W4 GCSE Drama - Domestic Abuse - exploring statisticsGareth Hill
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
W4 GCSE Drama - Domestic Abuse - exploring statisticsGareth Hill
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
A great overview of theatre styles citing origins, pictures, key characteristics and aims of style. Lot of work but worth it. Don't claim it as your own or you're dead meat!!
Lesson 4 in our exploration of domestic abuse in GCSE Drama. Using Forum Theatre to explore difficulties communicating concerns about an unhealthy relationship.
How to structure your written response to the C1 Devising component of Pearson GCSE Drama (9-1). Based on the stimulus of Saw it in the Papers by Adrian Mitchell.
A short ppt on the key elements of Brechtian theatre which I created for a Microteach. Let me know what you think. Feel free to use it but credit me! Thanks guys.
TIPS FOR A GOOD PROJECT DEFENSE: CONVEYING A GOOD PRESENTATIONEtieneIma123
In the scholastic world, it is a routine that having studied for a while, students are asked to do project research, cause discoveries, and to pick a project topic and develop a quality substance for such a project topic. Most of the time, final year project topics are chosen from a pool of accessible ones by students and endorsed by their supervisors before they initiate to take a shot at it.
Building Units of Effective Writing (in English)trinorei22
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and the like. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
A guide for GCSE Drama students on how to prepare their 500 words of notes for Section B of the Component 3 written exam. The example features 'As You Like It' by Shakespeare, performed by the RSC in the 2018 season at Stratford upon Avon
GCSE Drama: PPE revision 1 Section B - 9 markGareth Hill
Lesson one in a series aimed at revising the written exam for Y11 GCSE Drama (Edexcel) studying As You Like It for Section B and The Crucible for Section A
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
GCSE Drama C1 Devising - portfolio guidelines
1. Think →Pair → Share
Has my
understanding of
the themes linked
to ‘Saw it in the
Papers’
increased?
C1 Devising Portfolio
2. Be a collector of good ideas, but
don't trust your memory, write it
down
C1 Devising Portfolio
3. C1 Devising
Learning Intention
A04 Analyse and evaluate their own work and the work of others.
Success Criteria By the end of the lesson I will be able to:
• Understand my areas of success and my areas for personal development
• Identify how you need to improve next time
• Complete a written portfolio response to the practical work.
SBS: How will you use these skills to help you achieve the success criteria?
SBS: Resourceful (Questioning, Making Links, Imagining)
SBS: Reciprocal (Collaboration, Empathy & Listening, Imitation)
SBS: Reflective (Planning, Revising, Distilling)
SBS: Resilient (Absorption, Managing Distractions, Noticing, Perseverance)C1 Devising Portfolio
4. Starter
• Re-cap on practical work
explored over the last few
weeks:
• Sequence of Still Images
based on the poem
• Response to Berkoff’s Acting
Style exploring the poem
• Conscience Corridor
• Role-Play (Hot-Seating)
• Mark the Moment
(Headlines)
• Role-Play (Cross-Cutting)
• Devising
• Performing
Success Criteria
• Understand my areas of success
and my areas for personal
development
• Identify how you need to
improve next time
• Complete a written response to
the practical work.
C1 Devising Portfolio
5. Circle Share
• What was your performance about? What was the intention of
the performance?
• At least ONE idea that you contributed towards the performance
in rehearsal?
• A significant moment during the development process and when
rehearsing that really made a difference to the performance.
• What genre was the piece?
• At least ONE strategy you used to form the structure of the
piece?
• How effective was your contribution to the final performance?
• Were you successful in what you set out to achieve? What went
well?
• What could you do even better next time?C1 Devising Portfolio
6. SUCCESS CRITERA
WRITTEN RESPONSE
I use drama vocabulary
when evaluating and
analysing my work using
WWW (What went well)
and EBI (Even Better If)
ANALYSIS & EVALUATION
Performance and Intentions
ANALYSIS &
EVALUATION
Development of
Content, Style,
Structure,
Characterisation
Key words from top level of assessment criteria
• Assured, fully-balanced and considered analysis
and evaluation of personal contribution to the
creation, development and refinement process.
• Assured, fully-balanced and considered analysis
and evaluation of decisions made regarding
content, genre, structure, character, form, style,
and language.
• Comprehensive, fully-balanced and considered
analysis and evaluation of individual
performance/design skills demonstrated in the
performance.
• Demonstrates accomplished comprehensive
ability to analyse and evaluate the realisation of
creative intentions within the performance, with
fully-balanced analysis and evaluation.
C1 Devising Portfolio
7. Written Response
TITLE: Devising Portfolio
Write today’s date in the top right hand corner
of the page and answer the four sections using
detailed examples and in as much detail as
possible.
Remember to use the P.E.E. model in your
answers
• Point (What?)
• Evidence (How?)
• Explain (Why?)
C1 Devising Portfolio
8. GCSE - Each student must include a
response to the following questions.
1. What was your initial response to the stimuli and what were the
intentions of the piece?
2. What work did your group do in order to explore the stimuli and
start to create ideas for performance?
3. What were some of the significant moments during the
development process and when rehearsing and refining your
work?
4. How did you consider genre, structure, character, form, style, and
language throughout the process?
5. How effective was your contribution to the final performance?
6. Were you successful in what you set out to achieve?
Word Count: 1500-2000
C1 Devising Portfolio
9. Keywords for Written Response
Rehearsal
Strategies
Devising Strategies Medium of Drama Elements of Drama
Hot-Seating Role-Play Props Plot/Content
Role-on-the-Wall Narration Set Protagonist
Forum Theatre Mark the Moment Sound Form
Spontaneous
Improvisation
Still Image Music Climax/Anti-climax
Conscience Corridor Monologue Costume Characterisation
Cross-Cutting Masks Symbolism
Thought-Tracking Spoken Language Contrast
Soliloquy Movement
Sound Scaping Mime
Abstract Drama Gesture
Cliff Hanger Physical Theatre
C1 Devising Portfolio
10. Written Response
TITLE: Devising Portfolio
STRETCH & CHALLENGE – Give
clear examples of HOW your
used the skills practically using
connectives -
• Whoever, whatever, if,
meanwhile, moreover,
nonetheless, for, while,
when, as, therefore,
however, so and with,
although, besides, but, since,
consequently, furthermore,
henceforward, until,
notwithstanding, whereas,
then, because, whenever,
after, nevertheless, yet,
alternatively
I use drama
vocabulary when
evaluating and
analysing my work
using WWW (What
went well) and EBI
(Even Better If)
ANALYSIS & EVALUATION
Performance and Intentions
ANALYSIS &
EVALUATION
Development of
Content, Style,
Structure,
Characterisation
C1 Devising Portfolio
11. 1. What was your initial response to the stimuli and
what were the intentions of the piece?
2. What work did your group do in order to explore
the stimuli and start to create ideas for performance?
• Focus on the practical application of your
research and stimulus material. How did
the stimulus material influence your
piece in terms of plot outline, style of
presentation, images or themes?
C1 Devising Portfolio
12. 3. What were some of the significant moments during the
development process and when rehearsing and refining your work?
• When looking at ‘significant moments’ look at
your logbooks. What rehearsals stood out
where significant progress was made or a
break through occurred? Write about ideas
that were both accepted and rejected as a
result of exploration, giving full reasons to
justify the choices that you made. Be specific.
• Identify significant moments in rehearsal when
practical advances were made in the
development of your material and your piece.
C1 Devising Portfolio
14. 4. How did you consider genre, structure, character,
form, style, and language throughout the process?
• GENRE/STYLE – The style should define the piece and be
evident to your audience from the opening scene. Did
you use a range of styles and approaches?
• FORM/STRUCTURE – This refers to the whole range of
drama strategies that you used, from monologue to still
images. You must give the audience the opportunity to go
on a journey with the characters. Which forms of theatre
were most appropriate for the impact that you intended
to make and remember to continually justify why
decisions were made throughout the process.
C1 Devising Portfolio
17. 4. How did you consider genre, structure, character,
form, style, and language throughout the process?
This is a personal response about you and your role(s) and, as
with all the written evidence, it needs to be written in the first
person.
There are three stages to this question.
i. To identify early research into your character
ii. How your piece practically developed for you through
individual research and through 1/2 breakthrough moments
in the rehearsal process
iii. To recognise your role as part of the whole piece and not to
see it in isolation. Consider how your role(s) complemented
those of others and why it might have been necessary to
contrast with other characters for the purpose of emphasis
for the audience.
C1 Devising Portfolio
20. 5. How effective was your contribution to the final
performance?
6. Were you successful in what you set out to achieve?
• You need to self-analyse as this evaluation requires you to be balanced
and honest in your view of ‘success’.
• The first thing you need to so is BE CLEAR about what your AIMS and
INTENTIONS for your piece actually were.
• Avoid generalisations that mean little. Instead root your answer in the
actual performance. Select two/three central scenes to your piece.
• As a performer you know instinctively how the audience received a certain
scene. It may be nothing like what you expected or intended. Remember
that their reactions are vital.
• It might be worth noting your beginning and ending. How did you grab
your audience from the word go and how did you leave them feeling when
they left?
• What more might you have done in terms of scene order, editing, adding
new scenes, the way the story was told, changing the staging or the
music? Was your central message clear? If not, how would you clarify for
future performances? C1 Devising Portfolio
22. Devising Portfolio
• Look closely at the wording of the questions
• Be open and honest in your appraisal of your
work
• Distinct and specific practical examples linked
to research material
• Focus on the key words from the assessment
criteria – research, explore, develop and
evaluate
C1 Devising Portfolio
23. Marking for Improvement
DIRT
• Dedicated
• Improvement
&
• Reflection
• Time
FAR
• Feedback
• Action
• Response
How can I improve in Drama?
In GREEN pen complete
your ACTIONS with your
RESPONSE to improve your
written work.
C1 Devising Portfolio