Class learning strand 9-12yrs

Covers Saturday 9-11 yrs. Sunday 8-10 yrs and 11-13 yrs

Strand Strand units

1 Drama to explore feelings,

2 Exploring and making drama knowledge and ideas, leading to understanding

3 Reflecting on drama

4 Co-operating and communicating in making drama

Prerequisites for making drama
Content
The fictional lens
Creating a safe environment

Elements of drama
Belief. Time. Role and character. Tension. Action. Significance. Place. Genre.

Strand: Drama to explore feelings, knowledge and ideas,
leading to understanding.

STRAND UNIT: Exploring and making drama

The child should be enabled to

  • enter appropriately and with facility, whether watched or unwatched, into the fictional dramatic context.
  • extend playing in role and in character to include the ability to accept and maintain a brief that has been decided on by either the teacher, the group or himself/herself.
  • discover how the use of space and objects helps in building the context and in signifying the drama theme.
  • explore how the fictional past and the desired fictional future influence the present dramatic action.
  • become adept at implementing the ‘playing rules’ that maintain focus in dramatic action.
  • help to plan dramatic activity to include the particular tension and
    suspense appropriate to the theme being explored.
  • become comfortable with script and understand the basic processes by which script becomes action.
  • distinguish between various genres, such as comedy, tragedy, fantasy.

STRAND UNIT: Reflecting on drama.

The child should be enabled to:

  • reflect on a particular dramatic action in order to create possible
    alternative courses for the action that will reflect more closely the life
    patterns and issues being examined.
  • learn, through drama, the relationship between story, theme and life
    experience.
  • use the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesise about life and people.

STRAND UNIT: Co-operating and communicating in making drama.

The child should be enabled to:

  • develop, out of role, the ability to co-operate and to communicate with others in helping to shape the drama.
  • develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.
  • develop fictional relationships through interaction with the other
    characters in small-group or whole-class scenes as the drama text is being made.
  • enact spontaneously for others in the group a scene from the drama, or share with the rest of the class a scene that has already been made in simultaneous small-group work.