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.