NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Drama
Drama Skills
Support Materials
[ACCESS 3]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Drama.
© Learning and Teaching Scotland 2009
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
Contents
Teachers’ notes
Curriculum for Excellence
Assessment is for Learning
Unit 1
Making the movie
Lesson order
Unit 2
Drama conventions
Students’ notes
Unit 1
Camera shots
Storyboards
Shot list
Acting alphabet
Unit 2
Conventions
Assessment
Drama logsheet
Appendix
Flashcards
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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TEACHERS’ NOTES
Teachers’ notes
Curriculum for Excellence
Drama plays a vital role in enabling students to achieve all four
capacities of a Curriculum for Excellence.
 In creating their own drama, engaging in problem solving activities,
students develop their creativity and imagination, thinking strategies
and communication skills and become successful learners.
 By participating in drama – whether for performance or in class –
students learn to work as part of a team. They learn respect for
others. They become effective contributors.
 Through exploring social issues and cultural issues students become
responsible citizens.
 Through presenting to an audience of any kind students develop selfrespect and self-esteem and become confident individuals.
Assessment is for Learning
The purpose of assessment is to assist students in understanding what
they have achieved and how to improve on this achievement. In this,
drama is no different from any other subject. However drama does have
the edge in one area of assessment!
Formative assessment is, by its very nature, a natural part of each and
every drama lesson. It is carried on informally while students are
discussing and planning a drama, selecting and discarding ideas, in
rehearsing, when developing characters, plot and dialogue. It is carried
out formally after work has been presented through discussion of the
drama. The ‘two stars and a wish’ approach, where students have to find
two good points in a drama and one that could be improved on,
encourages students, in small groups, as a whole class or with the
teacher, to comment on their own work and that of others to find both
positive encouragement and suggestions for improvement.
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TEACHERS’ NOTES
Sometimes it is helpful to do formative assessment as a written exercise
and so a generic worksheet is included.
Where it is useful is to show a student how much progress he or she has
made over a period of time, comparing what he or she achieved last
year to what they have done this year can give a confidence boost. A
very simple assessment sheet is included at the end of this resource.
Unit 1
The aim of this unit is to devise and present a drama by:
 stimulating ideas
 learning cooperative skills
 experiencing drama in an enjoyable environment.
This resource will support learners at Access 3 to make their own
movie or DVD. By producing a DVD, as opposed to performing to an
audience, the learners have control over who sees their performance and
when. This is important as, although at Access 3-level students are
often not ready to perform to an audience, they still want their work to
be seen and with a DVD they can choose a sympathetic audience. It
further works to establish home–school links by allowing parents to see
what their children are doing in school.
The skills involved in making a DVD are not just those of drama –
creating, devising, acting, working as a team – but also include ICT
skills: using a digital video camera, downloading the footage, framing,
range of shots, etc, editing the film and burning it to disc. Also some
numeracy is involved – the timing of the shot, the length of the clip for
editing, etc.
Students should be given a chance to do everything. They should have
responsibility for writing, directing and filming some part of the drama,
and for downloading and editing. Editing is time-consuming and by its
nature not suitable for all of the class all of the time, so it is more
practical for students to work in pairs or small groups.
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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TEACHERS’ NOTES
Making the movie
The stimulus for this film is the actors’ alphabet.
Students have to fill in the name of an actor for each letter of the
alphabet. From this activity the class can then create a list o f their
favourite actors and films.
Discussion about the content of the films and what the students like best
about these films will enable the class to begin identifying themes like
comedy, action, a challenge to be solved or romance.
Begin with a few general improvisation/devised drama lessons, to gel
the class, using simple stimuli such as props, a picture or a piece of
music.
For added value, after the first two lessons, gradually introduce some
theatre skills:





A bit of lighting to create atmosphere.
A piece of music or a sound effect.
Costume.
Make-up – bruises and black eyes are always popular!
Using and making their own props – the very simple ‘Blue Peter’
style of making things is thoroughly enjoyed by students! They get a
kick out of using props they have made themselves.
Keep camera shots to a minimum as too many are confusing and
unnecessary at this level.
Editing could be done using Imovie on an Apple laptop. It is relatively
straightforward and students not only catch on quickly but often surpass
the teacher! Imovie is very forgiving of errors and automatically saves
a copy so that mistakes are not irreversible. The PC alternative is
PINNACLE.
Storyboarding is a useful activity. It focuses students on the key
moment in the scene and also helps them to prepare for filming. They
simply draw (using stick figures) a rough sketch of what is to be filmed
(see the camera shots sheet) and write a very brief description
underneath. Keeping a running shot list is also helpful.
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DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
TEACHERS’ NOTES
Resources
Actors’ alphabet sheet
Story boards/shot lists/shot sheets
Access to IT
Costume
Music
Make-up
Art materials for props
DVC plus access to editing facilities
Lesson order
The lessons could work as follows. It is important to be flexible as
students are all different and work at different rates. These lesson times
are suggested, not prescriptive.
Lesson 1
Lessons 2–4
Lesson 5
Lessons 6–9
Lessons 10–13
Lesson 12
Lesson 13
Lessons 14–16
Lessons 17–18
Lesson 19
Lessons 20–26
Lessons 27–34
Lesson 35
Lesson 36
Actors’ alphabet and discussion and themes
Devising
Props
Devising
Scripting and word-processing
Costume
Video
Rehearsal – devised, short script
Storyboarding
Camera/shots/angles – short and sweet, simple
techniques
Filming and checking the ‘rushes’
Editing
Burning the disc
Final evaluation and presenting of disc to students
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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TEACHERS’ NOTES
Unit 2
This second unit of work builds on the skills of the first unit. Using
drama conventions it aims to:




introduce students to drama techniques and conventions
use these techniques to devise a drama
develop a more challenging drama
develop the range of audience.
Drama conventions
These conventions are used to develop drama. These can be done at the
start of the session but delaying this work until the class feel
comfortable with each other and themselves, having gelled as a group,
means that they work much better together and are able to comprehend
the point of conventions in a more focused way.
Form and structure can also be introduced at a simple level.
The main drama conventions are:
Flashback – the diary
Mime – the robbery
Monologue – guilty
Flash forward – daydream
Slow motion – the gold medal
Movement – the park bench
Frozen picture– the picture frame
There is no particular order to the conventions list.
In each following section teacher information outlines a suggested
approach for the activities available in the student worksheets.
The flashcards at the end are to be used as a prompt when learning
vocabulary.
The written work sheet at the end of the form and structu re session
forms the end of unit assessment.
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© Learning and Teaching Scotland 2009
TEACHERS’ NOTES
Flashback
The diary
Students are given a page from an imaginary diary recalling an event
from the past. The drama starts in the present. They have to imagine
they were having a clear out when they come across an old diary. The
diary can belong either to themselves or to someone unknown. They
then have to devise a drama, incorporating the diary entry, showing
what led up to the diary entry and what happened next, bringing the
story up to date. Once they have rehearsed, the drama is presented to
the rest of the class.
The diary entries may be printed off on card, for students to read and
select the one they like the best.
The written work can be done in class or as homework.
Flash forward
The daydream
Get students to devise a ‘wish list’: win the lottery, play for Scotland,
drive a fast car, go on a fantastic holiday, if only, ... etc. Students work
in groups to create their wish lists. They decide on one scenario to use
as the stimulus for the drama.
The scene to be created in the classroom is a hot summer’s day. One by
one the students fall asleep. While one student has his or her head down
on the desk, the others in the group act out his or her daydream.
Frozen picture
The picture frame
Use a picture/photograph. The students recreate the picture in class,
playing all the characters.
Follow this with a discussion about who the characters in the picture
could be and what they are doing in the picture. The class recreate the
picture once more and come to life doing the activities suggested by the
picture.
This is followed by completing a simple character card and devising
short cameos where two of the characters meet.
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© Learning and Teaching Scotland 2009
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TEACHERS’ NOTES
Mime
The robbery
Students have to devise a mime about a robbery. The before and after
scenes, planning the robbery and dividing up the spoils may be done
with dialogue, but the actual robbery itself must be a piece of mime.
Suggestions for mime could be cracking a safe, resetting the alarm
code, stepping over the infra-red beams, laying down explosive wires to
blow the safe, using gelignite.
The finished drama is presented to the class.
Movement
The park bench
Students are issued with the character sheet. Working in groups they
select a different character each and devise a short movement piece.
Limited dialogue is allowed to help separate movement from mime.
Students working at this level may find it hard to distinguish between
the two. However, too much dialogue and they lose sight of the
movement element and it therefore becomes another devised drama.
Monologue
Guilty
Working in pairs – prosecution and victim (speaking from the grave),
defence and accused – students have to prepare a speech to the jury
proving either innocence or guilt. The rest of the class take it in turns to
be the jury and the teacher, as judge, decides on the sentence.
Slow motion
The gold medal
Begin the lesson with the students discussing their favourite sports and
sporting heroes.
Working in small groups, students have then to devise a movement
sequence, in slow motion, showing a crucial moment: scoring a penalty,
crossing the finishing line, the volley that wins Wimbledon, a triple toe
loop, putting the ball through the netball hoop, etc.
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© Learning and Teaching Scotland 2009
TEACHERS’ NOTES
Once students are happy with this, they have to devise the story leading
up to this – a struggle to get fit, called up at the last minute, the
substitute, an earlier disappointment, the chance to make it up – which
gives the chance to become a sporting hero.
Put both parts together and present: scene, slow motion, celebra tion!
Music can be used to identify the portion of the drama to be played in
slow motion.
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Students’ notes
Unit 1
Camera shots
Wide/long shot
Mid shot
Close-up
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© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
Story boards
Scene no.________
Scene no.________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
Scene no.________
Scene no.________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
Scene no.________
Scene no.________
____________________________
__________________________
____________________________
__________________________
____________________________
__________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Shot list
Take no.
Content
Useable?
1
Teacher at desk –
scene 1
No – class door
opened
2
Teacher at desk –
scene 1
Yes – no mistakes
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© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
Acting alphabet
Against each letter of the alphabet write an actor’s real name or
character name. They can be characters from a film or television
programme.
A_________________________
N_________________________
B_________________________
O_________________________
C_________________________
P_________________________
D_________________________
Q_________________________
E_________________________
R_________________________
F_________________________
S_________________________
G_________________________
T_________________________
H_________________________
U_________________________
I_________________________
V_________________________
J_________________________
W_________________________
K_________________________
X_________________________
L_________________________
Y_________________________
M_________________________
Z_________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Unit 2
Conventions
Conventions are ways of exploring and presenting drama. Using
conventions helps you to:
 develop the story of your drama
 create a believable character
 present your drama in more interesting ways.
Frozen picture – In frozen picture, the actors stand absolutely still,
like the people in a painting or a photograph.
Flashback – When a scene in your drama is in present time and th e
next scene shows something that took place before that time this is
called a flashback.
Flash forward – When a scene in your drama is in present time and the
next scene shows something that has not yet happened this is called a
flash forward.
Mime is silent communication, telling a story using your face, your
hands, your body language, gestures, in fact everything but your voice .
When doing mime the action must be slow, simple, precise and
exaggerated. If you are miming objects, the weight, shape and size
must remain the same.
Slow motion – At a very important moment in your drama, eg where
you reach out to cross the finishing line/score the winning goal/run to
meet your long-lost friend, if you slow down the movement it will look
very dramatic and focus the attention of the audience on that moment in
your drama.
Monologue – In a monologue, one character only speaks directly to the
audience, giving them information that the other characters do not have
or letting them know how their character is thinking.
Movement adds to how you present your character in a performance. It
includes the following:
 gait – how a character walks, eg a drunk man would stagger
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© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
 posture – how a character sits or stands, eg a soldier would stand
with his back straight
 facial expression – the look on a face that shows what a character is
thinking or feeling, eg a smile, a frown
 gesture – the arm movements a character uses to express his or her
feelings, eg a shrug, pointing a finger, a wave.
Flashback – the diary
1 January 2000
It finally arrived – the day I was dreading. The millennium, the year
2000! And everything I was warned about came true.
I should have listened. I’m writing this by candlelight – the electricity’s
gone off. The storm – I’ve never heard the wind howl like that. If it
doesn’t stop snowing soon, the house will be buried! What’s that noise?
I better stop for now – in case they find……………
6 June 2005
Fantastic – just what I needed!! My numbers came up – all six of them!
The answer to all my problems. Now I just have to wait till tomorrow to
collect my winnings. I’ve put the ticket in a safe place – no-one will
ever find it. I don’t think I’ll sleep tonight.
21 December 1944
If you are reading my diary, it means I am no longer here. I’ve kept it
faithfully, every day, so you will know how much I am missing you.
This is my last entry. They are moving us today. I am so weak I can
hardly write. But someone needs to know what happened here.
16 March 1991
Can’t wait for tomorrow – 21! 21! I never thought I’d ever be that old!
Tomorrow’s when it all happens. Dad says he’ll take me to the lawyer’s
office tomorrow. Then I’ll know. The secret he’s been keeping from me
all these years.
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Flashback – the diary
Name______________________________
Class_______________
You have devised a drama about a flashback.
What does flashback mean?
__________________________________________________________
Think about the character you played in the flashback drama. Imagine
your character was now going to keep a diary. Using the story you
devised, complete the diary page for your character.
Date____________________
Dear Diary
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
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STUDENTS’ NOTES
Flash forward – the daydream
Name______________________________
Class_______________
You have devised a drama about a flash forward.
Use the word bank to help with your answers.
movement
character
position
facial expression
body language
plot
played
part
interesting
amusing
comedy
tragedy
audience
volume
concentrated
corpsed
voice
pace
tone
What does flash forward mean?
__________________________________________________________
__________________________________________________________
Tell the story of your flash forward. Explain how using a flash forward
made your drama more interesting to watch.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Describe the character you acted out.
__________________________________________________________
__________________________________________________________
__________________________________________________________
How well did you perform in this convention? Why do you think this?
__________________________________________________________
__________________________________________________________
__________________________________________________________
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STUDENTS’ NOTES
Frozen picture – character card
Name______________________________
Class_______________
My character is called _______________________________________
My character is _______ years old.
My character works as a ______________________________________
My character has _______________ eyes, _______________ hair,
is __________________ tall, and __________________ built.
My character has _____________ brothers and _____________ sisters.
My character’s personality is __________________________________
__________________________________________________________
__________________________________________________________
happy, grumpy, brave, lonely, bad tempered, hopeful, sad, cheerful,
helpful, sensible, efficient, kind, loving, nast y, lazy, hard working,
clever, silly, strong, weak, friendly, wise, fun, loud, .... or any other
words you can think of.
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© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Frozen picture – the picture frame
Name______________________________
Class_______________
Describe the frozen picture.
The characters in the drama are:
________________________
________________________
________________________
________________________
What are the characters doing in your frozen picture?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
What happens when the characters come back to life?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
How did frozen picture make your drama more excitin g to watch?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Mime – the robbery
Name______________________________
Class_______________
You have been asked to devise and present a drama about a robbery in
which you must use mime.
Using the word bank, fill in the blanks.
 Mime means p_ _ _ _ _ _ _ _ _ a d _ _ _ _ without using your v _ _ _ _.
 A mime must be s_ _ _ _ _ _, s_ _ _ , p _ _ _ _ _ _ and
e _ _ _ _ _ _ _ _ _ _.
 When using objects as part of your mime, the w _ _ _ _ _, s _ _ _ _
and s _ _ _ must remain the same.
drama
silent
slow
presenting
exaggerated
voice
simple
shape
weight
size
precise
How did you use mime in this presentation?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Write down two things you liked about doing mime.
1.
______________________________________________________
2.
______________________________________________________
Write down one thing you had to work hard at when doing mime.
__________________________________________________________
__________________________________________________________
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STUDENTS’ NOTES
Movement – the park bench
Name______________________________
Class_______________
This drama is about characters who are sitting on a park bench.
Select from the following characters.
businessman
noisy teenager
woman with baby
old lady
girl on her lunch break
jogger
park attendant
sunbather
homeless person
skateboarder
Character 1 ________________________
Character 2 ________________________
Character 3 ________________________
Character 4 ________________________
What happened in the drama your group devised?
__________________________________________________________
__________________________________________________________
__________________________________________________________
Describe the movement you created for your character. Use the word
bank to help you find the correct words.
__________________________________________________________
__________________________________________________________
__________________________________________________________
posture
gesture
body language
interesting
facial expression
eye contact
concentrated
amusing
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
Monologue
Your task is to write a monologue – a speech or lines spoken by one
character directly to the audience. In this lesson your character must
address or speak to a jury in a court room. You must play a character in
a sensational murder trial!
Legal terms
The victim – the person on whom the crime has been committed. In
this case, you are speaking from the grave.
The accused – the person who is on trial for having committed the
crime.
Lawyer for the prosecution – the lawyer who has to prove to the court
that the accused is guilty.
Lawyer for the defence – the lawyer who has to prove to the court the
accused is innocent.
Jury – the people who have to listen to the evidence and decide
whether the accused is guilty or innocent.
Judge – the judge is in control of the court room and has to decide on
the guilty person’s punishment.
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STUDENTS’ NOTES
The evidence
 The body is found face down in the grass, oozing blood from a stab
wound in the back.
 The accused, a dazed look on his face, his clothes soaked in blood is
clutching a bloody knife.
 The victim and the accused have a long history of arguments and
fighting.
 The fingerprints on the knife match those of the accused.
 The accused had been heard to shout ‘I’ll get you!’
 Money is missing from the victim’s bank account.
Choose your character
The victim (speaking from the grave)
You have to explain why the accused could have killed you. Explain
why you didn’t like each other and what led up to the events of the
night in question. Use the evidence sheet to help.
The lawyer for the prosecution
The accused must go to jail. The victim may not have been a saint, but
murder is murder. The accused must pay for his crime. Use the
evidence to prove his guilt.
The accused
You must defend yourself. Perhaps you have been set up. The victim
has never liked you. Create your version of the night in question –
prove your innocence.
The lawyer for the defence
You must save your client. He has had a terrible time from the victim.
Perhaps it was a case of self-defence. The victim was a known trouble
maker – he deserved what he got.
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STUDENTS’ NOTES
Use the space below to write a short monologue.
Your honour, ladies and gentlemen of the jury,
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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STUDENTS’ NOTES
Monologue
A monologue means only _ _ _ person speaking directly to the
a________.
Tell the story of your monologue.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
What did you find difficult when presenting your monologue?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
What did you enjoy when learning about monologue?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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STUDENTS’ NOTES
Slow motion – the gold medal
Slow motion is used to highlight an important moment or part of the
action in your drama.
For what event did you win the gold medal? ______________________
Tell the story of what happened before the event.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How did you feel when you won the day?
__________________________________________________________
__________________________________________________________
Describe the movements in your slow motion.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
How did slow motion make your drama more enjoyable to watch?
__________________________________________________________
__________________________________________________________
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STUDENTS’ NOTES
Form and structure
Drama is a picture of life. Drama is about people, their ideas and the
world in which they live.
Form is the word used to describe the overall style of your drama
presentation. The following are forms of drama:





script
rehearsed improvisation
mime
dance/drama
musical.
 A script is a play where all the words are already written and you
have to learn the words and present the pla y to an audience.
 A musical is a play with songs and dances added.
 Improvisation is where you make it up yourself. Improvisation
always starts from a stimulus.
 A stimulus is a starting point in drama – anything which suggests
ideas that you can develop into a drama.
 A rehearsed improvisation is when you practice a drama until it
becomes a play you present to an audience.
 The process of developing a drama from a stimulus to an
improvisation is called devising.
 A dance drama – using movement and dance, set to music, to tell
the story
Structure means how you put your play together. Structure may take
the following forms:
 Linear: this means the plot or story of the drama unfolds from
beginning to middle to end in a straight line.
Non-linear: if a play has scenes from different times and places, eg it
contains flashbacks, it is described as non-linear.
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STUDENTS’ NOTES
 A play may contain only one scene– this means all the action takes
place in the same place and time.
 A drama may also be split into more than one scene – each time the
action in the drama moves to different places or a different time, you
have a new scene.
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STUDENTS’ NOTES
Form and structure assessment sheet
Name______________________________
Class_______________
You have presented a drama.
Write down the title of the drama.
__________________________________________________________
How many scenes are in your drama? ___________________________
Briefly describe what happened in your drama, scene by scene.
Scene 1____________________________________________________
__________________________________________________________
__________________________________________________________
Scene 2____________________________________________________
__________________________________________________________
__________________________________________________________
Scene 3____________________________________________________
__________________________________________________________
__________________________________________________________
Scene 4____________________________________________________
__________________________________________________________
__________________________________________________________
Which form of drama did you choose?
__________________________________________________________
__________________________________________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
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33
STUDENTS’ NOTES
Use the word bank to fill in the blanks.
linear
style
form
drama structure
Drama may be l _ _ _ _ _ or non-l _ _ _ _ _.
F _ _ _ is the overall name for a s _ _ _ _ of d _ _ _ _.
S _ _ _ _ _ _ _ means how your play is put together.
Draw a circle round the words you know are forms of drama.
dance drama
script
disco
football match
mime
rehearsed improvisation
musical
scene
film
news broadcast
Draw a circle round the conventions you used to impro ve your drama.
mime
flashback
monologue
flash forward
slow motion
frozen picture
movement
Describe how you used these conventions in your drama.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
34
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
Self assessment
Name ______________________ Class __________ Date __________
You have recently presented a drama called/about _________________
How well do you think you have worked in this drama? Draw a circle
round your answer.
Okay
Great
Could have tried harder
Did my best
Write down one thing you did which pleased you.
__________________________________________________________
__________________________________________________________
Write down one thing you know you could have done better.
__________________________________________________________
__________________________________________________________
Write down one thing you will work harder on in your next drama.
__________________________________________________________
__________________________________________________________
Write down one idea you came up with.
__________________________________________________________
__________________________________________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STUDENTS’ NOTES
How well do you think the others in your group hav e worked in this
drama? Draw a circle round your answer.
Okay
Great
Could have tried harder
Did their best
Write down one thing you could do to help improve your group’s next
drama presentation.
__________________________________________________________
__________________________________________________________
What did you enjoy most about working on this drama?
__________________________________________________________
__________________________________________________________
36
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
Assessment
Name _________________________________
Class __________
Creating
Simple
More detailed
Mime
Movement:
Use of facial expression
Gesture
Posture
Character
Offers ideas
Date
Presenting
Sometimes
Mostly
Always
Stays in character
Speaks audibly
Speaks with expression
Interacts with others
Date
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
37
STUDENTS’ NOTES
Drama logsheet 1
Name _________________________________
Class __________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity____________________________ ____
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
38
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
Date_______________ Activity________________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
39
STUDENTS’ NOTES
Drama logsheet 2
I learned
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
I need to work on
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signed___________________________________________
(student)
Signed___________________________________________
(teacher)
Date_________________________
I learned
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
I need to work on
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signed___________________________________________
(student)
Signed___________________________________________
(teacher)
Date_________________________
40
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STUDENTS’ NOTES
I learned
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
I need to work on
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Signed___________________________________________
(student)
Signed___________________________________________
(teacher)
Date_________________________
DRAMA SKILLS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
41
Convention
Flash
forward
Frozen
picture
Slow
motion
Mime
Movement
Monologue
Form
Structure
Script
Dance
drama
Musical
Stimulus
Improvisation
Rehearsed
improvisation
Devising
Scene
Linear
Non-linear