/ Drama Framework / First Level / First Level Tracker
Vary tone of voice when in role e.g. gruff tone for a monster
Vary volume of voice to convey an e.g. loud when angry, quiet when shy.
Vary the pace of speech when conveying an emotion or taking on a role. e.g. fast pace when scared, slow to demonstrate thinking.
Use clues from what is known about a character to choose appropriate ways of moving.
Maintain the body language and posture of a character when moving around a space in role.
Use gestures to communicate and respond appropriately in role e.g. wave
Vary movements, body language and posture to convey an emotion.
Use facial expressions that are different to own when in role e.g. frowning or smirking if playing a villain
Consciously use eyebrows, eyes and mouth to demonstrate varied emotions when in role.
Work collaboratively with others to plan and develop a drama, contributing to discussions and sharing ideas
Use improvisation to create a short drama
Describe a character’s personality and uses this to make choices when improvising
Explore what characters in imaginary or real situation might say, feel or do. E.g. hot seating, what happens next…
Work in a small group to improvise how a recognisable character might react in a different context. E.g. when Goldilocks met Red Riding Hood.
Use a stimulius such as a photo/art/music/poem to make up a story or/and a character.
Identify the difference between spontaneous and rehearsed performance/drama.
Recognise which words are to be spoken when using a script e.g. does not read characters names/stage directions out loud if in role
Memorise and say some lines from a script at the correct time.
Make up appropriate things to say when improvising.
Responds to others appropriately through words or gestures, when improvising, taking part in role play and using scripts
Chooses or creates simple costumes/props for characters from scripts or when improvising
Can perform in front of others
Use a variety of acting skills explored e.g. a range of different characters.
Can sustain and apply basic acting skills when performing (movement, expression, voice)
React and respond to others in role when improvising
Understand the importance of being a good audience member and listen appropriately to the views of others.
Comment on own and others’ work, celebrating success and giving suggestions on how to improve.
Use technology to record own and other’s work and to aid reflection.
Use basic drama vocabulary when giving feedback e.g. pace, volume, tone
Experience a range of live and/or recorded drama i.e. tv, theatre or film, sharing thoughts and feelings, and giving reasons for likes and dislikes: ‘I liked it because…’, ‘It made me think of…’.
Evaluate emotions through discussion: ‘It made me feel…happy/sad/scared because…’
Express a response to drama through other areas of Expressive Arts e.g. create a sequence of movements to tell a story or express an emotion, design a set/costume for a drama, use instruments or songs to enhance an emotion or story
Use technology to enhance drama e.g. to film a review or use GarageBand to create sound effects.
Participate in a performance to the class, parents or in the community.
Develop basic performance techniques, for example: confidence, concentration and follow a leader.
Experience live performance as an audience member e.g. at other class performances, visiting theatre group performances and visits to theatres
Develop ability to listen and concentrate on a short performance
Celebrate the achievement of others at a performance
