National 5 Drama

Course Overview

 In National 5 Drama pupils use the knowledge and understanding gained in the S3 course to create original work and begin to develop an understanding about professional theatre and production skills. There are many opportunities to enhance literacy and numeracy skills through the completion of folios and practical production skills.

 

The aims of the Course are to enable learners to:

    • generate and communicate thoughts and ideas when creating drama
    • develop a knowledge and understanding of a range of social and cultural influences on drama
    • develop a range of skills in presenting drama
    • develop knowledge, understanding and the use of a range of production skills when presenting drama
    • explore form, structure, genre and style

 

Course Content

The National 5 Drama course consists of two units – Drama Skills and Production Skills, then finally, the Performance unit and written exam.

Methodology

Unit One: Drama skills (June - Oct) - Devising from stimulus to create an original piece of work. The stimulus enables positive discussion of many different topics. They are all open to interpretation but encourage discussion towards issues prevalent in today’s society or interesting themes or an historical event they can research further. Pupils are encouraged to explore this stimulus thoroughly, individually and in groups, in a safe and supportive environment, always supported by their class teacher. Pupils collaborate in mixed ability small groups and take responsibility for writing and directing a section of a play and performing in the performance at some point. This unit is completed with a variety of activities - whole class discussion, group discussion, individual exploration, working in groups to develop their piece, leading activities, being directed in a piece, a written folio to support and document the practical activities and it leads up to a public performance of the piece.

Unit Two: Production skills (Oct - Dec) - Pupils specialise in two production roles from the following, Acting, Lighting Design, Sound Design, Set Design, Props Design, Costume design and Make-up design. They will explore this in relation to an extract of a text, chosen in collaboration with the class teacher for a text that interests and inspires them. They then need to prepare that scene for performance. Each production skills is explored practically in the class and the pupils work independently and in a group preparing the two areas they specialise in for performance and submit a written folio to support and document the practical activities.

Final Unit - Performance - (Jan - Apr) - The pupils choose a specialism and work to present a piece from a published script supported with a folio. They must perform their extract to an invited audience.

Assessment

The Drama Skills unit has two outcomes which are assessed July to October.  Assessed through teacher observation, recorded class workshops, folios, written and verbal evaluations and performances.

Drama skills: Outcome 1

 

The candidate will:

1        Use a range of drama skills by:

1.1     Responding to a range of stimuli, including text, to develop ideas for drama

1.2     Developing a range of drama skills to communicate ideas

1.3     Applying a range of drama skills to communicate ideas

1.4     Evaluating their own work and that of others 

Drama Skills: Outcome 2

 

The candidate will:

2        Contribute to the drama process by:

2.1     Researching, planning and devising drama

2.2     Using a range of acting skills in order to portray character

2.3     Exploring form, genre, structure and style

2.4     Evaluating their own work and that of others

The Drama: Production Skills Unit has two outcomes which are assessed October to December. This unit involves using an extract of a text to develop skills in two specialised design areas and producing a performance to demonstrate these skills.

Production Skills: Outcome 1

 

The candidate will:

1        Analyse a range of production skills in drama by:

1.1     Responding to stimuli, including text, to generate ideas for a production

1.2     Applying a range of production skills to communicate ideas

1.3     Evaluating the use of a range of production skills 

 

Production Skills: Outcome 2

The candidate will:

2        Apply a range of production skills in drama by:

2.1     Selecting appropriate ideas to develop a performance concept

2.2     Applying a range of production skills within a production

2.3     Evaluating their contribution to the drama and that of others

The course concludes with the Performance Assessment Task and written exam:

The performance is worth 60 marks out of the total of 100 marks. This is 60% of the overall marks for the Course assessment. The Course will be graded A–D.

This performance has two Sections:

Section 1, titled ‘performance’ will have 50 marks

Section 2, titled ‘preparation for performance’ will have 10 marks 

 The Question paper will be under exam conditions and the time allocated to complete it will be 1 hour and 30 minutes. This paper is worth 40 makrs out of the total 100 marks. This is 40% of the overall marks for the course assessment.

The written exam has two sections:

Section 1 -  10 Marks - This will be based on the acting or production role in your final performance exam.  

Section 2 - 30 Marks - You will choose from the stimulus provided in the paper, it may be a picture, poem, line of text or statement and the questions will be about creating a drama from the stimulus.

Homework

The drama department supports a positive homework policy.

Homework is set each week; this may be in the form of script writing or folio work. Pupils must maintain a folio for each unit which will need to be updated with notes and research regularly. During the summer holidays pupils must write their section of script and add research to their folios. In addition, pupils must be prepared to make regular visits to the theatre. The drama department arrange several theatre visits throughout the year.

Recording and Reporting

The units are internally assessed using the folio and performance as evidence which will form the basis for the comments in the pupil report issued to parents in March while the S4 parent’s night in late-November provides an opportunity to discuss successes and/or concerns.

 

 

Mrs MacPherson

S4 Summer Check list:

Make sure that your yellow jotters have the following (these should have been completed in class):

    1. Four mind maps that explore the different stimuli provided. Make sure your mind maps have a variety of ideas for drama skills and a variety of ideas that reference each of the production skills.
    2. From your chosen stimulus, three potential ideas.
    3. Your final chosen idea with justification to why you thought this idea was the best idea for your group and timescale.
    4. Scene by scene breakdown – including details of who is writing which scene, cast list, notes for the production team.

Summer Homework:

EVERYONE:

    1. 1.      Research – time period, genre, character research, similar TV programmes/films/plays, newspaper articles, youtube clips, interview notes etc (at least one page of detailed research in your yellow jotters)
    2. 2.      Mood board – visually explore the content and the themes your drama using pictures, drawings, material, paint etc. Make sure it is linked to your specialism in some way, for example, set designers should have some set design inspiration on their mood board and lighting designers should have colours and lighting effects/states. A mood board is at least the size of an A3 sheet, this can be completed in your yellow jotters or on a separate sheet.

It is essential that you communicate with your group over the holidays to share scripts and designs. This will allow you to create a more cohesive piece but mainly it will highlight any problems sooner to reduce your workload later on in the unit.

DRAMA SKILLS -

    • Use the scene by scene breakdown and notes about characters that were agreed in class to write your section of the play.
    • Plan your first directorial workshop – focus on any preparation that the actors and crew need to do before the workshop, appropriate warm up exercises, consider character development exercises for your actors and plan which piece of your section you would like to have worked on.

 

PRODUCTION SKILLS -

Set:

    • Initial ground plan for each scene with justification
    • Collect or sketch pictures for furniture or platforms or designs for your flats, consider realistic or stylised with justification for each design.
    • Lists of items you need and where you might source these

Lighting:

    • Initial lighting designs for each scene with justification, focussing on realistic or stylised and mood and atmosphere you want to create in each scene
    • Collect or sketch pictures using colours and your lighting research to visually explore the lighting states you wish to create on stage with justification. Make sure you consider the different types of lanterns.

Costume:

    • Initial costume designs for every character with justification. Consider the time period, characters personality, realistic or stylised and their role in the play when designing. Also check the scene by scene breakdown and consider any costume changes that will be essential as some characters will need more than one costume.
    • Collect fabric samples and patterns to explore how your costumes could be created.

Hair and Make-up:

    • Initial hair and make-up designs for every character with justification. Consider the time period, characters personality, realistic or stylised and their role in the play when designing. Also check the scene by scene breakdown and consider any hair and make-up changes that will be essential to the play.

Sound:

    • Initial sound designs for each scene with justification, focussing on realistic or stylised and mood and atmosphere.
    • List of sound effects that you might need and where you would source these.

Props:

    • Initial list of props that you might need.
    • Collect or sketch pictures for the different props, considering time period, stylised or realistic, colour with justification for each design.
    • Initial design for the fully functional prop you are going to make.

 

 

Miss Macnab

S4 Summer Check list:

Make sure that your yellow jotters have the following (these should have been completed in class):

      1. Four mind maps that explore the different stimuli provided. Make sure your mind maps have a variety of ideas for drama skills and a variety of ideas that reference each of the production skills.
      2. From your chosen stimulus, three potential ideas.
      3. Your final chosen idea with justification to why you thought this idea was the best idea for your group and timescale.
      4. Scene by scene breakdown – including details of who is writing which scene, cast list, notes for the production team.

Summer Homework:

EVERYONE:

      1. 1.      Research – time period, genre, character research, similar TV programmes/films/plays, newspaper articles, youtube clips, interview notes etc (at least one page of detailed research in your yellow jotters)
      2. 2.      Mood board – visually explore the content and the themes your drama using pictures, drawings, material, paint etc. Make sure it is linked to your specialism in some way, for example, set designers should have some set design inspiration on their mood board and lighting designers should have colours and lighting effects/states. A mood board is at least the size of an A3 sheet, this can be completed in your yellow jotters or on a separate sheet.

It is essential that you communicate with your group over the holidays to share scripts and designs. This will allow you to create a more cohesive piece but mainly it will highlight any problems sooner to reduce your workload later on in the unit.

DRAMA SKILLS -

      • Use the scene by scene breakdown and notes about characters that were agreed in class to write your section of the play.
      • Plan your first directorial workshop – focus on any preparation that the actors and crew need to do before the workshop, appropriate warm up exercises, consider character development exercises for your actors and plan which piece of your section you would like to have worked on.

 

PRODUCTION SKILLS -

Set:

      • Initial ground plan for each scene with justification
      • Collect or sketch pictures for furniture or platforms or designs for your flats, consider realistic or stylised with justification for each design.
      • Lists of items you need and where you might source these

Lighting:

      • Initial lighting designs for each scene with justification, focussing on realistic or stylised and mood and atmosphere you want to create in each scene
      • Collect or sketch pictures using colours and your lighting research to visually explore the lighting states you wish to create on stage with justification. Make sure you consider the different types of lanterns.

Costume:

      • Initial costume designs for every character with justification. Consider the time period, characters personality, realistic or stylised and their role in the play when designing. Also check the scene by scene breakdown and consider any costume changes that will be essential as some characters will need more than one costume.
      • Collect fabric samples and patterns to explore how your costumes could be created.

Hair and Make-up:

      • Initial hair and make-up designs for every character with justification. Consider the time period, characters personality, realistic or stylised and their role in the play when designing. Also check the scene by scene breakdown and consider any hair and make-up changes that will be essential to the play.

Sound:

      • Initial sound designs for each scene with justification, focussing on realistic or stylised and mood and atmosphere.
      • List of sound effects that you might need and where you would source these.

Props:

      • Initial list of props that you might need.
      • Collect or sketch pictures for the different props, considering time period, stylised or realistic, colour with justification for each design.
      • Initial design for the fully functional prop you are going to make.

 

Resources