waste of time.B: No, don’t go, okay, I’ll … yes, I’ll do it….

(Choices – smoke some weed, swallow a tablet, sniff glue, play chicken on road or hurt someone you’re fond of.)

Documents

Year 9 Drama: KS3 The biggest challenge of all › wp-content › uploads › 2019 › 10 › ... · 2019-10-16 · Autumn Term 2 2019/20 Drama & Theatre 1 KS3 Introduction Y ear