{"id":2699,"date":"2023-10-23T13:58:13","date_gmt":"2023-10-23T12:58:13","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/?p=2699"},"modified":"2023-10-23T14:11:14","modified_gmt":"2023-10-23T13:11:14","slug":"drama-first-second-level-television-sequence-of-5-lessons","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/2023\/10\/23\/drama-first-second-level-television-sequence-of-5-lessons\/","title":{"rendered":"Drama &#8211; First &amp; Second Level: Television (Sequence of 5 Lessons)"},"content":{"rendered":"<section id=\"builder-section-text_13\" class=\"builder-section-first builder-section builder-section-text builder-section-next-panels builder-text-columns-1\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<div class=\"builder-section-content\">\n<div class=\"builder-text-row\">\n<div class=\"builder-text-column builder-text-column-1\" id=\"builder-section-text_13-column-1\">\n<div class=\"builder-text-content\">\n<p>During this sequence of lessons, learners will&#8230;<\/p>\n<ul>\n<li>Explore how to use their voices and bodies and facial expressions to create atmosphere.<\/li>\n<li>Explore how to use their voices, bodies and facial expressions to show emotion and portray a character<\/li>\n<li>Use key vocabulary to describe actors use of voice, movement and facial expressions.<\/li>\n<li>Explore a variety of emotions and consider how these impact voice, body and expressions.<\/li>\n<li>Identify and experience the differences between spontaneous and rehearsed improvisation<\/li>\n<li>Create a character<\/li>\n<li>Take part in improvisation exercises<\/li>\n<li>Work with others to develop a short improvised drama<\/li>\n<li>Be part of an audience<\/li>\n<li>Listen to and follow instructions.<\/li>\n<li>Comment and evaluate a piece of drama using appropriate vocabulary.<\/li>\n<\/ul>\n<p><a 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alt=\"\" width=\"41\" height=\"50\" \/><\/a><\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/blogs.glowscotland.org.uk\/gc\/public\/createresources\/uploads\/sites\/11251\/2023\/10\/23140144\/Drama-First-Second-Level-Lesson-Plans-Television.pdf\">First &amp; Second Level: Television<\/a><br \/>(PDF Download)<\/p>\n<p>\u00a0<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/section>\n<section id=\"builder-section-panels_27\" class=\"builder-section-prev-text builder-section builder-section-panels builder-section-last accordion-mode\" style=\"background-size: cover; background-repeat: no-repeat;background-position: center center;\">\n<h3 class=\"builder-banner-section-title\">\n\t\tExperiences &#038; Outcomes\t<\/h3>\n<div class=\"builder-section-content\">\n<div class=\"ttfmp-accordion-container\" data-height-style=\"\"  data-start-collapsed=\"true\">\n<div id=\"ttfmp-panels-item-title-panels-item_35\" class=\"ttfmp-panels-item-title\">\n\tFirst Level<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_35\" class=\"ttfmp-panels-item-content\">\n<p><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\"><strong>EXA 1-12a<\/strong> <\/span><\/p>\n<ul>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Vary tone of voice when in role <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Vary volume of voice to convey emotion <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Vary the pace of speech when conveying an emotion or taking on a role <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use clues from what is known about a character to choose appropriate ways of moving. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Maintain the body language and posture of a character when moving around a space in role. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use gestures to communicate and respond appropriately in role e.g. wave <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Vary movements, body language and posture to convey an emotion. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use facial expressions that are different to own when in role <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Consciously use eyebrows, eyes and mouth to demonstrate varied emotions when in role <\/span><\/li>\n<\/ul>\n<p><strong><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">EXA 1-13a<\/span><\/strong><\/p>\n<ul>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Work collaboratively with others to plan and develop a drama, contributing to discussions and sharing ideas <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use improvisation to create a short drama <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Describe a character\u2019s personality and uses this to make choices when improvising <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Explore what characters in imaginary or real situation might say, feel or do. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Work in a small group to improvise how a recognisable character might react in a different context. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use a stimulus such as a photo\/art\/music\/poem to make up a story or character <\/span><\/li>\n<\/ul>\n<p><strong><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">EXA 1-14a<\/span><\/strong><\/p>\n<ul>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Identify the difference between spontaneous and rehearsed performance\/drama. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Make up appropriate things to say when improvising. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Responds to others appropriately through words or gestures, when improvising, taking part in role play and using scripts <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Can perform in front of others <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use a variety of acting skills explored e.g. a range of different characters. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Can sustain and apply basic acting skills when performing (movement, expression, voice) <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">React and respond to others in role when improvising <\/span><\/li>\n<\/ul>\n<p><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\"><strong>EXA 1-15a<\/strong> <\/span><\/p>\n<ul>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Understand the importance of being a good audience member and listen appropriately to the views of others. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Comment on own and others\u2019 work, celebrating success and giving suggestions on how to improve. <\/span><\/li>\n<li><span style=\"font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif\">Use technology to record own and other\u2019s work and to aid reflection.<\/span><\/li>\n<\/ul>\n<\/div>\n<div id=\"ttfmp-panels-item-title-panels-item_75\" class=\"ttfmp-panels-item-title\">\n\tSecond Level<\/div>\n<div id=\"ttfmp-panels-item-content-panels-item_75\" class=\"ttfmp-panels-item-content\">\n<p><strong>EXA 2-12a <\/strong><\/p>\n<ul>\n<li>Vary tone of voice when in role to show a range of emotions<\/li>\n<li>Vary volume of voice appropriate to the role and situation<\/li>\n<li>Vary pace of speech to convey an emotion<\/li>\n<li>Make appropriate changes to body language and posture to convey a character emotion<\/li>\n<li>Use a range of gestures to communicate and respond in role<\/li>\n<li>Use a range of facial expressions to communicate and respond in role<\/li>\n<li>Use characterisation exercises to develop character and experiment with voice and movement skills<\/li>\n<li>Can sustain a basic character when performing a drama<\/li>\n<\/ul>\n<p><strong>EXA 2-13a<\/strong><\/p>\n<ul>\n<li>Use a range of stimuli to develop ideas for a character and story<\/li>\n<li>Work collaboratively with others to plan and develop a drama, contributing to discussions and sharing ideas.<\/li>\n<li>Use spontaneous and rehearsed improvisation to further develop ideas.<\/li>\n<li>Describe a character&#8217;s personality and relationship to others and use this to inform voice and movement choices.<\/li>\n<li>Use characterisation exercises such as hot-seating or character card to develop a character&#8217;s personality and background.<\/li>\n<\/ul>\n<p><strong>EXA 2-14a<\/strong><\/p>\n<ul>\n<li>Can participate in spontaneous and rehearsed improvisation activities<\/li>\n<li>Can create realistic dialogue when improvising a drama<\/li>\n<li>Can react and respond to others appropriately through words or gestures when improvising, taking part in role play and using scripts<\/li>\n<li>Can use rehearsal time effectively to develop and refine a drama<\/li>\n<li>Can apply and sustain a range of acting skills when performing (characterisation, movement, voice)<\/li>\n<li>Can perform confidently in front of others, facing the front and projecting their voice.<\/li>\n<\/ul>\n<p><strong>EXA 2-15a<\/strong><\/p>\n<ul>\n<li>Understands the importance of being an effective audience member and listens to the views of others.<\/li>\n<li>Comments on own and other&#8217;s work, celebrating success and giving appropriate suggestions on how to improve.<\/li>\n<li>Use correct drama vocabulary when giving feedback<\/li>\n<li>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 using vocabulary.<\/li>\n<\/ul>\n<\/div><\/div>\n<\/p><\/div>\n<\/section>\n","protected":false},"excerpt":{"rendered":"<p>During this sequence of lessons, learners will&#8230; Explore how to use their voices and bodies and facial expressions to create atmosphere. Explore how to use their voices, bodies and facial expressions to show emotion and portray a character Use key vocabulary to describe actors use of voice, movement and facial expressions. Explore a variety of &hellip;<\/p>\n","protected":false},"author":10538,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[79,88,81,85,86,87,89,90,91,92],"tags":[],"class_list":["post-2699","post","type-post","status-publish","format-standard","hentry","category-drama-first-level-lesson-plans","category-drama-second-level-lesson-plans","category-exa-1-12a","category-exa-1-13a","category-exa-1-14a","category-exa-1-15a","category-exa-2-12a","category-exa-2-13a","category-exa-2-14a","category-exa-2-15a","eportfolio_category-none"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2699","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/users\/10538"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/comments?post=2699"}],"version-history":[{"count":5,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2699\/revisions"}],"predecessor-version":[{"id":2705,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/posts\/2699\/revisions\/2705"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/media?parent=2699"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/categories?post=2699"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/gc\/createresources\/wp-json\/wp\/v2\/tags?post=2699"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}