UNIT 1.3: PROCESS DRAMA

Process Drama is a unit of work that is completely targeted at this age group. It takes the students into the world of role-play and story. The students are guided through a series of process dramas where they are able to take on a variety of roles and characters to try to better understand the dramatic meaning of the drama.

UNIT OVERVIEW

KEY LANGUAGE

WEEKLY PLANNER

CERTIFICATES

Getting to know you, group skills and trust

Today’s class is all about establishing the group, getting to know everyone and building trust within the group.

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The video documentation takes off at the 3rd activity during Name Tag. Daggy Dancing and Name Circle where not recorded.

Goldilocks & the 3 bears

This lesson guides the students through a different reading of this famous children’s story and asks them to look for ways to deal with confrontation.

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Video taping started after Daggy Dancing

“THE RULES OF SUMMERLAND” by shaun tan

This weeks Process Drama is all about ensuring that students learn how to stand up for themselves and are able to put themselves in the shoes of others and show empathy.

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Little red riding hood

This week the students explore how to make their own decisions and how much they choose to believe what others say in the media and around them

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CINDERELLA

This week the students will be using Cinderella as their stimulus text and exploring ways of potentially stopping bullying when it happens.

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THE TORTOISE & THE HARE

This week students look at the story The Tortoise and The Hare and investigate the different types of ‘labels’ society puts on people and whether they have to be real.

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“ROOM ON THE BROOM”

This weeks lesson is all about understanding the importance of working in teams and making room for others. As a team we can always achieve more.

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PINOCCHIO

This week is all about exploring if lying is a good thing or a bad thing. Can a lie sometimes be good or is it always bad?

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jack & the beanstalk

Is it ever okay to steal? We look at Jack & The Beanstalk and discuss if it is ever okay to steal..

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BILLY GOATS GRUFF

This is the OPEN CLASS where we invite in the parents. The students will be looking at the Billy Goats Gruff and notions of self-image.

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UNIT 1.4: COLLAGE DRAMA

Collage Drama is a wonderful unit that guides the students through a rich tapestry of skills and techniques to put together a performance piece using those skills. The students will learn voice and movement techniques to create rich characters and utilise freeze frames and scene work to develop stories. They will incorporate narration and monologues to enhance a story structure and put all the elements together into a short piece for Open Classes.

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EPIC VOICE & MOVEMENT

This lesson focuses on students developing epic voice and movement techniques to create characters from Cinderella and to share a short scene using those techniques.

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Sound & essence machines

This weeks students will look at the technique of creating an essence machine using voice and movement. They will identify key feelings, sights, sounds, actions and gestures that they think best summarise a particular theme and create a machine.

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FREEZE FRAMES

Freeze Frames and gestures are a key component of Collage Drama and creating character. The students are going to identify some key gestures, movements and freeze frames that they think best represent a key character, and shape them together into short performance.

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When teaching WIZARDS, TROLLS & PIXIES you can opt to start by teaching them SCISSORS, PAPER, ROCK first as an entry into the exercise.

INTERVIEWING

Students will be investigating who stole Doggy’s Bone today and trying to work out WHY they stole the bone. Students will use the technique of re-enactment and interviewing to use in their collage dramas..

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“how the grinch LOST christmas”

Todays lesson is based off the famous story. They are going to create some monologues from the Grinch and integrate it with narration from the story.

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RESOURCES

devising part 1

Students will continue working on the short scenes they have prepared for Open Class.

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devising part 1

Students will start to work on the short scenes they have prepared for Open Class.

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SRUCTURE FOR OPEN CLASS

devising part 2

Students will continue working on the short scenes they have prepared for Open Class.

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open class

This is the OPEN CLASS where we invite in the parents. The students will be showing some scene work from the collection they have been devising over the past 3 weeks.

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UNIT 1.5: PHYSICAL THEATRE

This unit allows the students to explore the many ways in which movement can not only create characters but also how it can enhance the narrative and the emotional landscape of a piece of drama. The students will explore the basic skills of lifts, leans and balances, levels, transitions and the Laban System.

Only the first half of the lesson is recorded.

FREEZE FRAMES

Students will create freeze frames to establish characters and tell stories. Identify the key structural components of the story and show that through freeze frames.

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PICTURES

TRANSITIONS

Students will be exploring ways of using transitions in their performance work to make their work more coherent.

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RAPUNZEL PICTURES

NARRATION & MOVEMENT

Students will devise a piece of physical theatre with narration as well as movement and freeze frames.

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devising to music

Students will devise a piece of physical theatre to a piece of music.

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CREATING FAIRYTALES

Students will learn the art of creating NEW games that are physical and then start to create some fairytales.

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CREATING A MASKED PERFORMANCE

Students will create a physical theatre performance utilising all the elements they learnt this term and turn it into a masked movement piece.

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open class

This is the OPEN CLASS where we invite in the parents. The students will be showing some of the physical theatre activities they’ve been participating in over the past 10 weeks.

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UNIT 1.6: CLOWNING

This unit allows the students to explore the world of Clowning. They will learn all of the wonderful skills & techniques of how to create their own clown, to engage a live audience and most importantly how to embrace improvisation skills into their devising and live performance work. The unit also places emphasis on making mistakes; the Clown makes lots of them but never is embarrassed about it and always recovers. We talk about mistakes in a broader context and that it’s ok to make them (we all do) and that it is only through making them that we ultimately learn from them and integrate these learning’s into our daily lives.

EXAGGERATION, SUPPORTING OTHERS & ACCEPTING OFFERS

Following on from the last lesson, we continue perfecting our ‘trick’. The students will start to explore the finer details of what makes a good trick work: exaggeration, supporting others / accepting offers. The awareness of the audience is explored and the importance is emphasized through the games and exercises played.

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COMPLICITE & LE JUE

Students will finish the lesson and be able to define what complicite and le jue is both through verbal response but more importantly also through practical demonstration.

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INNER CLOWN

The class today is all about the clowns finding their inner pride and energy and wearing it outwardly. Clowns have fun at ALL costs and are always exceptionally proud of their achievements regardless of how small they may be.

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CREATING A SHORT SCENE

Students will be able to put all the elements together that they’ve learnt so far and create a short scene. Throughout the lesson students will start to be able to identify their own unique clown and for this reason it is really important to encourage individuality rather than copying – *nothing is wrong, everything is right in this lesson.*

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MAJOR AND MINOR CLOWN

This lesson students will learn the concept of major and minor clowns. This concept teaches students the art of taking turns and making their performance partner/s the center of attention.

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SIZE OF PERFORMANCE

Today’s focus is on size and character. Students will work through a series of exercises to develop different characters and learn how to emphasize the key characteristic by increasing the size of their performance.

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15 MINUTES OF REHEARSAL AND DEVISING TIME MISSED IN FILMING.

REVISION

Revision & rehearsal/preparation for Open Lesson. Emphasis on side-coaching all of the elements learnt in the unit so far.

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open class

The aim of this lesson is to guide the students through a demonstration of what they have learnt in the unit and to give them an opportunity to perform in front of family and friends.

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Final rehearsal and showing of performance prepared previous lesson didn't upload.

UNIT 1.7: DEVISING

How do you construct the perfect scene from scratch? That is exactly the focus of this unit. The students will discover a number of devising techniques that are inspired by rich stimulus items. The basic principles the students will look at are the 4Ws: who, where, when and what. Every week will see them explore a new world with a different set of dramatic contexts and by the end of every class they will have constructed a brand new piece of work - from scratch. The lessons are supported by games, exercises and techniques to build the drama worlds that are engaging for the audience and the actor, participant.

GOAL

The aim of this lesson is to be able to identify a goal in a scene. Students will discover why goals are important for a scene and why all dramas must have one that is character driven.

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PRETEXT & DRAMATIC STRUCTURE

The aim of this lesson is to be able to create a scene from a pretext that clearly displays the 4w’s and where the audience can clearly identify the goal, conflict and resolution.

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DEVISING TECHNIQUES

The aim of this lesson is to learn 3 different devising techniques.

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DEVISING W/PUPPETS

The aim of this lesson is to use a range of puppetry techniques to devise some performances.

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STIMULUS

The aim of this lesson is to use a variety of props as stimulus for devising performances.

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SOUND AS STIMULUS

The aim of this lesson is to use a variety of sound scapes as stimulus for devising performances.

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LIGHT AS STIMULUS

The aim of this lesson is to use light as stimulus for devising performances.

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REHEARSAL PART OF THE LESSON IS MISSING

open class

The aim of this lesson is to show all the devising techniques they have learnt throughout the term in an Open Class. To practice their performance skills in a public showing format.

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SOME SOUND ISSUES THROUGHOUT.

UNIT 1.8: PUPPETRY L1

This unit allows the students to explore the world of PUPPETRY, specifically finger and hand puppets. They will learn all of the skills & techniques of how to use puppets as well as how to create their own characters.

The students will learn how to engage a live audience and most importantly how to create stories for live performance work. Whilst learning how to tell a story, they will learn the skills of 1st, 2nd and 3rd person through narration, mime and dialogue. The unit draws a lot of the skills and techniques from physical theatre, improvisation and character training. This is a fun unit which engages the child's natural sense of play and wonder.…...

Creating a character

Students will understand what the character’s objectives and personality are, realise this through movement, and, develop a unique voice that suits the character.

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rod puppets

Work with rod puppets and create paired and small group performance work using handheld lighting to enhance the performance.

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NARRATOR

Retell a classic children’s story through movement and mime, follow guided narration, and, work effectively in small groups.

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Great example in this video of Andrew not compromising on bad behaviour. He uses WAIT a lot and also does not let the students talk over him. He sits a couple of students out when they are not displaying the appropriate behaviour.

STORIES W/PUPPETS & NARRATION

Retell a classic children’s story using puppets, following guided narration, and, work effectively in small groups.

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DRAMATIC STRUCTURE

Create a story that has a clear goal, conflict and resolution using verbal communication, movement and puppets, create a person presentation first, and, use their puppetry skills to enact the story with a puppet..

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SUPER HEROES

Practice their performance skills by repeating exercises already done in other weeks. They will also learn the skills of team and ensemble work, and, practice their manners and behavior when taking turns.

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EXPLORERS

Practice their performance skills by repeating exercises already done in other weeks, learn the skills of team and ensemble work, and, practice their manners and behavior when taking turns.

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OPEN CLASS

Share their learnings from the puppetry unit with an audience of their peers and family.

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please don't introduce banarku as the video does, instead follow the lesson plan and do the explorers performance from previous lesson.

UNIT 1.9: IMPROVISATION L1

THIS UNIT ALLOWS THE STUDENTS TO EXPLORE THE FUNDAMENTALS OF IMPROVISATION AND IN PARTICULAR THE NOTION OF ‘PLAY’.

The students will be able to explore and demonstrate what it means to be spontaneous, creative, accept offers and how to move the dramatic action forward. The students will explore all of these elements of improvisation mostly through games, exercises and role-play. At Goat Track we believe the importance of teaching students the importance of being able to accept mistakes and to frame them as learnings: we make it ‘ok’ to make a mistake and look for creative ways to come up with solutions to problems. Ultimately, Improvisation allows students to develop a Growth Mindset.

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CONCENTRATION & SPONTANEITY

Continue to learn each other’s names; build group skills and improvisation skills spefically concentration and spontaneity.

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story structure

Improve on improvisation skills and contextualize these skills through further improvisation focusing on story structure (goal, conflict and resolution).

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accepting offers

Students will focus on making offers, accepting offers and moving the action forward.

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EMOTIONS

Students will continue to contextualise improvisation skills and learn how to engage with deeper emotions

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OPEN CLASS

Share their learnings from the improvisation unit with an audience of their peers and family.

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UNIT 2.3: PLAY BUILDING

Process Drama is a unit of work that is completely targeted at this age group. It takes the students into the world of role-play and story. The students are guided through a series of process dramas where they are able to take on a variety of roles and characters to try to better understand the dramatic meaning of the drama.

DRAMATIC STRUCTURE

This lessons focus is squarely on dramatic structure and the importance of ensuring that you have a clear Goal, Conflict and Resolution.

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Daggy Dancing is missing and so to is the second half of the lesson. This video has the full Hundred Dollar Bill activity covered.

MYSTERY

This week the students will be engaging in a process drama which will investigate a 1892 murder. It will allow the students to ask questions that are important to the drama in order for the story to evolve.

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Video starts at the Mystery exercise. Daggy Dancing is missing in this video.

DEVISING FROM STORY

The aim of this lesson is to devise a piece of drama which is based on the mystery process drama that they explored last week.

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Devising FROM SCULPTURES

This week students will use a sculpture as the starting point to devising a scene. They will ensure that their work has a beginning, middle and end as well as a clear dramatic context.

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DEVISING FROM STIMULUS

This weeks lesson the students will be using a stimulus piece as the starting point for devising their drama.

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devising

This week is focusing on creating flashback scenes to integrate into the scenes they’ve already created.

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LIGHT AS STIMULUS

This lesson students explore the use of light as the stimulus to start the devising process. They touch on the differences between stories that are complex vs simple.

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Note, closure of the lesson was missed during filming.

OPEN CLASS

This is the OPEN CLASS where we invite in the parents. The students will be looking at various techniques that they’ve explored to create plays. .

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UNIT 2.4: BIG BOLD STATEMENTS

Students will explore the fundamental skills and techniques used to create this epic style of theatre known as Brechtian Theatre. They will explore the epic style whilst looking closely at Alientation and Gestus techniques to make bold statements in their performance work. Lastly, this unit allows the students to work together on a small 4 scene performance of The Little Match Girl as their final performance for the year as their Open Class.

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Introduce Brecht Theatre and Epic Techniques

The aim of this lesson is to introduce the first Brechtian Technique of epic style and to engage the students with a variety of voice and movement techniques. Students will also be able to make artistic decisions on which perspective they will tell a story from.

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**PLEASE NOTE - Epic Movement was not recorded due to battery running out.

Social / political theatre

The aim of this lesson is for the students to understand how Brecht used social / political agendas to tell a story. Students will transform a fairytale to a modern context by finding a political angel to retell the story.

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alienation techniques

The aim of this lesson is to start to use the technique of alientation. Students will employ techniques that forces the audience to remember that the characters are not real and merely actors.

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resources

Anti-realism & breaking the 4th wall

The aim of this lesson is to demonstrate to the students that the actors job in Brechtian Theatre is to distance the audience from the characters. As actors we don’t want the audience to emotionally engage with the characters. They will employ the exercises of Commentators to demonstrate this.

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gestus

The aim of this lesson is to highlight the technique of gestus which allows to actor to use big, bold movements to emphasis character. Students will create characters that are stereotypical in nature. This lesson also introduces the idea of breaking the fourth wall and using presentational techniques.

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Devising

The aim of this lesson is for the students to put all of their prior learning together and work on a whole class performance of the Little Match Girl. The lesson will be spent working on the first couple of scenes.

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RESOURCES

resources

Devising

The aim of this lesson is to continue working on finishing the last couple of scenes of the Little Match Girl and having a little bit of time left over to rehearse in preparation for Open Classes next week.

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Note, closure of the lesson was missed during filming.

OPEN CLASS & performance

The aim of this lesson is to demonstrate to the parents in an Open Class forum the techniques that they have learnt this term for Brechtian Theatre.

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UNIT 2.5: PHYSICAL THEATRE

THIS UNIT ALLOWS THE STUDENTS TO EXPLORE THE MANY WAYS IN WHICH MOVEMENT CAN CREATE STORY AND MEANING AND FURTHERMORE HOW IT CAN ENHANCE THE NARRATIVE AND THE EMOTIONAL LANDSCAPE OF A PIECE OF DRAMA.

The students will explore the basic skills of lifts, leans and balances, levels, transitions and then move on to more complex styles of physical theatre namely Laban, Suzuki, Stomp and Shakuhachi. They will be exploring several Greek Mythology stories and explore ways that they can translate these stories into physical theatre pieces. They will also be learning techniques to shape dramatic action and dramatic structure to best tell stories that will enhance tension and meaning

grid work

Students will learn to respond to direction and experiment with pace, synchronization and individual physical movement to work as an ensemble.

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ISOLATION

Students will learn how to enhance physicality through the isolation of a variety of movements.

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SHAKUHACHI

Students will look at Shakuhachi, Slow Ten and Sitting and Standing Statues as a way to become more disciplined in their physical movement, learn to connect with music and be move on impulse.

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Samurai pictures

LABAN MOVEMENT

The aim of this lesson is to create characters using the laban movement system and to combine it with previous learnings to shape a piece of drama.

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GREEK MYTH STORY SELECTION

The aim of this lesson is for the students to select a Greek Myth story that they would like to turn into a piece of physical theatre.

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devising

The aim of this lesson is to continue on devising their Greek Myth Stories using physical theatre elements and to integrate the narration element of the story.

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Devising

The aim of this lesson is to continue working their physical theatre Greek Mythology performances.

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Note, closure of the lesson was missed during filming.

OPEN CLASS & performance

The aim of this lesson is to demonstrate to the parents in an Open Class physical theatre techniques and Greek Mythology performances.

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UNIT 2.6: COMMEDIA DELL’ARTE

This unit allows the students to explore the world of a 16th Century Italian improvised street theatre style of theatre known as Commedia dell’arte. The students will be introduced to several stock characters that can be broken down into Masters, Servants and Lovers. The students will explore the basic skills of improvisation and street theatre to bring these characters to life.

PANTALONE & ARLECCHINO

The students this week will learn the characters of Pantalone and Arlechino. They will explore these characters through walks, freeze frames and improvisations. They will also learn the concept of a Lazzi.

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BRIGHELLA

The students this week will learn the characters of Brighella. They will explore this character through walks, freeze frames and improvisations. They will also build on their understanding of Lazzi by creating one for Brighella.

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IL CAPITANO

The students this week will learn the characters of Capitano. They will explore this character through walks, freeze frames and improvisations. They will also build on their understanding of Lazzi by creating one for Capitano and create a scene with one of the previous characters taught.

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IL DOTTORE

The students this week will learn the characters of Il Dottore. They will explore this character through walks, freeze frames and improvisations. They will also build on their understanding of Lazzi by creating one for Il Dottore and create a scene with one of the previous characters taught.

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THE LOVERS

The students this week will learn the characters of The Lovers – Isabella and Lelio They will explore this character through walks, freeze frames and improvisations. They will also build on their understanding of Lazzi by creating one for The Lovers.

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REVISION & DEVISING

Revision & rehearsal/preparation of a scene that demonstrates their understanding of the characters and skills they’ve learnt so far.

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PREPARATION

Revision & rehearsal/preparation for Open Lesson. Students will work with scenario cards provided by the teacher to form the basis of their dramatic context.

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First part of the lesson not filmed. Daggy Dancing and Devising is not filmed.

OPEN CLASS & performance

Unit overview and definitions. Key demonstrations of learning’s throughout the unit. Performance of small scenes. Certificates.

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The alternative to this lesson is AFTER they have demonstrated the characters, they go into rehearsal of the scenes they've been working on and then perform them. This only works if you don't have heaps of absences from the previous week.

UNIT 2.7: FORUM THEATRE

IN THIS UNIT, STUDENTS IN GRADES 4-6 WILL EMBARK ON A CREATIVE JOURNEY INSPIRED BY THE GROUNDBREAKING WORK OF AUGUSTO BOAL AND HIS INNOVATIVE APPROACH TO FORUM THEATRE.

Forum Theatre is a powerful tool that empowers individuals to explore social issues, challenge norms, and ignite positive change through interactive theatrical experiences. This unit is designed to engage young learners in critical thinking, empathy building, and collaborative problem-solving within a safe and supportive environment.

ONLY GAME OF POWER DEMONSTRATED

PROTAGONIST V ANTAGONIST

Explore more in depth the feelings that are experienced by the protagonist in an oppressive situation.

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EQUALITY V INEQUALITY

Understand what ‘oppression’ is and the difference between equality and inequality. Furthermore, they will be able to identify personal stories where they think oppression has existed.

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STORIES OF OPPRESSION

Further develop the trust amongst each other in order to share stories of personal oppression or at least be supportive of one another in this.

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WHAT IS FORUM THEATRE?

See a piece of Forum Theatre in action from beginning to end and understand some of the key terminology used throughout the process.

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CREATE PIECE OF FORUM THEATRE

Brainstorm and discuss times where students felt oppressed and create a piece of Forum Theatre based around one of the identified themes.

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TYPES OF OPPRESSION

Identify the types of oppression in their own dramas and use acting skills and stage craft to bring their ideas to life.

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FORUM THEATRE FORMAT

Understand the format for the Forum Theatre open lesson for next week and know what role they are to play in this lesson.

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OPEN CLASS & performance

The aim of the lesson is to share with the parents the highlights from the unit and a forum theatre piece in action.

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UNIT 2.8: PUPPETRY LEVEL 2

This unit allows the students to explore the world of PUPPETRY, specifically banraku puppets. They will learn all of the skills & techniques of how to use puppets as well as how to create their own characters.

They will learn how to engage a live audience and most importantly how to create stories for live performance work. The students will also learn how to use the skills of puppetry in an abstract performance mode with live actors. The unit draws a lot of the skills and techniques from physical theatre and improvisation. Some of the basic actor training skills of audience engagement, presentation skills, voice and movement are revised in this unit in order to create greater performance outcomes.

choreograph sequence

Choreograph a puppet routine using actors by drawing on techniques already taught in previous lessons.

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BANRAKU PUPPETS

Understand the anatomy of how humans walk, use a bunraku puppet and demonstrate the skills of how to manipulate it, and, explore the complexity of using a bunraku puppet in a small group situation.

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devise banraku sequence

Revise the banraku rules from last week. Students will devise a short movement sequence for an actor, and, translate this into a routine for the banraku puppet.

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couple of battery issues in this video.

Performance preparation

Students will understand the story and structure of the performance that they will present at the open class. They will create small creative groups that they will be working with over the next 3 lessons, and, devise a small part of the larger performance.

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PRACTICE

Creating, rehearsing and presenting a performance with banraku puppet/s.

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PRACTICE

Creating performance with bunraku puppet/s and actor narrating/performing.

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OPEN CLASS PRACTICE

Practice the full open class structure for week 10.

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open class

Share with the parents the skills they’ve learnt this week from puppetry and their mini banraku performance.

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UNIT 2.9: THEATRE SPORTS

This unit allows the students to explore the fundamentals of improvisation and to build off the skills learnt in the improvisation unit in particular asking students to extend their techniques to create entertainment for a viewing audience.

The students will be able to explore and demonstrate what it means to be spontaneous, creative, accept offers and how to move the dramatic action forward all whilst performing for a live audience. They will explore all of these elements of improvisation mostly through games, exercises and role-play. At Goat Track we believe in the importance of teaching students to keep the drama alive and to give yourself to the creative process. Ultimately, Theatre Sports forces us as creatives to work with mistakes on the run and fix things as we go, taking the emphasis off mistakes and turning them into opportunities.

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Concentration & spontaneity

Continue to learn each other’s names, build on the group skills and develop the improvisational skills of concentration and spontaneity.

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story structure

Improve on improvisation skills and develop their story structure (goal, conflict & resolution).

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EMOTIONS

students will continue to contextualise improvisation and structure skills through a deeper level of emotion.

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open class

Share with the parents the skills they’ve learnt this week from the theatre sports unit.

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AT UNIT 1.1: INTRODUCTION TO ACTING

THIS UNIT IS AN INTRODUCTION INTO THE MULTIFACETED ART OF ACTING. ACTING IS SO MUCH MORE THAN SIMPLY LEARNING AND SAYING YOUR LINES AND THERE ARE MANY THINGS THE ACTOR MUST CONSIDER IN TERMS OF PREPARING THEMSELVES FOR A ROLE.

This unit allows students to get a broad overview of the many things they must consider when getting a part: breath and vocal projection, body language, physicality & gesture, character development and script analysis, monologues & dialogue, improvisation, rehearsal processes and performance showcase. Whilst very broad, it is an entire overview of the complex landscape an actor needs to consider when preparing for a part.

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BREATHING TECHNIQUES

The aim of this lesson for students to understand the importance of the breath in acting work and to learn some techniques that will get them more connected to their own breath.

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eBook Chapter 1

Birman script

VOCAL PROJECTION

Students will understand that character and story is conveyed through voice and the importance of projection - the audience can’t hear you, they also can’t see you. Students will learn breath support resonance and placement as well as articulation.

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EBOOK CHAPTER 2

SCRIPT

BODY LANGUAGE

Students will explore the world of non-verbal communication through body language. They will explore ways in which to portray emotion through the body.

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PHYSICALITY, GESTURE & SUBTEXT

Students will look at how body language and physicality enhance subtext.

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Goal, motivation & tactic

Students will delve into the world of analysing the characters goal, tactic and motivations to strengthen their character development.

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backstory

Backstory and emotional memory are key to strengthening an actors character development and having a clear understanding of these two will create stronger work

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IMPROVISATION AND HOW IT CAN HELP AN ACTOR

Students will learn the importance of transforming into the physical world of their character / role. Furthermore they will get to know their own bodies better and what they are capable of.

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rehearsal techniques

The aim of this lesson is to explore a number of rehearsal techniques that will improve the students performance.

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performance showcase

The aim of this lesson is to investigate what the last part of a rehearsal process looks like as the actor prepares for opening night and the season ahead. Students will learn some of the jargon directors and stage managers might use as well as how to polish a performance, do exits and entrances, tech and dress runs. .

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AT UNIT 1.3: STAGE CRAFT

THE UNIT OF STAGE CRAFT ALLOWS THE STUDENTS TO EXPLORE THE TECHNICAL ASPECTS OF CONSTRUCTING A SCENE WITH OTHER ACTORS AND IN PARTICULAR THE MANY WAYS THE ACTOR CAN CREATE RELATIONSHIPS WITH THE AUDIENCE THROUGH SPATIAL DYNAMICS.

The students will explore the basic skills of blocking and direction as well as basic actor preparation techniques. This unit is a must have for students who are looking to foster their performance skills to a new level. Students will be able to integrate some of the more basic skills into giving speeches at school and stage presence in general.

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STAGE TYPES

The aim of this lesson is for students to identify different stage types. The students will explore ways in which the blocking and acting has to adjust to the given context.

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TOWARDS, AWAY & STAY

The aim of the lesson is to learn the blocking and directing technique of towards, away & stay. Students will learn that the decisions they make are directly impacted by the emotions of the character and their relationships with others. .

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EMOTIONS & LEVELS

Students will make the connection to emotions and use of levels in this lesson. Students will create interest and variety in their blocking by using levels.

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STAGE POSITIONS & POWER TRIANGLE

Students will be able to identify different stage positions and learn how status and the spatial dynamics on stage are important. The power triangle will be a major takeaway and the students will be able to direct a scene using this technique. .

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LEARNING LINES & CHOOSING YOUR SCRIPT

Students will choose their group and the script they will be working on for the unit. They will learn some techniques to assist with learning lines. .

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ACTOR’S JOURNAL

The aim of this lesson is to share with the students some shorthand techniques for documenting an Actors Journal. They will see some examples and decide which works best for their practice.

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rehearsal techniques

Students will learn several rehearsal techniques that will invigorate their scenes. Use the techniques to enhance performance.

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rehearsal

The aim of this lesson is to rehearse their scenes ready for showing next week.

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performance showcase

The aim of this lesson is to share their scenes to a small intimate audience of their peers.

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AT UNIT 1.4: ACTING IN STYLE

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PHYSICAL THEATRE: GRID WORK

Learn the GRID which is a viewpoints physical theatre style and the importance of spatial awareness.

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PHYSICAL THEATRE: ISOLATIONS, STANDING STATUES & SHAKUHACHI

Learn isolation walks and sitting statues. Students will integrate these into the shakuhachi style.

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GREEK THEATRE: CHORUS WORK (PHYSICAL)

Choreograph and section of Greek Chorus using movement that is in unison and clearly portrays the emotion of the piece.

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GREEK THEATRE: CHORUS WORK (VOCAL)

Use vocal techniques from Greek Theatre. They will make artistic and directorial decisions regarding choreographing a section of chorus.

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SHakespeare: iambic pentameter

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shakespeare: dramatic duologue

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commedia dell’arte: masters & servants

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commedia dell’arte: 3 characters

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MONOLOGUES

This unit allows students to create their own monologues (verbatim style) and as a whole class devise a piece of physical theatre to bring it to life as an entire ensemble. The unit will teach skills of writing monologues, creating a cohesive dramatic meaning, using linking devices and physical theatre.

Here is an example of the 2016 cast of Tamborine Mountain that performed IN THE CLOUDS which was a piece all about DREAMS.

“epic fail”

Join us in April of 2024 for a captivating journey that explores the myriad of things we learn from Failure. From facing personal fears to standing up for what is right, this thought-provoking play will leave audiences feeling inspired and ready to embrace their own bravery and to embrace the wisdom of ‘failing forward’. This piece of work will be a short 10 minute+ piece devised over a 10 week term.

THE DARK KINGDOM

This was performed in 2021 and was a series of 6 Gothic Plays. See below the links to the video and play scripts of each of the performances shown in The Dark Kingdom performance season.

script

AFF UNIT 3.3: ELEMENTS OF EMOTIONS

THE UNIT OF STAGE CRAFT ALLOWS THE STUDENTS TO EXPLORE THE TECHNICAL ASPECTS OF CONSTRUCTING A SCENE WITH OTHER ACTORS AND IN PARTICULAR THE MANY WAYS THE ACTOR CAN CREATE RELATIONSHIPS WITH THE AUDIENCE THROUGH SPATIAL DYNAMICS.

The students will explore the basic skills of blocking and direction as well as basic actor preparation techniques. This unit is a must have for students who are looking to foster their performance skills to a new level. Students will be able to integrate some of the more basic skills into giving speeches at school and stage presence in general.

UNIT OVERVIEW

KEY LANGUAGE

WEEKLY PLANNER