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IGCSE Drama Teacher Guide
IGCSE Drama Teacher Guide
Learning sequences 6
Chapter 4 Devising
4.1 Responding to stimuli 51
4.2 Structuring devised work 54
4.3 Effective group work 57
4.4 Communicating meaning 59
4.5 Evaluating and responding 62
4.6 Applying the skills 65
Chapter 5 Performance
5.1 What is repertoire? 68
5.2 Interpreting the repertoire 71
5.3 Exploring monologues 74
5.4 Exploring group scripts 77
5.5 Applying the skills 80
Handouts 95
Resources used in the activities set out in the Student Book have been enhanced with
reference to additional text extracts, devising stimuli and writing frameworks that might
be used. In working through the various chapters and learning sequences teachers
may wish to swap in their own materials or stimuli, and there is sufficient flexibility built
into the structure of activities to encourage such an approach.
Each learning sequence includes ideas for warm-up activities, as well as practical
activities designed to develop and apply skills. In addition, photocopiable Handouts at
the back of the book can be used to give students the opportunity to explore a topic in
more detail or in a different way. The Handouts vary in content and include tables,
text, flashcards, script extracts and activities. Options are given in the learning
sequences, so that teachers can use their judgement to slow down or speed up, either
to take more time to explore a specific element of a text or engage more deeply with a
dramatic strategy, or, if students are ready to move on, to skip particular stages of an
activity.
It is our hope that the activities in this Teacher Guide will be a support and a source of
inspiration for teachers in a wide range of teaching contexts, as they encourage and
facilitate the learning process, thereby enabling students to build confidence, enjoy the
dramatic process, and succeed in their studies.
Warm-ups,
activities and
General and additional
differentiated options are
learning provided
outcomes are throughout
given to help to give
teachers tailor teachers
lessons to choice and
students'
develop
needs.
students'
knowledge
and skills.
Handouts can be
photocopied and
distributed among
students.
This learning sequence is designed to accompany the activities in the Student Book, in Unit 1.1, with a focus
on the demands of the practical examination. Teachers will be able to dip into and out of the activities,
depending on the specific learning needs of the student group. Each section has been given an approximate
time frame and, where a lesson is an average of an hour in length, we anticipate that the sequence might
take up to two hours or two lessons.
KEY TERMS:
alienation, catharsis
Give Extra Support: to students who have seen little theatre by encouraging students to watch clips
online of theatrical productions, as examples, to broaden their knowledge and understanding. Note: it is
important that students understand that they should not describe filmic style, under the mistaken belief
that it is theatrical. They should avoid assimilation of the stylistic features of moving-image drama when
producing live dramatic content.
Challenge: students, in small groups, to devise a short scene showing tension between two groups of
people with different levels of power (a group without power and a group with power).
CHECKING Ask students to check their progress against the progress criteria on page 9 of
PROGRESS the Student Book and monitor their responses, making note of whether they have
reached Sound or Excellent progress.
SPOTLIGHT ON: How did theatre start and what does it mean today?
This learning sequence is designed to accompany the activities in Unit 1.2 of the Student Book, with a focus
on the demands of the practical examination. Teachers will be able to dip into and out of the activities,
depending on the specific learning needs of the student group. Each section has been given an approximate
time frame and, where a lesson is an average of an hour in length, we anticipate that the sequence might
take around two hours or two lessons.
KEY TERMS:
make-up, orchestra, skene, theatron
AO2: Devising
Candidates will be assessed on their ability to devise dramatic material and reflect on its effectiveness.
Ask students to choose one job role and write a few sentences about what skills might be needed to do
this job (Question 3 on page 11 of the Student Book).
Give Extra Support: to students who cannot think of any ideas for the piece based on being given a
second chance in life. Explain what this phrase means and how it might apply to someone’s situation.
Challenge: groups who finish all the tasks to give more thought to the piece of theatre based on being
given a second chance. Encourage them to add more detail to the story, the plot, the characters and
what, if any, the implications might be for the setting for the production. (For example, will special effects
be required? How big is the cast? Will a larger venue be required?)
CHECKING Ask students to check their progress against the progress criteria on page 11 of
PROGRESS the Student Book and monitor their responses, making note of whether they have
reached Sound or Excellent progress.
SPOTLIGHT ON: How can I perform consistently and confidently in my chosen role?
This learning sequence is designed to accompany the activities in Unit 2.1 of the Student Book, with a focus
on the demands of the practical examination. Teachers will be able to dip into and out of the activities,
depending on the specific learning needs of the student group. Each section has been given an approximate
time frame and, where a lesson is an average of an hour in length, we anticipate that the sequence might
take up to three hours or three lessons.
KEY TERMS:
body language, dialogue, empathy, hot-seating, The System
Give Extra Support: to those students who are reticent in the early stages of the activities (e.g. jobs,
emotions, obstacles) by helping them find some simple ideas to work with. Watch them and build their
confidence before letting them work on their own.
Challenge: students, using the flashcards in Handout 3, to build an improvisation with three or four
characters. They might choose one obstacle and let the characters meet at that point in their journey to
work. They have to work together to overcome the obstacle. They each have a different job role and
emotion that defines them.
Checking Ask students to check their progress against the progress criteria on page 17 of
progress the Student Book and monitor their responses, making note of whether they have
reached Sound or Excellent progress.