Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Drama

Below are three homework tasks to be completed this half term.   Class teachers may set homework in addition to this or homework tasks instead of this.  This will be made clear in lessons.  All homework is to be completed in homework books.

 

Subject: Drama

Year Group 9 - 10

Deadline:  First lesson during week beginning 16th June, 30th June and 14th July

 

Homework task: Create two PEE paragraphs about the effectiveness of your performance.

 

P = Point (why was your performance effective?)

E – Example (how did you make it effective?)

E – Explanation (what effect did it have on the audience? Why did it have this effect?)

 

Examples of successful homework tasks:

 

E grade: We used freeze frames to deepen our exploration of 9/11. For example, student x kneeled on the ground and held her body with her arms. This showed she was terrified and couldn’t move because she was so scared.

 

D grade: We used freeze frames to deepen our exploration of 9/11. For example, student x kneeled on the ground and held her body with her arms. This showed she was terrified and couldn’t move because she was so scared. Also, it suggested that she only thought of herself because she closed her body off to everyone else. This suggests that the fear made the character think only of herself.

 

C grade: We used freeze frames to deepen our exploration of 9/11. For example, student x kneeled on the ground and held her body with her arms. This showed she was terrified and couldn’t move because she was so scared. Also, it suggested that she only thought of herself because she closed her body off to everyone else. This suggests that the fear made the character think only of herself. On the other hand, the fact that the body was enclosed could have symbolised the desperate want to protect herself. 

 

B grade: We used freeze frames to deepen our exploration of 9/11. For example, student x kneeled on the ground and held her body with her arms. This showed she was terrified and couldn’t move because she was so scared. Also, it suggested that she only thought of herself because she closed her body off to everyone else. This communicates that the fear made the character think only of herself. On the other hand, the fact that the body was enclosed could have symbolised the desperate want to protect herself – teaching us that in moments of chaos, and inevitable death, people naturally fight to protect themselves.

 

A grade: We used freeze frames to deepen our exploration of 9/11. For example, student x kneeled on the ground and held her body with her arms. This showed she was terrified and couldn’t move because she was so scared. Also, it suggested that she only thought of herself because she closed her body off to everyone else. This communicated that the fear made the character think only of herself. On the other hand, the fact that the body was enclosed could have symbolised the desperate want to protect herself – teaching us that in moments of chaos, and inevitable death, people naturally fight to protect themselves. Interestingly, the fact that the character sat close to the audience represented the closeness that 9/11 had on the audience, but communicated the incapability that the audience had to help those involved. In order to deepen this message, the character could have lifted her head and stared at the audience to reinforce the anguish that many people felt during the time, whether watching it from the 9/11 site, or through the television. The fourth wall acted at a TV screen which many of the audience members would have viewed this terrible tragedy through. The juxtaposition of closeness and distance worked well to communicate the anxiety that people felt and the loneliness and desperation that those victims would have felt.

 

A successful homework task will…

 

  • Comment on how the character is feeling;
  • Explain how the audience would feel whilst watching the performance;
  • Use words like ‘represents’ and ‘symbolises’ to explain why the actors chose to perform their work in a certain way.