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Name of Faculty:

Drama

Members of Staff:

Suzy Graham-Adriani (Head of Creative Arts) This email address is being protected from spambots. You need JavaScript enabled to view it.

Fred Asquith This email address is being protected from spambots. You need JavaScript enabled to view it.

Nicola Barron This email address is being protected from spambots. You need JavaScript enabled to view it.

Josh Ashley-Smith This email address is being protected from spambots. You need JavaScript enabled to view it.

Julie Williams This email address is being protected from spambots. You need JavaScript enabled to view it.

About Department:

This is a dynamic department with significant links to the creative industry. Three of the drama staff had careers as actors before becoming teachers and the HOD was Producer of Youth Theatre Programmes for the National Theatre before taking up her post at Hendon. This is also a training department with a long association with Central School of Speech and Drama who continually place their P.G.C.S.E students, with R.A.D.A whose acting students have an  annual residency and from this year, with Middlesex University.  Underpinning all of the work within the department is a commitment to developing  skills, confidence, imagination and understanding through performance . Drama is taught throughout the school and has outstanding  G.C.S.E  results. Drama and Theatre Studies is also a popular choice at ‘A’level.  Students enjoy a range of theatre experiences from trips into London’s West End and South Bank to see shows such as ‘Hedda Garbler’ and ‘War Horse’ to fringe venues such as ‘Electra’ at the Gate Theatre and ‘Faustus ‘ at Manchester Royal Exchange.  A range of workshops from industry professionals are programmed throughout the year. All pupils, staff, family, friends as well as theatre professionals have the opportunity to be part of the Hendon Community Theatre. The 2012 project was a specially commissioned epic reimagining of the legend of King Arthur. Five world class writers Philip Ridley, Mark Ravenhill , Dominic Francis, Judith Johnson and Nick Drake each wrote an episode that were performed in promenade across the site. The 2013 Community Play is a retelling of ‘The Willow Pattern’ and will be staged in a Big Top Circus Tent in July.

About Courses:

KS3  Year 7

  • Pupils learn to work confidently in groups using a range of drama techniques to explore situations and devise dramas for different purposes.
  • Plan and structure plays that make use of techniques and forms to express their ideas
  • Actively interpret the work of playwrights
  • Write and perform their own simple scripts
  • Select and operate a range of simple theatre technologies
  • Learn lines, collaborate with others and organise simple presentations
  • Experiment with their voices and movement, to create or present different characters in performance
  • Demonstrate an awareness of some theatre traditions from different times and places e.g. Elizabethan Theatre
  • Discuss the themes or issues in the drama and the way they are presented
  • Reflect on and evaluate their own and other pupils’ work, suggest improvements and use correct basic theatre terminology
  • Comment on how intended effects have been achieved e.g. use of silence

 

Year 8

  • Pupils explore and interpret ideas, issues and relationships and turn it into drama using appropriate forms e.g. documentary, conventions such as the aside
  • Combine their skills and knowledge of drama to devise plays of different types for different purposes
  • Sustain a defined character for a reasonable amount of time
  • Select a range of available technical resources for dramatic effects, eg Sound and lighting
  • Interpret and rehearse extracts from a range of scripted plays
  • Write scripts or short plays based on devised work, using appropriate theatre conventions
  • Organise a short coherent performance for an audience
  • Improve and refine their acting, directing or technical contribution to the rehearsal process
  • Relate, compare and contrast their work with drama from other times and cultures
  • Discuss the way that ideas are presented and represented, how plots are developed and characters portrayed
  • Compare different interpretations of the same text
  • Use technical terms when talking about dramas they have seen or participated in

Year 9

  • Devise dramas in various forms based on a range of challenging issues  and themes such as knife crime, mental health, global warming
  • Give and accept suggestions and ideas through the rehearsal process
  • Make plays which employ symbolic representations or effects to communicate meaning
  • Create and represent clearly defined characters from the written word, add depth and consider motivation
  • Organise and present performances in a range of styles (e.g. melodramatically, naturalistically)
  • Make good use of available technology to enhance and support the productions
  • Select and control appropriate vocal and movement skills, with some subtlety and develop them in rehearsal
  • Discuss and give reasons for their preferences in drama, based on a knowledge of theatre past and present e.g. the use of stock characters drawn from commedia dell arte
  • Use correct terminology to describe their work and begin to analyse how actors, technicians and directors have achieved specific effects or communicated ideas, emotions and feelings

 

 

GCSE Drama Edexcel (2 DR01)

 

Unit 1 Drama Exploration

  • Internally assessed
  • First assessment in autumn year 2 of the course
  • Work around a centre devised topic/theme/issue
  • A six-hour practical exam
  • A written documentary response (2000 word max)

Unit 2 Exploring Play Texts

  • Internally assessed
  • First assessment autumn year 2 of the course
  • A full and substantial play text chosen by the centre
  • A six-hour practical exploration of the text
  • Documentary response to practical exploration(1000 word max)
  • Experience of  live theatre (e.g. Ghost Stories/Twelfth Night)
  • Documentary response to live theatre 2000 word max)

 

Unit 3

  • Externally assessed
  • April year 2 of course
  • Demonstrate knowledge and understanding of practical drama skills though their application in live performance
  • Communicate to an audience
  • Students will present their work as either performers or support students in a single performance to an examiner appointed by Edexcel

 

For more information visit the Edexcel website

 

Drama and Theatre Studies Edexcel (6DR01)

 

Unit 1 (40% of the total AS marks/20% of the total GCE marks)

This unit introduced students to the content of plays written for the theatre. They will learn how to analyse plays in a variety of ways so they become familiar with the way written plays can be interpreted for realisation in performance.

 

Assessment:

This internally assessed unit requires students to explore two contrasting play texts, chosen by the centre, in a practical and active way. At least one of the plays must be explored in the light of a recognised theatre practitioner.

 

A DVD of one session of the practical work is sent off for moderation. A set of exploration notes per student needs to be submitted.

 

Students are also required to experience a live theatre performance and submit an evaluation.

 

Unit 2: Theatre text in Performance (6 DRO2)

Externally assessed 60% of the total AS marks/30% of the total GCE marks

The unit offers students the chance to demonstrate skills in a performance environment. The knowledge and understanding gained during the study of two plays in unit 1 can now be applied with a view to delivering a performance to an audience.

 

Assessment

This is an externally assessed unit. The first section requires students to offer either a monologue or duologue. The second section requires students to contribute to a performance of a professionally published play by a known writer.

 

A2

Unit 3 Exploration of Dramatic Performance

Unit 3 – 40% of the total A2 marks/20% of the total GCE marks

This unit requires the creation of a unique and original piece of theatre. The knowledge and understanding gained in the AS units can now be applied to a created production. Students will be assessed on both the process of creation and the finished product in the form of a performance to an invited audience.

 

Assessment

Students will be assessed on the research and development of their work as well as the final performance in front of an identified audience. They are also required to complete an evaluation on both the process and performance work.

 

Unit 4 Theatre Text in Context 60% of the total A2 marks/30% of the total GCE marks

 

Content summary:

This externally written unit requires the detailed study of one set play text and one prescribed historical period of theatrical development.

 

 

Assessment

This externally assessed unit takes the form of a 2 hour and 30 minute written paper in three sections.

 

Sections A and B require students to explore one play (this year we’ve chosen Faustus and will see a production of it at The Globe Theatre), from a choice of three set play texts, from the point of view of a director in both an academic and practical way.

 

In Section C a selection must be made of one from a choice of three historic periods of theatre history. A live performance of a play from the chosen period must be experienced and evaluated and a comparison made with the original staging conditions of the play.

Images to display:

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Other Information:

The spacious drama studios are situated in the new block. Most performances happen in other locations around the Hendon Site. The department has a reputation for creating exciting performance environments.

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Friday the 26th. Hendon School, Golders Rise, Hendon, London, NW4 2HP ~ Tel: 020 8202 9004 ~ Fax: 020 8202 3341 ~ E-mail: info@hendonschool.co.uk