Aims / Objectives
This course has been designed to inform the student that there is more to the drama than just acting. The student will realise performance possibilities of text and stimuli. Dramatic forms and structures, as well as the process taken that leads to a performance will be understood. The ability to evaluate that progression will be experienced. Students will also become familiar with technical theatre and they will make aesthetic judgements as they combine production with performance.
Students will have an opportunity to explore acting/directorial techniques in rehearsal or on stage and use theatre technology in practical situations: stage lights and the computerised lighting board; constructing stage flats and furniture; make-up application; costume creation and collection; prop making and the development of sound and special effects. The ability to assess their own work and the work of others is essential.
The skills above are assessed against the MYP ARTS criteria:
A - Knowing and Understanding - Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialized language.
B - Developing Skills - The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art.
C - Thinking Creatively - The arts motivates students to develop curiosity and purposefully explore and challenge boundaries.
D - Responding - Students have the opportunity to respond to their world, to their own art and to the art of others.
Students take five double lessons in a two week schedule. Each unit revolves around a theme or topic. They will devise drama from stimuli and perform in a mixture of forms and genres. Practical work is assessed ‘live'. To monitor their practical work in adaptation, devising or performing the students keep a drama journal (or blog). A range of assessments in adapting text, devising and performance are completed over the year. Use of video enables students and their peers to: identify weakness, suggest alternative skills or build on perceived strengths.