Year 9

Unit 1:
Acting & Performance Skills
Arts Award Unit 1: Arts Participation
Booklet 1B Shakespeare Production
Name:

Teacher:

Class:

Deadline date:

Current Level:

3rd 4th November 2014

Target to Improve:

Drama Acting Skills Workshops

Initial Planning for Production

What Shakespeare play are you going to produce as a class?

Write a brief plot synopsis in your own words. (No more than
200 words)

What Role are you going to take in the Company

Drama Acting Skills Workshops

(Actor/Lighting Designer/Costume Design/etc)

Define what you think you have to do in that role to be

successful

Based on your definition of your role, write down 2 things

you can do really well all ready and 3 things you want to
improve on.
Strength 1:

Strength 2:

Skill to Develop 1:

Skill to Develop 2:

Skill to Develop 3:

Production Log

Drama Acting Skills Workshops

Date
(Week
Beginning)
17/11/14

Activity Undertaken

What I need to do Next

Staff Feedback

What Went Well

EBI

Date
(Week
Beginning)
1/12/14

Activity Undertaken

What I need to do Next

Staff Feedback

What Went Well

EBI

Date
(Week
Beginning)

Activity Undertaken

What I need to do Next

24/11/14

8/12/14

Drama Acting Skills Workshops

15/12/14

5/1/15

Staff Feedback

What Went Well

EBI

Date
(Week
Beginning)
12/1/15

Activity Undertaken

What I need to do Next

Staff Feedback

What Went Well

EBI

Date
(Week
Beginning)
26/1/15

Activity Undertaken

What I need to do Next

19/1/15

Drama Acting Skills Workshops

2/2/15

Staff Feedback

What Went Well

EBI

Date
(Week
Beginning)
9/2/15

Activity Undertaken

What I need to do Next

Teacher Assessment
Your teacher will tick which criteria your have met for a Drama level

Level

Skill

Done?

Drama Acting Skills Workshops

3c

Minimal Concentration on stage

Ability to hold a still image for a short amount of time
Stays in role for some of the piece

3b

Uses a slight range of facial expression

Responds to the lines on stage
Manages to gain audience interest at one point

3a

Slight pace used throughout the story

Attempted use at different levels
Uses some of the space for the performance

4c

Total concentration when on stage and in rehearsal

Stays in role for most of the piece
Uses facial expression sometimes to show mood/thoughts
Has clear and purposeful movement onstage although may not be in a
different character

4b

Uses space during performance

Responds and reacts to others onstage
Has the audience interested in the piece for most of the time
Creates a mood and keeps it going for the piece

4a

Uses voice, movement and gesture to a simple level

Uses sound
Creates simple and short tension
Uses levels
Varies pace a little within story

5c

Works supportively with group in rehearsal process

Communicates character well to audience
Stays in role for whole piece
Uses simple theatrical effects e.g. accent, hobbles as if old

5b

Performance communicates content, e.g. serious drama for serious topic

Variety of dramatic techniques, e.g. mime, monologue, freeze frame,
Perform from scripts effectively showing clear plot/story
Uses space well to communicate simple meaning

5a

Effective and varied use of levels e.g. to show status

Imagination used in the plot/character so it's not predictable
Looks well-planned and rehearsed, the group works as a team
Aims for piece are achieved, e.g. if it's a comedy it's funny!

Level
6c

Skill
Clear commitment to creating role and drama in rehearsal
Communicates a range of feelings and attitudes in character
Uses signs and symbols onstage (e.g. costume is red for angry character,

Done?

Drama Acting Skills Workshops

gestures get bigger as character gets angrier)

6b

Convincing characterisation for the whole piece

Controlled and well-planned performance
Good individual timing (interrupts as required, pauses well, moves in unison
etc.)

6a

Engages the audience effectively

Variety of vocal techniques (e.g. accent, age effects, depth and volume, tone
changes, pace and expression)

7c

7b

Realistic and believable performance

Adapts and evaluates ideas well.
Creates drama for a specific audience or purpose (e.g. comedy makes us
laugh, performances created for younger audiences,
Uses a range of forms/styles (different types of drama, e.g. mime, masks)

Uses abstract skills, e.g. movement, symbolic gesture and use of space
Devises work for performance to other classes
Can talk about different Theatre styles with confidence.
Understands and demonstrates the relationship between form and
content (e.g. pace reflects mood, vocal delivery reflects character etc.)
Uses advanced drama language and terminology in rehearsal and
evaluation

7a

Can produce complex effects (e.g. group chorus) and analyse their meaning
Can communicate issues in performance effectively and without clich
Can use and communicate subtext through planning and performance
Clear interpretation of character and narrative (story)
Complex and varied portrayal of moods (not predictable or stereotyped)

8c

Realises psychology of character in performance

Solves problems and offers solutions in creation/devising process
Explores and uses a range of genres and styles in shaping own work
Makes own choices to use conventions and skills within rehearsal

8b

Works effectively, independently and purposefully with many others

for different purposes
Uses drama skills effectively in performance to emphasise character
behaviour, motivation and narrative
Uses skills and concepts (e.g. freeze frame, people as props etc.) to
communicate meaning in thoughtful, original and intelligent ways
Performs using originality, clever staging and shows depth of character

8a

Uses technical language and discusses drama conventions (customs,

rules) when evaluating own and others' performances
Identifies accurately and originally how work could be improved
Characterisation is absolutely gripping and believable
Performance is exciting and enthralling to watch

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Learning
Check

Has all tasks been completed?

Yes

No

Final Assessed Performance
What Went Well

Even Better If

Level Attained

Progress?
Or X