C1 reflection point q1
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This document provides guidance for students on their written portfolio for the GCSE Drama devising component. It explains that the portfolio is worth 30% of the overall grade and must include evidence of the development process for their devised performance. This includes initial responses to stimuli, research, and updates on the progress of different student groups in developing their chosen themes and intentions for their pieces. The document provides questions for students to consider including in their portfolio and gives feedback and suggestions to various groups to help progress their work outside of classroom lessons.
C1 reflection point q1
- 1. Written Portfolio C1 Devising GCSE DRAMA
- 2. What is the portfolio? • This is the document that will show the examiner the evidence of your work being developed. • It can contain written work as well as illustrations, sketches, photographs, diagrams and so on. • It is worth significantly more than the performance • It needs looking after so it can grow healthy, so pay it regular attention and feed it every lesson! •Component 1: Devising • Worth 40% of the overall GCSE • Completed during Y10 • Portfolio – 30% • Performance – 10% • Performance times • 3-4 students 10-15 minutes • 5-6 students – 20-25
- 3. What must I know and understand? • Characteristics of drama including • Genre • Structure • Character • Form • Style • language • How meaning is interpreted through • Performance conventions • Use of space and special relationships on stage • Relationships between performer and audience
- 4. Research Developing ideas and intentions Rehearsing, refining and amending work in progress for performance Exploring the stimuli may include • Whole class exploration • Small group improvisations • Creating tableaux, role on the wall, hot seating, etc. • Developing movement/physical sequences • Developing soundscapes • Forum theatre Student’s research should include an investigation of: • Social, historical and cultural contexts • Theatrical conventions • Current themes and trends • Issues and controversies PROCESSESEXPLOREDTODEVELOPADEVISEDPERFORMANCE
- 5. Questions to be considered in the portfolio Q1 – What was your initial response to the stimuli • Point • My initial response was • Evidence • What was brought to mind was • What I first thought about was • Ideas I considered first were • I later settled on the idea of • Explain Because • Link – by using the image and labelling it …and what are the intentions of the piece? • Meaning the piece of Drama you are creating • What are your aims? To show an injustice, to shock, to educate and inform, to raise awareness of, to create empathy for? • Why did you decide this?
- 6. Y10 2017 Group progress update Group 1 Alana/Seb/Ethan/Meg Theme- Mobile Phone/Online safety • Know: Structure and the use of Narration, plus some idea of characters and multi role to be used. • Need: Research (Poss. via Mrs Berwick) to add information of cases to the piece • How?: research cases for the factual information to dramatise Group 2 Bill/Molly/Hugo/Alex/Josh/Josh Theme – Four versions of a disappearance/ Different Genres • Know: Chosen the genres to use. Character relationship Map established • Need: The situation which will be played in a different style. (Consider a silent movie melodrama too) • How?: Knowledge of genre conventions including use of music
- 7. Y10 2017 Group progress update Group 3 Scarlett/Genevieve/Jack/Fliss/Madeline Theme – Coma and what is real? • Know: Storyline and characters + character history (hotseating used) Plot and scene list established. Mood boards for costumes seen. • Need: Character objectives for each scene • How?: Use bridging and thought tracking during role play Group 4 Mathilda/Monika/Lewis/Alin/Ben/Dom Theme – Missed opportunities – 2 Protagonists • Know: Themes and 2 Protagonists, basic premise of the plot. • Need: who are the other characters? Scene content • How?: Questioning adults on their key decisions made in their life and how it has affected them e.g. Whether to go to University or not?
- 8. Y10 2017 Group progress update Group 5 Chloe/Guy/Jen/Amie/Natasha Theme: Autism • Know: Characters and theme • Need: Which scenes to do – e.g. when I feel misjudged/when I feel I’m not liked • How?: research from SEN dept, research the topic – discussion – get your ‘expert’ in the group involved more in discussions, potential to interview student for their experiences Group 6 Henry G/James G/Lily/Leyla Theme – Loss/Bereavement • Know: Framework and storytelling device of young people who have all experienced a loss of a family member. Use of a narrator/facilitator of the group • Need: Who has lost who? How would that affect a young person? • How?: Research the topic online for case studies. Video diaries etc.to dramatise
- 9. Y10 2017 Group progress update Group 7 Louis/Georgina/Henry D/Daisy/Alice Theme – Present a balanced view of the development of the railroad • Know: The issues to include and the scenes to focus on, roles and characters in each scene/multi role and narration • Need: Actual scene content – lines and objective of each scene – what do the audience need to understand from each scene? • How?:Create a table of each scene, characters and aims for the scene as a rerefence tool in rehearsal. Group 8 Josh/Zak/Elli Theme – The life of a bullet • Know: Basic premise of the story and the intention to educate and inform through the drama. • Need: Facts about manufacture, money, quantities etc. to base the story on. • How?: Research the topic online ASAP – the piece is very reliant on the facts of this issue.
- 10. ALL GROUPS ADDITIONAL INFORMATION • SCHEDULE IS ON THE SHARED DRIVE • PHOTOGRAPHS OF YOUR WORK IN REHEARSAL ARE IN THE SHARED DRIVE ALSO. WHAT ELSE CAN I DO? • ARE YOU IN CONTACT WITH YOUR GROUP AND COMMUNICATING? • THE CREATIVITY DOESN’T STOP WHEN YOU LEAVE THE CLASSROOM.