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Drama

Drama Program at Gable Hall School:

The Drama program at Gable Hall School is designed to cultivate self-discipline, imagination, commitment, confidence, and critical thinking in students.

Intent: The Drama curriculum aims to ensure that all students:

Develop a life-long enjoyment of performing and understand its transformative role in changing lives and perceptions of the world.
Challenge perceptions of the world, providing a safe space for expressing thoughts and feelings, fostering confidence and discipline.
Promote involvement and enjoyment of drama in various roles, including performers, directors, designers, and informed, thoughtful audience members.
Encourage students to see the world through others' eyes, fostering empathy and the ability to relate to different perspectives.

Implementation: To achieve these goals, teachers at Gable Hall School will:

Plan and deliver lessons to develop the skills necessary for students to produce original work, encouraging creative exploration.
Focus the curriculum on the progression and continuity of skills over time, helping students develop vocal and movement skills for confident communication.
Promote imagination and independence through carefully planned tasks and groupings.
Provide frequent opportunities for students to discuss art, using technical language and justifying their thought processes.
Enable students to talk critically about approaches, skills, techniques, genres, styles, and practitioners, applying these in their own work.
Expose students to a diverse range of styles, forms, playwrights, and practitioners, representing the racial mix of the UK and global artists.
Plan the curriculum to ensure the delivery of extra-curricular opportunities both in school and the community, including digital access to theatre.
Celebrate students' work through displays, performances, Gateway Times, and competitions in the wider community.
Provide group work opportunities to foster confidence and creativity.
Prioritize students at the core of the program, fostering a sense of enjoyment, fun, imagination, commitment, creative thinking, and self-discipline.
Maintain a strong inclusive ethos, creating a positive, supportive environment.
Offer a broad artistic appreciation, providing diverse opportunities for every student to excel.
Strive for inspirational, engaging, and high-achieving work in the Dramatic Arts through respect, trust, and professionalism.

Impact: The Drama program anticipates the following impact on students:

Make good progress from their starting points and achieve well.
Articulate knowledge and appreciation of Drama in various forms, styles, and contexts.
Produce Drama works with skill and creativity, justifying the theatrical intention underlying the work.
Foster a lifelong interest in Drama.

Nurturing the Theatrical Journey: Drama at Gable Hall School

Drama at Gable Hall School transcends the realm of mere academic knowledge, embracing a profound role in shaping students into well-rounded individuals. Our curriculum not only delves into the intricacies of theatre but also nurtures fundamental life skills such as teamwork, creativity, leadership, risk-taking, communication, and confidence.

A Multifaceted Learning Experience

Within every academic year, students engage with a diverse array of genres and playwrights. However, the significance lies not only in theatrical exploration but also in the social, cultural, and historical context woven seamlessly into the fabric of drama education.

Collaboration and Ensemble: Shaping Future Leaders

A cornerstone of our drama curriculum is the emphasis on collaboration and ensemble work. These components foster communication skills, a vital asset in today's technology-driven society. Our meticulously crafted schemes of work not only captivate students but also expose them to theatrical styles, introducing them to new worlds and perspectives.

A Theatrical Haven

Gable Hall School is equipped with exceptional arts facilities that serve as a playground for creative expression. Two purpose-built drama studios, complemented by cutting-edge lighting setups, offer the perfect backdrop for artistic exploration. Spacious performance venues, including a 400-seat proscenium arch stage, coupled with an array of technical theatre equipment, ensure that our students immerse themselves in the world of theatre with all the resources they need.

Exposure to Industry Realities

Beyond classroom instruction, our students benefit from live theatre performances and workshops conducted by industry professionals. This exposure offers a firsthand glimpse into the dynamics of the arts industry, equipping them with a practical understanding of the real world.

In essence, drama at Gable Hall School isn't confined to the stage; it's a transformative journey. By nurturing artistic prowess, fostering life skills, and instilling a deep appreciation for the arts, we mould students into confident, expressive, and insightful individuals. Our goal is not just to teach drama, but to shape future leaders who embrace creativity, diversity, and the power of expression in every facet of their lives.

Key Stage 3

Key Stage Three: Crafting the Foundations of Dramatic Excellence

During Key Stage 3, students embark on an illuminating journey that cultivates an array of skills and techniques, laying a robust groundwork for their forthcoming exam work in Key Stage 4. This phase isn't just about learning; it's about honing the craft of drama, exploring a spectrum of facets that transcend the stage.

An Immersive Palette of Skills

Our curriculum is a rich tapestry of skills and techniques that serve as essential tools for Key Stage 4 exam preparation. These include the art of script work, the magic of devising, the intricacies of character creation, the subtleties of atmosphere building, and the synergy of lighting and music.

Year 7: Building the Dramatic Toolkit

In Year 7, students embark on an exploration that culminates in the creation of a dramatic toolkit. They delve into the diverse genres of theatre, embracing everything from melodrama to ensemble performances. An intriguing cross-curricular connection emerges as students study Matilda, weaving English and Drama seamlessly.

Year 8: Expanding Horizons

Year 8 serves as an expansive canvas where students traverse silent movies, comedy, and myths and legends. This panoramic exploration imparts a nuanced understanding of dramatic mediums and the art of characterisation, enriching their creative palette.

Year 9: The Journey to Sophistication

Year 9 is a pivotal juncture, as students are primed for Key Stage 4. Their journey extends into new styles, intricate scripts, and multi-role play. This phase is meticulously curated to provoke contemplation about social, emotional, and cultural issues, fostering the creation of more intricate and layered dramatic work.

Independence and CARR Skills

A cornerstone of our approach is nurturing independence. Throughout Key Stage 3, pupils are empowered to work autonomously, amplifying their creative expression. The CARR skills (Collaboration, Adaptability, Resilience, and Reflection) are embedded in every lesson, reinforcing a holistic approach that nurtures not just theatrical competence but also life skills.

In essence, Key Stage 3 isn't just a stepping stone; it's an immersive exploration that nurtures the essence of drama. As students unravel the intricacies of technique, character, and storytelling, they are sculpting the artists, thinkers, and expressive individuals of tomorrow. With every lesson, every performance, and every exploration, we guide them towards a future where the stage isn't just a platform, but a canvas for profound expression and transformative growth.

KS3 Curriculum Map

Key Stage 4

Key Stage Four: Unleashing Theatrical Mastery

At Key Stage Four, the spotlight shines on our students as they immerse themselves in the captivating realm of the BTEC Performing Arts Technical course, a transformative journey that intertwines theory and practice to forge consummate artists.

A Voyage Through the BTEC Performing Arts Technical Course

Our students journey through three components, meticulously designed to weave together the theoretical understanding of performing arts and its practical embodiment.

Component 1 – Embarking on a Discovery of Performing Arts

This component is a voyage of exploration into the world of performing arts professionals. Students dissect the intricate work of these artists and unravel the processes that culminate in riveting performances. Through this, they cultivate a profound appreciation for the mechanics behind professional performing arts, embracing the diverse processes and practices that fuel a spectrum of performance styles.

Learning Outcomes

A. Dive into the creative genesis of professional performance and production work.

B. Immerse themselves in the intricacies of skills, techniques, and approaches that professionals employ to craft mesmerizing performance and production endeavors.

Component 2 – Nurturing the Artistry

This phase is a crucible of skill refinement. Students cultivate their performing arts prowess through the meticulous reproduction of theatrical repertoire. Workshops and classes foster the development of technical finesse, practical prowess, and interpretative depth, as students navigate the intricate dance of rehearsal and performance. Their canvas is existing performing arts repertoire, upon which they imprint their skills and techniques, infusing it with fresh life. Self-reviewing is interwoven, ensuring a continuous quest for improvement.

Learning Outcomes

A. Seamlessly weave rehearsal and production/design methodologies.

B. Infuse performances or realizations with the skills and techniques acquired.

C. Engage in a holistic review, embracing personal evolution and application of performance or design skills.

Component 3 – Unleashing Creativity in Exam Format

The final component is a crescendo of creativity. Students face an exam format where they encounter a brief outlining performance requisites and a target audience. Collaboratively, they harness the brief's stimulus to initiate a creative process. The outcome is a vivid tapestry of developed ideas, presented through workshop performances. Here, skills and techniques converge, conveying creative intentions eloquently.

Assessment Objectives

AO1: Cultivate an insightful grasp of responding effectively to a given brief.

AO2: Curate and elevate skills and techniques in direct response to the specific brief.

AO3: Weave skills and techniques adeptly through workshop performances, harmonizing with the brief's essence.

AO4: Engage in profound evaluation, scrutinizing the developmental journey and its outcomes in alignment with the brief's parameters.

In essence, Key Stage Four is a culmination of the artistic voyage, where students transcend boundaries to embrace the full spectrum of theatrical artistry. Through theory, practice, and creative expression, they emerge not just as performers but as connoisseurs who recognize the power of their craft in shaping narratives, sparking emotions, and transforming lives.

KS4 Curriculum Map

Key Stage 5

At the Ortu Sixth Form Centre students have the option to study the Pearson BTEC Level 3 National Diploma in Performing Arts. This qualification is equivalent in size to two A Levels but is studied in one option block, leaving students free to take two other subjects of their choosing. Learners wishing to take this qualification should have successfully completed a Level 2 program of learning, with GCSEs or vocational qualifications.

Learners have to complete 8 units of work on specific topics, designed to develop and enhance performance skills. Students will study six mandatory units covering the following content areas:

• Performance – practical exploration and application of specialist skills and techniques, individual and group performance

• Research, analysis and commissioning – aims to develop skills that are essential for further study of performing arts, including research methodology, independent learning, extended writing, sourcing, idea generation, evaluating information and drawing conclusions from it.

Students also study two optional units which have been designed to support progression to the range of sector-related courses in higher education and to link with relevant occupational areas.

Assessment is specifically designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector. There are three main forms of assessment that you need to be aware of: external, internal and synoptic. This means that marks can be awarded for the exploration and creation of work, not just the final project. For the National Diploma, 3 of the mandatory units are externally assessed and the remaining 5 units are internally assessed within the department. These units will still be moderated by the exam board. Students will have one written exam to complete.

Although the framework of the course is set out to meet the requirements of the qualification, the topics, texts and genres students study provides them opportunity to get a feel for the arts industry and engages them with the world around them. For example, students will create their own Theatre in Education production that will be toured around local primary schools. This project requires students to consider their target audience and how they can use theatre to teach children about an important issue. This level of responsibility prepares students for life after Sixth Form and ensures that they get numerous opportunities to perform to a live audience.

The National Diploma specification can be found here: https://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Performing-Arts/2016/specification-and-sample-assessments/9781446938348_BTEC_Nat_Cert_PA_Spec_Iss2C.pdf

SMSC in Drama

SMSC, BV and Protected Characteristic development in Drama at Gable Hall School - Click Here

Spiritual Development in Drama:

In Drama, students are encouraged to delve into their own emotions, beliefs, and ideas to find meaning and create dramatic works inspired by a wide range of subjects and stimuli. At Key Stage 3, topics such as Knife Crime are explored, prompting students to examine various perspectives and nurture their compassion and empathy for others. At Key Stage 4, students engage in the interrogation and creation of Drama based on stimuli of their choice.
Past projects have delved into impactful subjects like the Holocaust, 9/11 (Josephine the Angel), eating disorders (Hard to Swallow), and bullying. These projects encourage students to challenge their own beliefs and gain an understanding of different viewpoints. For example, students with strong anti-war beliefs may be tasked with portraying a politician advocating for war. Regular reflection on their work demonstrates their commitment to improvement and progress, with student feedback and lesson observations confirming their enjoyment of imaginative and creative learning experiences.

Moral Development in Drama:

The Drama curriculum provides students at both key stages with regular opportunities and incentives to explore and articulate moral and ethical issues. At Key Stage 3, students delve into topics like Knife Crime, conducting research on local statistics and translating this into devised Theatre in Education performances aimed at educating younger audiences about the dangers of knife crime. Throughout all units of work, including Physical Theatre and Melodrama, students undergo extensive character development, delving into character motivations and uncovering reasons behind certain behaviors and traits. At Key Stage 4, students' individual investigative studies of characters from given circumstances and scripts require them to extend their understanding of others' circumstances, rights, and choices.
Throughout both key stages, students are encouraged to take responsibility for their actions, learning about right and wrong through effective communication, cooperation, and sensitivity.

Social Development in Drama:

Drama encourages the development of empathy through collaborative work centred on various lifestyles and circumstances viewed from different perspectives. A strong mutual respect exists amongst students in the department, driven by a shared commitment to success within drama and beyond.
Students work in varied groups to ensure collaboration with peers of diverse backgrounds, promoting respect for differing opinions and the development of leadership skills in a supportive and sensitive manner. Problem-solving is a key element of Drama, and students are encouraged to communicate and cooperate effectively to achieve progress in each lesson.

Cultural Development in Drama:

Throughout both key stages, students engage with poetic and artistic texts that serve as stimuli for their work, with "Blood Brothers" being a popular choice. Literary heritage is celebrated through the study of Shakespeare at Key Stage 4 for interested students. The department organises numerous theatre trips throughout the year, exposing students to artistic heritage.
Students involved in Drama at Key Stage 4 are expected to contribute to the annual whole-school productions, with this option available at Key Stage 3. Commitment to in-class and whole-school productions, active participation in rehearsals, and enthusiastic involvement are encouraged. Additionally, a weekly Dance club, leading to a Summer Dance show, is highly popular among students and serves as a valuable addition to the Drama/Performing Arts Department.

In summary, Gable Hall School's Drama curriculum encompasses a holistic approach to SMSC development, fostering spiritual exploration, ethical considerations, social empathy, and cultural appreciation amongst students, preparing them for both dramatic and life performances.

Co-curricular

Thriving in Extracurricular Exploration

A vibrant spirit of participation pulsates through our pupils, eagerly immersing themselves in the myriad of extracurricular activities that beckon. This academic year, a remarkable initiative spearheaded by our Year 11 students is unfolding - a masterclass meticulously designed to guide and equip Year 9 pupils for their impending journey into Key Stage 4.

Nurturing the Flames of Creativity

Miss Stacey takes the helm of a dynamic Drama Club, weaving together Year 7 and 8 students into a tapestry of creative expression. Their enthusiasm ignites the dramatic stage, and under Miss Stacey's tutelage, their talents are kindled and nurtured.

Harmonizing in Musical Ensembles

The rhythm of the school musical reverberates through dedicated rehearsals. These are the moments where voices intertwine, choreographies flourish, and a symphony of passion and dedication paints the canvas of our school's musical landscape.

Showcasing Brilliance Throughout the Year

Throughout the academic calendar, our stage becomes a realm where talents unfurl. Showcases punctuate the year, unveiling a mosaic of performances that celebrate the diversity of our students' artistic abilities. These are the moments that linger in memory, etching tales of passion and perseverance.

Broadening Horizons Beyond

Our commitment extends beyond the walls of our school. We embark on a journey to witness professional productions, venturing into the vibrant realm of external theaters. Through these experiences, our pupils not only relish top-tier performances but also glean insights that enrich their own artistic pursuits.

In essence, the stage isn't confined to the classroom; it's a canvas that extends across the school and beyond. Extracurricular activities aren't just add-ons; they are the heartbeats that enrich the tapestry of our school's artistic ecosystem. With each step, each note, and each performance, our students shape not only their artistic selves but also their resilience, teamwork, and lifelong love for the arts.

Staff

Miss K Latham - Lead Practitioner for Performing Arts
Miss J Stacey – Head of Drama
Mrs J. Bridge – Teacher of Drama / English