Progression in Drama (Spectrum Steps)
Þ Take part in some different pretend situations.
Þ Listen to someone else's ideas.
Þ Offer ideas for pretend situations.
Þ Work in a small group to make a piece of drama.
Þ Make plays from stories.
Þ Include simple theatre devices/techniques e.g. narration and still-image in plays.
Þ Organise a short, clear, coherent performance for an audience.
Þ Devise drama from a range of stimuli e.g. poems, objects, pictures.
Þ Explore an idea using different techniques, strategies and the drama medium.
Þ Organise and manage a group effectively as a director.
Þ Actively interpret a short script.
Establish a character with control over movement and voice
Þ Respond to techniques like hot seating and thought tracking to deepen a role.
Þ Create extended dramas with a clear structure.
Þ Combine skills and knowledge of drama to devise plays of different types for different purposes.
Þ Actively interpret the work of playwrights.
Þ Experiment with, explore and use independently a range of theatre resources, techniques, genres and traditions.
Þ Collaborate sensitively with others in creating performance pieces that give structured and appropriate for intended audience.
Þ Say what I liked about my drama.
Þ Know the difference between a story and a play.
Þ Identify a favourite character
Þ Say what was good about a performance.
Þ Suggest a way to improve a performance.
Þ Say why a movement or expression was used.
Þ Recognise different kinds of drama e.g. pantomime, television soap.
Þ Identify what made a performance good.
Þ Discuss how my work and the work of others could be improved e.g. more practice, use music.
Þ Use the vocabulary of drama when talking about my own or others’ work.
Þ Discuss how the story or theme has been presented.
Þ Reflect on own performance and how the meaning was communicated
Þ Write (discuss) the way that ideas are presented, plots developed and characters shown.
Þ Compare different interpretations of the same text.
Þ Use technical terms when writing or talking about dramas you have seen or participated in.
Þ Analyse how actors, directors and technicians communicated ideas, emotions and feelings.
Þ Make connections between own work and wider theatre traditions.
Þ Evaluate drama in performance supporting judgements with appropriate language/vocabulary demonstrating knowledge of the elements and medium of drama.
Þ Take part in a short role play.
Þ Take turns speaking a part.
Þ Work with others in presentations.
Þ Face the audience when performing.
Þ Use body and voice to show character.
Þ Use costume and props to make characterisation clearer.
Þ Respond to other characters in role with words and movement.
Þ Think about how the acting space is being used.
Þ Create characters different from yourself using voice, movement and facial expression.
Þ Project my voice.
Þ Use gesture, levels and proxemics with awareness of the effect.
Þ Sustain a defined character for the whole performance.
Þ Improve and refine acting, directing or technical contribution through the rehearsal process.
Þ Perform showing awareness of different dramatic styles, e.g. comedy, realistic, surrealistic.
Þ Choose and make full use of performance space.
Þ Combine sound/silence, movement/stillness, light/darkness and contrasting characters to present powerful theatre.
Þ Work productively as part of an ensemble demonstrating control and subtlety in performance.
Þ Demonstrate high standards in all aspects of crafting performance pieces.