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Physical Theatre PDF
Physical Theatre PDF
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
Starter (10mins)
Lesson 2: Body Place characterisation cards around the room and ask the students
Language to pick one up and on their own think about how they can use
body language alone to show the type of person that is displayed
on their character card. Give the students ten seconds to form a
OBJECTIVES freeze of that character, and then act it out in a whole class
Students will leave the classroom with improvisation. Swop the cards around and repeat twice, before
an understanding of the term Body spot-lighting and discussing different body language and what
Language and how we use movement, makes body language?
gesture, facial expressions and stance to
communicate a characters emotion.
Status Still Images (10mins)
In pairs or threes, ask students to create still images or freeze
frames of moments in which one person has authority over the
ASSESSMENT OBJECTIVES
AO1 Responding to Stimuli
other, such as teacher – student, judge – criminal, doctor – patient.
Plenary (5mins)
A summary of the learning asking the students to fill in gaps.
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
Starter (10mins)
Lesson 3: Gestus Place in pairs at opposite sides of the room. Then ask them to shout
nursery rhymes across the room to each other – all at the same time!
Can they really hear? NO! Explain that they have to rely on body /
gesture to get across the rhyme itself. Watch how the movements
OBJECTIVES become bigger. Then tell them that it is a matter of life and death
Students will leave the classroom with importance that the rhyme is communicated (e.g. secret code in war).
an understanding of the term Gestus, Then repeat the exercise and examine use of gesture – how does it
how it relates to body language and convey the importance of the message? What did they do to help
how Brecht employed it in Epic Theatre. convey the meaning when words were limited? This difference is
GESTUS.
Look and analyse the last two and discuss how the students
portrayed them. Is there a value judgment for them (e.g. rich & war is
bad but peace & poor is good)? Then this is a meaning that you have
tried to put across and are subconsciously using GESTUS – do it again
being aware of meaning. This will make the image stronger.
Crowd at a Football match after your team has just scored a goal
Crowd at a Football match after your team has just lost
Look and analyse how the 2 images use GESTUS to convey different
‘meanings’.
Plenary (10mins)
Provide a summary of the learning, asking students to fill in gaps to
provide evidence of their learning – suggest you use a random
numbering system to select students.
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
Plenary (5mins)
Perform and respond to the pieces.
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
Plenary (5mins)
Ask each student to give one important fact about either
Brecht’s use of Gestus or Berkoffs ‘Total Theatre’.
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
Plenary (5mins)
How does Berkoff use body language and physical theatre in his
pieces of theatre?
KRB
PHYSICAL THEATRE
A Scheme of Work for Year 11
ASSESSMENT OBJECTIVES It would make the performance better if the students were
AO2 Development required to learn their lines in preparation for the performance,
AO3 Performance you may need to extend the scheme for this though.
AO4 Evaluation
The performances could be shared as part of an assembly
programme, another in-school related event or if the students
can remember, an end of year celebration.
KRB
ASSESSMENT CRITERIA
Band 1 (A)
RESPONSE AND DEVELOPMENT
You can clearly focus your ideas and suggestions into a performance that is well shaped and originality.
You have excellent knowledge of the explorative strategies and drama elements, and can use them confidently and without any guidance
from the teacher.
You can demonstrate an ability to explore issues and ideas in an expressive, analytical, reflective and personal way.
You work extremely well in different groups.
EVALUATION
Evaluate the effectiveness of the drama constructively and objectively making informed judgements by showing a clear and concise
understanding of how the explorative strategies, drama elements and mediums have been used by others.
PERFORMANCE
You use excellent vocal and movement skills to show a strong character that is imaginative, committed and realistic.
You can clear use your performance to communicate your characters intentions with clarity.
Band 2 (B)
RESPONSE AND DEVELOPMENT
You can clearly focus your ideas and suggestions into a performance that is well shaped.
You have a good knowledge of the explorative strategies and drama elements, and can use them confidently and with guidance from the
teacher.
You can demonstrate an ability to explore issues and ideas with some thought, imagination and understanding.
You work well in different groups.
EVALUATION
Evaluate the effectiveness of the drama with some insights and recognise and discuss how others have used the explorative strategies,
drama elements and mediums.
PERFORMANCE
You use good vocal and movements skills to show a character that is imaginative, committed and realistic.
You can use your performance to communicate your characters intentions with some success.
Band 3 (C)
RESPONSE AND DEVELOPMENT
You can focus your ideas and suggestions into a performance that is well shaped.
You have good knowledge of the explorative strategies and drama elements, and can use them with guidance from the teacher.
You can demonstrate an ability to explore issues and ideas, displaying some insight but with little depth or reflection.
You work in different groups.
EVALUATION
Evaluate the effectiveness of the drama and discuss how others have used the explorative strategies, drama elements and mediums.
PERFORMANCE
You use some vocal and movement skills to show a character that is sometimes imaginative and committed.
You can use your performance to communicate some of your characters intentions.
Band 4 (D)
RESPONCE AND DEVELOPMENT
Your ideas and suggestions are not well focused but can be made into a performance.
You have some knowledge of the explorative strategies and drama elements, and can use them with guidance from the teacher.
You can demonstrate some development of issues and ideas but with limited means of expression.
You work well with the same group each time.
EVALUATION
Attempt to evaluate the effectiveness of the drama and discuss how others have used the explorative strategies, drama elements and
mediums.
PEROFRMANCE
You use vocal and movement skills as an attempt to show a character that is sometimes imaginative.
You can use your performance to communicate your character.
Band 5 (E)
RESPONSE AND DEVELOPMENT
You have ideas and suggestions that are not easily turned into a performance.
You have little knowledge of the explorative strategies and drama elements, and need guidance from the teacher to use them in a
performance.
You can demonstrate a basic development of issues and ideas but without reflection or understanding of structure.
You work with the same group each time.
EVALUATION
Occasionally evaluate the effectiveness of the drama and describe the work of others without reference to the explorative strategies,
drama elements and mediums.
PERFORMANCE
You use vocal and movement skills in a basic way with little regard to character.
KRB
You can use your performance to sometimes communicate your character.