Antisectarian

Drama lesson framework

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Session title(s):

Introduction to Sectarianism.
The language of sectarianism.
Exploring sectarianism: case studies.

Number in Sequence

1 - 3

General aims - pupils should be able to:

  • Build the belief and establish the core characters in the fictional content.
  • Communicate ideas and feelings through language, expression and movement in real and imaginary worlds.
  • Develop confidence and self-esteem in day-to-day interaction with others.
  • Develop sensitivity towards the feelings, opinions and values of others through interaction.

Objectives - pupils will:

  • Develop their own initiative by selecting ideas, contributing to and negotiating in-group discussions.
  • Present and portray ideas and actions, emotions through language, voice and movement in a variety of situations.
  • Demonstrate knowledge and understanding (K & U) of characterisation and relationships.

Methods of assessment:

Observations of the children, using assessment sheet - summative assessment.

Teaching strategies and conventions to be used:

  • Role on the wall - discuss the topic in question.
  • Tableau to create visual imagery of characters.
  • Small group improvisation.
  • Newspaper article to create discussion.

Session title(s):

Characterisation and Sectarianism.
The Reality.

Number in Sequence

4 - 5

General aims - pupils should be able to:

  • Develop confidence and self-esteem through language and self-expression.
  • Research new understandings and appreciation of self, others and the environment through imaginative and dramatic experience.
  • Understand the type of person/character who can be pressured in the above situation.

Objectives - pupils will:

  • Demonstrate K & U of characterisation and relationships. Make real and symbolic use of space and resources.
  • Portray a variety of characters by using appropriate language, voice and movement demonstrating creative ability.
  • Use presentation skills to show drama work to an audience.

Methods of assessment:

Observations of group and individual work.

Teaching strategies and conventions to be used:

  • Leading individual work.
  • Pupils discussing.

Session title(s):

Characterisation and Sectarianism 2

Number in Sequence

6

General aims - pupils should be able to:

  • Acknowledge characters - problems of making decisions and having responsibility.
  • Communicate ideas and feelings through language, expression and movement through real and imaginary context.
  • Develop a range of dramatic skills and techniques.

Objectives - pupils will:

  • Demonstrate K & U of characteristics and relationships.
  • Create, initiate and select ideas in shape-shifting activity.
  • Use presentation skills to show drama work to an audience / class during cross-cutting sequence.

Methods of assessment:

Observations of class and pupils using assessment sheet.

Teaching strategies and conventions to be used:

  • Group work.
  • Improvisation.
  • Teacher as motivator.

Session title(s):

Behaviour, friendship and sectarianism

Number in Sequence

7

General aims - pupils should be able to:

  • Communicate ideas and feelings through language, expression and movement in real and imaginary context.
  • Develop confidence and self-esteem in day-to-day interaction with others.
  • Develop sensitivity towards feelings, opinions and values of others through purposeful interaction.
  • Explore the temptations and pressures experienced by young people.

Objectives - pupils will:

  • Demonstrate K & U of characterisation and relationships.
  • Create, co-operate and participate in group activity/adapt and work with a variety of roles using appropriate language.
  • Present and evaluate the work of self and others.

Methods of assessment:

Observing the pupils drama and noting down their progress using baseline assessment.

Teaching strategies and conventions to be used:

  • Discussions.
  • Improvisation.
  • Writing in role.

Session title(s):

Young People and sectarianism

Number in Sequence

8

General aims - pupils should be able to:

  • Research drama topics, understanding and appreciating themselves and others and the environment through imaginative dramatic experience.
  • Communicate new ideas and feelings through language, expression and movement in real and imaginary context.
  • Develop a range of dramatic skills and techniques.
  • Explore rules and how individuals manipulate them - do individuals who follow the rules resort to breaking them if they observe others succeeding by doing so?

Objectives - pupils will:

  • Demonstrate K & U of characterisation and relationships.
  • Create, adopt and work out a variety of rules using appropriate language and movement.
  • Present and demonstrate technical skills in aspects of drama.

Methods of assessment:

Observation of class participation in the drama.

Teaching strategies and conventions to be used:

  • Out-of-role discussions.

Session title(s):

Too late to change?
Project performances.

Number in Sequence

9 - 10

General aims - pupils should be able to:

  • Research new understanding and appreciation of self and others and the environment through imaginative dramatic experience.
  • Communicative ideas and feelings through language/expression and movement in real and imaginary context.
  • Develop sensitivity towards feelings, opinions and values of others through purposeful interaction.
  • Understand why we have rules and what happens if we do not have them.

Objectives - pupils will:

  • Demonstrate K & U of theatre arts and technology and their contributions to planning.
  • Create, contribute to, and negotiate in, group discussions / initiate and select ideas.
  • Present and evaluate the work of others, demonstrate technical skills in aspect of drama.

Methods of assessment:

Observation of drama within the classroom, baseline assessment.

Teaching strategies and conventions to be used:

  • Discussions.