Intro to the programme of study Students explore 2 monologues and vocal characteristics Acrostic poem as a mini plenary Working log books explained

1. Welcome to GCSE Drama
Welcome
• Mr G Hill (GHi)
• 2nd year as SoA
• Head of Drama
• Previously Stage Manager
and Technical Manager for
RSC, WAC, Belgrade Theatre
+ Oxford New Theatre
• BA in Drama, Theatre and
Television
Expectations
• Correct kit and equipment
• Positive ATL
• Open Mind
• Meet Deadlines
• H2O
• Supportive of others
• Respect and Trust

2. ‘My Future is Already Written’
Y10
Monologues
Mr Hill

3. Introduction to the scheme
• 5 weeks 12-15 lessons
• To create, develop and perform an monologue in
response to a theme.
• How far ahead can we reasonably predict our
own future?
• How do you think this may be different for
someone older than yourself?
• How about for someone in a different country or
situation than yourself?

4. Criteria for Assessment
• Assessed on your ability to
• RESPOND to a theme and create ideas related
to it
• DEVELOP the ideas into a structured piece
• PERFORM your own work
• EVALUATE your work and that of others

5. Learning outcomes
• I can identify from a script:
• Moments of emotional significance
• Moments where a pause is effective
• Moments where a change of tone is necessary
• I can apply this knowledge in performance
• I can assess the success of others in the task

6. Some examples
Jules Feiffer monologues
1. Read both of the monologues
2. Select ONE to perform to the group today
3. Consider the VOCAL characteristics of the piece and
where the actor needs to
• EMPHASISE a word or line
• Change TONE of voice
• Use PAUSE to add significance
• Increase or decrease VOLUME
• Use PACE to convey excitement, thoughtfulness etc.
• You may annotate the copies which we will put in our
exercise books.

7. What is a monologue?
Create an acrostic poem

8. • M
• O
• N
• O
• L
• O
• G
• U
• E

9. Exercise books
• Working log book
• These will be used to record your
development through Y10 and will be a
valuable resource for you to track your skills
development
• They will stay in school
• Homework and additional material (e.g. mood
boards) will be stuck into them
• Appropriate personalisation only please.

10. SWOT analysis
• A SWOT analysis is a strategy used to identify
important aspects of ourselves and our situation, in
order to make progress professionally or personally.
• Strengths
• Weaknesses
• Threats
• Opportunities

11. Homework: My SWOT analysis___________
Strengths: Weaknesses:
Threats: Opportunities:

12. Homework: My SWOT analysis___________
Strengths:
Confident
Reflects on own learning
Enjoys reading
Weaknesses:
Threats: Opportunities:

13. My SWOT analysis (complete for HWK)
Strengths:
Confident
Reflects on own learning
Enjoys reading
Weaknesses:
Can’t sing very well
No other languages
Threats: Opportunities:

14. My SWOT analysis (complete for HWK)
Strengths:
Confident
Reflects on own learning
Enjoys reading
Weaknesses:
Can’t sing very well
No other languages
Threats:
Auditions
Location – outside London
Transport costs
Difficult to succeed in the arts
Opportunities:

15. My SWOT analysis (complete for HWK)
Strengths:
Confident
Reflects on own learning
Enjoys reading
Weaknesses:
Can’t sing very well
No other languages
Threats:
Auditions
Location – outside London
Transport costs
Difficult to succeed in the arts
Opportunities:
Extra curricular clubs
Progression beyond GCSE
Choices
Local companies and venues

16. Homework due in
• Written into planners please
• On A4 paper to stick into exercise books
• Portrait or landscape format
• 10D – 24th June Monday P2
• 10C – 27th June Thursday P7