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Year 12

AS Drama & Theatre


Studies

Unit 1: Exploration
of Drama &
Theatre
You will be expected to:

Take part in workshops to explore both texts practically.


Complete a page in the booklet for BOTH texts* for each of the
following headings following on from the workshop:
o
o
o
o
o
o
o
o

Language
Non-verbal communication
Vocal awareness
Characterisation
The social, cultural, historical and political context
The visual, aural and spatial elements of a production
Interpretation
The response to a practitioner*
(*Practitioner is only for ONE text)

Complete research and reading tasks related to the texts.


Use your blog to record and develop your ideas for the Exploration
Notes

Overview of dates

Sep-Nov: Complete all workshops on both texts. Unit 1 booklet to be


completed alongside Blog.
Oct/Nov: See a production to complete a theatre review
Dec: Controlled conditions to complete Exploration Notes (3000 words) and Theatre
Review (1000 words)
Jan: Final redraft of Unit 1 work. Final submission.

NAME:
FORM:

Unit 1 Overview: Exploration of Drama & Theatre


Being Ready
So much of the success of your A-level course is about starting off on the
right foot. Make sure you:
-

Come ready to learn. We will be active so being bleary eyed or yawning


is no use!
Come dressed to do drama. At A-level who knows what you may end
up doing, so make sure you have suitable clothing. Nothing to tight or
too revealing!
Have your equipment at all times pens and paper, drama folder, and
BOTH your scripts.
Keep up to date with homework. If you have a problem make sure you
see your teacher before the next lesson. Dont be tempted to bury your
head in the sand!

What will I be assessed on?


1. Practical work in lessons on both texts. Ongoing assessment. Mark
out of 25.
2. Exploration Notes. 3000 word document under 8 headings on both
texts. Mark out of 20.
3. Theatre Review. 1000 words. Mark out of 15.
What will happen in lessons?
You will complete a number of practical activities using the two texts. These
will focus on the 8 headings you will need to complete work on for your
Exploration Notes document. These are:
Language
Non-verbal communication
Vocal awareness
Characterisation
The social, cultural, historical and political context
The visual, aural and spatial elements of a production
The response to a practitioner

Interpretation

You need to be aware that ALL lessons will impact on your overall mark out of
25 and you must be consistent across the activities and across the texts. The
mark scheme is as follows:
Practical Exploration Criteria
Students practical exploration of the texts is outstanding. Involvement and
creativity in all practical tasks is consistently committed and focused. They are
able to demonstrate accuracy and comprehensive understanding of the themes
and issues in both texts.
Students practical exploration of the texts is excellent with sustained
engagement in all practical tasks. Their detailed knowledge and understanding of
the main themes and issues in both texts is communicated effectively through all
practical activities.
Students practical exploration of the texts is good with clear engagement in a
range of practical activities. They are able to demonstrate a good grasp of the
texts, main themes and issues through the confident application of practical
activities.
Students practical exploration of the texts is adequate with some engagement in
practical activities. They may be stronger on one text than the other and may not
always be able to demonstrate their understanding clearly in a practical workshop.
Students practical exploration of the texts is limited. They often misunderstand
the focus of a practical activity or are unable to communicate their intentions.
Interaction and co-operation with others can be inconsistent.

You must keep careful notes on ALL the work you complete in class. Teachers
will set homework in the form of notes of questions, as well as research tasks
and reading of the texts. Make sure you keep up with this. You will need all
your notes to compile your Exploration Notes at the end of the practical
study. It is very difficult to write about something you did weeks ago so
careful note taking is very important.
How will I complete the Exploration Notes?
There are 4 main stages to the exploration notes.
1. Keep all your notes from every lesson in the work booklet. You may
also be asked to complete work on your Drama Blog. The better your
organisation, the easier the process will be.
2. In December there will be some lessons and set times after school to
complete the Exploration Notes in Controlled Conditions. The notes will
be compiled in a word document and developed into a written
evaluation. These can NOT be completed at home or outside of the
allotted times.
3. Over Christmas your finished document will be comment marked by a
teacher and returned to you for ONE final redraft in January.

Marks
17-25

16-20

11-15

6-10
0-5

4. There will be a deadline in early January for all Notes and Theatre
Reviews, which must be submitted in the appropriate format and word
counted.
Mark Scheme for Exploration Notes

Marks

Students Exploration Notes show an outstanding knowledge and


understanding of both texts explored. Practical observations are
embedded in their notes, which are accurate, concise, analytical and well
researched.
Students Exploration Notes show an excellent understanding of both texts
explored. There will be supported examples of the students own practical
work and this will be shown in accurate, detailed comments.
Students Exploration Notes show a good understanding of the texts
explored. There will be a balanced response towards both texts with clear
references to the students own practical work.
Students Exploration Notes show an adequate understanding of the texts
explored. There may be a tendency to regurgitate class notes and the
work may be bland and repetitive. There will be very little sense of the
students own practical exploration.
Students Exploration Notes are limited in terms of content and
understanding. There will be limited connection to the students own
exploration work and possibly errors and inaccuracies.

17-20

13-16
9-12
5-8

0-4

Someone mentioned blogging?


Yes we did! You will all set up a blog that will contain all your notes from the
lessons. This way they will never get lost, your teachers can comment on
what you are doing well and what you need to improve on and you can share
ideas with the rest of the class.
It will be your responsibility to make sure your blog is secure and only shared
with the class. We will show you how to set this up, but ultimately it will be
down to you to keep your blog private.
And the Theatre Review?
You will have to write a 1000 word review on a piece of live theatre. There
will be a performance we see some time in October/November. We will
discuss and plan the review in class. You will draft a version for comment
marking by your teacher. This will then be submitted alongside the
Exploration Notes in December and an opportunity for ONE redraft will be
available in January.
Theatre Review Mark Scheme

Marks

Students evaluation of a live theatre performance is outstanding. They


are fully aware of a wide range of production values and are able to
analyse the effect this may have on an audience. Supported examples are
detailed and reported with almost faultless accuracy.
Students evaluation of a live theatre performance is excellent. Production
values are clearly understood and their significance is both analysed and

13-15

10-12

evaluated. Detailed examples are relevant and accurate.


Students evaluation of a live theatre performance is good. They
understand how production values contribute to the performance overall
and are able to evaluate what theyve seen with clear, detailed examples.
Students evaluation of a live theatre performance is adequate. They are
able to distinguish between the play and the production and comment on
some aspects of what theyve seen, making simple evaluative comments.
Students evaluation of a live theatre performance is limited. They may
have focused on the play rather than the production. It will be heavily
reported with little, or no evaluation.

7-9
4-6
0-3

And then what happens?


The reason we complete most of Unit 1 before Christmas is because it is
worth 40% of the course. Unit 2 is worth 60% of your final grade and
therefore we like to give Unit 2 60% of the teaching time.
We will expect you to choose and learn a monologue over the Christmas
holidays to start rehearsal in January. The Unit 2 exam is normally split over
two exam sessions depending of the class size.
- First session (February) this will be your monologue or
duologue
- Second session (May) this will be your group performance.
Traditionally Unit 2 is marked vigorously to allow it to have the same weight
of qualification as a written exam. Although most students really enjoy Unit
2, and that is important, it is worth remembering that it is an exam and will
be demanding. The work will be intensive, but almost entirely practical. You
are expected to use all you have learnt in Unit 1 about exploring a text to
apply to your performances in Unit 2.
How will I know I am doing ok?
Although the style of lessons will change at A-level, very little changes in
terms of how we assess and feedback to you. Homework and class work may
be graded OT or BT. You should look to rewrite or improve on BT work. You
will receive formal written feedback for all 3 elements of the assessment
(Exploration Notes, practical work and theatre review.) This will include
targets to help you improve. There will be a lot of verbal feedback
throughout lessons that will also help you.
As a word of warning A-level students are not immune to detentions and
phone calls home. They are a sure sign things arent going as well as
expected and should be avoided!

Limited

Adequate

Good

Week Beginning:

Excellent

NAME:
Outstanding

Unit 1: A02 Practical Exploration

Limited

Adequate

Good

Excellent

Week Beginning:

Outstanding

Enthusiasm and focus throughout the lesson


Evidence of secure understanding of the text
Evidence of wider reading to support work in class
Commitment to practical exploration though a range of tasks
Contribution to group discussions
Contribution to practical work is creative and insightful

Outstanding

Excellent

Good

Adequate

Limited

Excellent

Good

Adequate

Limited

Week Beginning:

Outstanding

Enthusiasm and focus throughout the lesson


Evidence of secure understanding of the text
Evidence of wider reading to support work in class
Commitment to practical exploration though a range of tasks
Contribution to group discussions
Contribution to practical work is creative and insightful

Enthusiasm and focus throughout the lesson


Evidence of secure understanding of the text
Evidence of wider reading to support work in class
Commitment to practical exploration though a range of tasks
Contribution to group discussions
Contribution to practical work is creative and insightful
Week Beginning:

Enthusiasm and focus throughout the lesson


Evidence of secure understanding of the text
Evidence of wider reading to support work in class
Commitment to practical exploration though a range of tasks
Contribution to group discussions

Contribution to practical work is creative and insightful

Limited

Adequate

Good

Excellent

Week Beginning:

Outstanding

Demonstrate knowledge and understanding of practical and theoretical aspects of


drama and theatre using appropriate terminology.

Enthusiasm and focus throughout the lesson


Evidence of secure understanding of the text
Evidence of wider reading to support work in class
Commitment to practical exploration though a range of tasks
Contribution to group discussions
Contribution to practical work is creative and insightful
Mark Scheme
21-25

Students practical exploration of the texts is outstanding. Involvement and


creativity in all practical tasks is consistently committed and focused. They are
able to demonstrate accuracy and comprehensive understanding of the themes
and issues in both texts.

16-20

Students practical exploration of the texts is excellent with sustained


engagement in all practical tasks. Their detailed knowledge and understanding of
the main themes and issues in both texts is communicated effectively through all
practical activities.

11-15

Students practical exploration of the texts is good with clear engagement in a


range of practical activities. They are able to demonstrate a good grasp of the
texts, main themes and issues through the confident application of practical
activities.

6-10

Students practical exploration of the texts is adequate with some engagement in


practical activities. They may be stronger on one text than the other and may not
always be able to demonstrate their understanding clearly in a practical
workshop.

0-5

Students practical exploration of the texts is limited. They often misunderstand


the focus of a practical activity or are unable to communicate their intentions.
Interaction and co-operation with others can be inconsistent.

Teacher Comment:

Oedipus Notes Page use this for general notes taken from the
lesson

A Streetcar Named Desire Notes Page use this for general notes
taken from the lesson

Reading List
You will see form the assessment sheet that you will be required to do reading and
research OUTSIDE of the lesson and homework that is set. This can often seem
quite daunting as at GCSE almost all your work will have been directed by your
teacher. We have completed a reading list with books that may be useful to you and
suggestions for where to start.
Reading little and often is often more useful that trying to get through one complete
book. With many books you often only need to one or two chapters to get the
information you want. We are not expecting you to read all the books cover to
cover!
When you make notes make sure you write which book they came from in case you
need to refer back to it at a later date.

These are books owned by the Drama Department that


you can borrow.
Greek Theatre
-

Tennessee Williams
-

Practitioners
- The Stanislavski Complete Toolkit
- The Complete Brecht Toolkit

Other
- The Frantic Assembly; Book of devising theatre. Graham, Scott. Hoggett, Steven. (792)
-

Furthermore you should be reading plays widely, both classic and modern.
We also have a wide range of scripts to borrow this might help you prepare
for Unit 2 and is a nice alternative to reading a novel (and often much
shorter!)

Language

Oedipus

Page/scene numbers:
Key words:

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Non-Verbal Communication Oedipus

Date

set:
Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Vocal Awareness

Oedipus

Date

set:
Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Characterisation

Oedipus

Date

set:
Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

S,C,H,P Context

Oedipus

Date

set:
Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Visual, Aural, Spatial Oedipus

Date set:

Page/scene numbers:

Date Due:

Key words:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Interpretation

Oedipus

Page/scene numbers:
Key words:

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Practitioner

Oedipus

Date

set:
Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Language
Page/scene numbers:
Key words:

Streetcar

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Non-Verbal Communication

Streetcar

Page/scene numbers:
Key words:

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Vocal Awareness
Page/scene numbers:
Key words:

Streetcar

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Characterisation

Streetcar

Page/scene numbers:
Key words:

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

S,C,H,P Context
Page/scene numbers:
Key words:

Streetcar

Date set:
Date Due:

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Visual, Aural, Spatial

Streetcar

Date set:

Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What was the task set? What were my thoughts about


it before the activity? What did I know already?

What did I learn? How did it make me think differently about the text/characters?

Interpretation
Streetcar
Date set:
What did I learn? How did it make me think
differently about the text/characters?
Key
words: numbers:
Page/scene

Date Due:

Practitioner

Streetcar

Date set:

Page/scene numbers:
Key words:

Date Due:
What was the task set? What were my thoughts about
it before the activity? What did I know already?

What ideas did we have? What did


we actually DO?

Give specific examples of what you personally and you


as a group DID. Refer to SKILLS used and specific
moments in the text.

What did I learn? How did it make me think differently about the text/characters?

Character