DRAMA DEPARTMENT
YEAR 8 Unit 2:
‘Darkwood Manor’
Aims What are students going to do/create?





Create, develop and sustain credible characters using a range of drama techniques.
Act and react effectively to what is happening on stage in role.
Explore how physical theatre effectively in performance.
Create a piece of physical theatre, incorporating movement, sound collage and still image.
Effectively evaluate each other’s drama referring to specific drama criteria and using drama vocabulary effectively.
Objectives What are they going to learn? Skills/Knowledge/Understanding






Develop the ability to create and develop an effective character using drama techniques;
Be able to perform and sustain their character effectively in a number of situations;
Develop the skill of acting and reacting in role to things that happen to them on stage.
Learn how to create atmospheres and settings through the use of sound collage.
Learn what skills are involved in using physical theatre.
Use drama techniques explore different situations, settings and characters.
NC, CEA 2013
Order of work:
1. Introduction; urban legends and story-telling.
2. Developing characters; becoming experts in the supernatural.
3. Arriving at Darkwood Manor and meeting Mr/Mrs Grangeforth.
4. Creating the local village and exploring their views on the Manor.
5. Exploring the stories and myths associated with Darkwood Manor.
6. Creating and building tension.
7. Introduction to physical theatre.
8. Bringing the haunted rooms to life using physical theatre and soundscape.
9. Exploring nightmares.
10. Rehearsals for assessment pieces.
11. Performances
12. End of unit evaluation.
Lesson
No.
Lesson Overview
AfL Opportunities highlighted in Red
Outcomes
STARTER:
1


LEVEL 3
Can you explain what an
urban myth is?

LEVEL 4
Can you create an
effective urban myth?



MAIN:


NC, CEA 2013
Warm-up activity: Keeper of the keys.
Using appropriate lighting, teacher to tell the class an urban myth. The story should be told with
plenty of tension and pauses. (TEACHING RESOURCE 1)
Discuss what techniques a performer should utilise when telling such a story.
Class Discussion: What are urban legends?
Discuss: How can you tell an urban legend effectively, setting the appropriate atmosphere?
Take it in turns to each come up with a possible opening line for an urban legend, explore the use
of pauses, tone and dramatic pause.
In pairs students to develop their own brief urban legend and rehearse speaking it together, using
their voices and dramatic pauses appropriately.
Spotlight some examples and evaluate students vocal tone(s) and use of pauses.
PLTs References
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
prioritising actions.
Effective Participators:
LEVEL 5
Can you effectively
build up tension and
suspense?
PLENARY:


In groups of 5, students should choose one story to tell as a group, they should use a combination
of mime and narration to tell their story.
Spotlight some examples and evaluate the effectiveness of their story-telling techniques.
Are students using their voices effectively? Are dramatic pauses being utilised? Are students
effectively building up tension and creating the appropriate atmosphere?
STARTER:
2
LEVEL 3
Can you explain the
basic characterisation
techniques?



Class discussion; The supernatural, how is it depicted in popular culture?
In groups of 5, create three images of ‘the supernatural’.
Define the term ‘expert’. Explain that over the next few weeks students will create and become
characters that are experts in the supernatural.
MAIN:

LEVEL 4
Can you use appropriate

techniques to create a
character?

LEVEL 5
Can you begin to create
a detailed and

believable character?

Students to begin creating their characters;
o Name/age
o Their area of expertise and experiences in the supernatural
o Their thoughts on whether or not they believe ghosts exist (sceptic/scientist etc)
Develop characters physically - walking around the space gradually becoming their character etc.
Encourage students to consider all elements of physicality.
In role, students to make their way around the room introducing themselves to one another,
Sharing their name, their job and a brief sentence about themselves.
How well do students understand the characterisation process? Can they connect
dramatic/performance theory with practise?
Read out the letter from Mr Grangeforth. (TEACHING RESOURCE 2)
o Reactions to the letter - discussions, thought-tracks etc.
Role play conversions between experts with varying opinions on the supernatural, deciding
whether or not they should go. Spotlight some examples.
PLENARY:


NC, CEA 2013
In role, begin packing for their trip, paying close attention to detail. Thought-track some students.
Are students focussed and in role? Are they reacting and speaking as their character would? How
well have they understood the characterisation process?
Students to create a role on the wall in their journals for their characters.
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning
to inform future progress.
Independent Enquirers:
-Considering influence of
circumstances/beliefs
/feelings on decisions/events.
-Exploring issues, events or
problems from different
perspectives.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
prioritising actions.
Effective Participators:
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning
to inform future progress.
STARTER:
3


LEVEL 3
Can you explain why it is
important for an actor
to stay in role?
LEVEL 4
Can you stay focused
throughout when
playing a character?

MAIN:

LEVEL 5
Can you use react and
respond to situations as
a believable character?




NC, CEA 2013
Students familiarise themselves with their roll and the walls or update if not yet complete.
Warm-up activity: Students to move around the space as their characters, re-cap the
characterisation process.
Visualisation of the experts travelling to the manor;
o Leaving their house > getting the train to an old village > a taxi down an old bumpy dirt
road, it is dusk, almost dark > woodlands either side > mist and marshlands > an old over
grown lake to the left of the manor > describe the look of the manor and the creepy
atmosphere > vines growing up the walls > almost derelict in places > big old front door
that creeks as it opens > they wait in the entrance.
Narrate the characters through the manor to their bedrooms. (Use theatre lights if possible to
create the appropriate affect) Guide students through the corridors/hallways to their room,
imagining they are making the journey alone. They should be acting out the narration in role;
o Leave the entrance hall > walk up the stairs > everything is dank, wall paper pealing > keep
them walking through cold, spooky corridors > paintings of people > everything’s dusty >
they then see a door slightly ajar at the end of a long, creepy hallway > they approach
slowly, with caution, heat pounding, getting more and more nervous, wondering what
could be behind it > build up the tension until the moment before they open it...
Leave students to open the door themselves and investigate the room, looking for evidence, alone
and in role. They must decide what room it is, what is inside it and what it looks like.
Are students focussed and in role? Are they reacting and speaking as their character would? How
well have they understood the characterisation process?
Thought-track some students.
Students to be informed that they will be meeting Mr/Mrs Grangeforth shortly and will have the
opportunity to ask questions. In groups, decide what information they need to find out and what
questions they can ask.
Teacher in role as Mr/Mrs Grangeforth - allow students to ask as many questions as possible.
o It is crucial that the teacher discreetly makes it clear something isn’t quite right.
Grangeforth wants the experts to prove the manor isn’t haunted so people will buy it. (He
is desperate to sell) He knows the manor is haunted and should hint this by occasionally
saying strange things have happened, but he is sure there are rationale explanations for it
all. By the end of the meeting students should hopefully suspect Grangeforth isn’t being
completely truthful.
Independent Enquirers:
-Considering influence of
circumstances/beliefs
/feelings on decisions/events.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
prioritising actions.
Effective Participators:
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning
to inform future progress.
PLENARY:


In groups, students should summarise what they have learnt so far from Mr/Mrs Grangeforth.
Discuss and evaluate the challenges of sustaining a character and reacting in role.
HOMEWORK:

4
LEVEL 3
Can you explain some
techniques you can use
to become a different
person?
Students to put together a report based on the information they have learnt so far from
Granegforth and their thoughts on the Mystery of Darkwood Manor. This can be in the form of a
formal report or a newspaper front page.
STARTER:


In groups, students to create brief role-plays showing the experts discussing their theories based on
the meeting with Grangeforth. Where possible subtle conflicts should arise.
Spotlight some examples.
MAIN:
LEVEL 4
Can you change the
tone of your voice and
alter your physicality to
become a character?
LEVEL 5
Can you perform a
believable character
with confidence and
depth?
5
LEVEL 3
Can you explain what
Hot Seating is?
LEVEL 4
Can you successfully
participate in Hot
Seating?
NC, CEA 2013




Decide on the look, feel and atmosphere of the local village. What sort of people live there?
Establish how the villagers feel towards Darkwood Manor and of Mr/Mrs Grangeforth's proposal.
Create a whole class image in a communal place such as the local pub. Thought-track some
students to gauge their thoughts and opinions.
In pairs, an expert should interview a villager to find out information about the manor.
PLENARY:


Spotlight some role-plays and establish what the general feeling of the villagers is towards the
Manor and the family. How does this information help with their investigation?
Are students using and applying their newly acquired characterisation skills effectively?
Journals – Students to comment on two strengths with regards to characterisation and outline two
areas they will focus on next lesson.
STARTER:


Fact-circle: each member of the class to give one fact about the mystery of Darkwood Manor so far.
Class Discussion: What is Hot Seating? Establish the golden rules.
MAIN:


Select various member of the group to be hot-seated in role as villagers. Encourage students to ask
probing questions that develop the story further.
As a class consolidate the information they have learnt so far after each villager has spoken.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
prioritising actions.
Effective Participators:
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning to
inform future progress.
Independent Enquirers:
-Exploring issues, events or problems
from different perspectives.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
-Connecting their own & others ideas.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration

LEVEL 5
Can you justify how Hot
Seating can be used to
help an actor with
characterisation?
6

In groups create scenes involving the villagers telling stories of various encounters with spirits at
Darkwood or Mr/Mrs Grangeforth. Students should recall their work on urban myths.
Students to use a range of techniques to act out these stories.
PLENARY:


Spotlight some examples and evaluate the effectiveness of the chosen story-telling techniques.
Journals – Comment on whether they have improved on last week’s characterisation targets. Also
complete the post-it ‘What is Hot Seating?’
STARTER:
LEVEL 3
Can you explain what a
soundscape is?
LEVEL 4
Can you create a
successful soundscape?

Class discussion: How is tension created on TV programmes and in films? Share examples of
programmes, films, plays that students have seen.
MAIN:



LEVEL 5
Can you effectively layer 

sounds to create an
atmospheric
soundscape?

Watch a series of clips showing tension building up. Analyse each clip and establish exactly how the
tension was created and what effect this had on the audience.
Discuss how fear is built up. Atmosphere etc.
Class Discussion How we can create these effects as an actor in the space and
technology/set/costume.
Discuss soundscapes.
Create a whole class soundscape of a haunted house - discuss the various sounds that can be
created and used. Spend time developing the soundscape; exploring tone, speed, rhythm, layering
etc.
In groups, students to revisit an earlier activity involving the expert moving through the hallways of
the manor. One actor should perform the scene, everyone else should provide the sound effects.
PLENARY:

7
STARTER:
 Students to complete mid-unit reviews in journals.

NC, CEA 2013
In their groups establish five top tips for creating the most effective soundscape. Complete the
soundscape post-it in journals.
Introduction to physical theatre;
o The human machine: Students to become part of a big, working, moving machine. One
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Seeking challenges & responsibility,
showing flexibility.
Effective Participators:
-Proposing practical ways forward.
Reflective Learners:
-Evaluating experiences & learning to
inform future progress.
Independent Enquirers:
-Exploring issues, events or problems
from different perspectives.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
Effective Participators:
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning to
inform future progress
Creative Thinkers:
-Connecting their own & others
ideas.
LEVEL 3
Can you recall what
physical theatre is?
LEVEL 4
Can you explain how
physical theatre can
enhance a
performance?
o
by one each students should become part of the machine. Parts need to be connected
to others and a movement and a sound should be repeated. The machine should
include varying levels, a range of movements and sounds.
When everyone is involved, the machine can be sped up by the teacher, slowed down,
muted, turned up, break down etc..
MAIN:


LEVEL 5
Can you use your body
effectively when using
physical theatre?

Without realising students will have just created a piece of physical theatre, ask them to now to
describe and define physical theatre.
Students to use physical theatre to create objects using only their bodies, as instructed by the
teacher; points should be awarded to the most creative.
o Individually: a lamp
o Pairs: a sink & taps
o Groups of 4: vase of flowers
o Groups of 5: dining table
o Groups of 6: a pencil case and its contents
o Groups of 6: a wardrobe
o Same groups: students should come up with their own object for the teacher to guess.
Class to work together to create an image of a room in a manor. Students should become objects
within the room. Discuss how an inanimate object can still have character and evoke a particular
feeling.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
-Taking responsibility, showing
confidence.
Self Managers:
-Working towards goals, showing
initiative.
Effective Participators:
-Proposing practical ways forward.
-Identifying beneficial
improvements.
Reflective Learners:
-Reviewing progress & acting on
outcomes.
-Setting goals with success criteria.
-Evaluating experiences & learning
to inform future progress.
PLENARY:

8
In pairs create five top tips/key points for using physical theatre in a piece of theatre.
STARTER:

LEVEL 3
Can you stay focused
and in role throughout a
performance?



NC, CEA 2013
Warm-up activity: Students move around the space as the teacher ‘casts a spell on them’; everyone
should become angry lions etc. Students act each spell out. Students can then cast spells on the
class, being as creative as possible. Students should experience ‘becoming something’ other than
people.
Complete the physical theatre post-it in journals.
In assessment groups (6's) - students to create a floor plan of the manor house. They should decide
what rooms exist within it and what each one may look like. Use sugar paper for this task.
Students to choose a room to 'investigate'.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
MAIN:
LEVEL 4
Can you use physical
theatre to help tell a
story?



LEVEL 5
Can you effectively
combine physical
theatre and
characterisation?
Use physical theatre to create their chosen rooms.
Peer assess one another's rooms and tweak as necessary. Rooms should look spooky and
'mysterious'.
Create a performance involving an expert investigating the room, gradually introduce more
elements to each performance;
o Each object should have some sort of movement, making the room appear haunted.
o Each student (object) should think of a sound their object/part of the room could make.
o The expert should begin exploring the room as it gradually comes to life and appears to be
haunted.
o The room should at first be still, each object should gradually come to life, with a certain
trigger (this needs to be rehearsed and planned) Sounds can then be layered and
introduced gradually, using varying levels of volume etc.
prioritising actions.
Effective Participators:
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
Reflective Learners:
-Evaluating experiences & learning
to inform future progress.
PLENARY:

9
LEVEL 3
Can you explain what an
Abstract performance
might look like?
LEVEL 4
Can you create
elements of an abstract
performance?
LEVEL 5
Can you combine a
range of techniques to
create an abstract
performance?
NC, CEA 2013
Spotlight some examples and evaluate the use of performance techniques and structure of each
piece. Use feedback page in journals as appropriate.
STARTER:



Class discussion: How could you describe what a nightmare is to someone who has never
experienced one?
Discuss nightmares - share experiences and common themes/trends.
Explain and discuss what the term ‘Abstract’ means. Touch on ‘Surrealism’ to support their
understanding of the term ‘Abstract’.
MAIN:




Class discussion: How could nightmares be portrayed by actors in the space?
Students to revisit their scenes from last lesson, but this time create a sequence involving the
expert having a nightmare. Physical theatre, soundscapes and a range of other techniques should
be utilised to create a surreal/abstract sequence.
Spotlight examples and peer assess.
Assessment planning: Students to create a piece of theatre entitled 'The mystery of Darkwood
Manor'. Revising their floor-plans, students should brainstorm three key moments that could
happen in their piece. They can adapt work they have already prepared during the unit and/or
include new scenes/stories. Ideas and plans should be written in journals.
Independent Enquirers:
-Exploring issues, events or problems
from different perspectives.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
-Organising time/resources &
prioritising actions.
Effective Participators:
-Proposing practical ways forward.
-Trying to influence others,
negotiating and balancing diverse
views.
PLENARY:

10
STARTER:
LEVEL 3
Can you contribute
basic ideas to the
development of a play
LEVEL 4
Can you develop a play
with a clear structure?
LEVEL 5/6
Can you clearly justify
your chosen ideas and
techniques?
11
Groups to outline their key priorities for next week’s rehearsal lesson

Class discussion: Re-cap the techniques and ideas that have been explored during the unit that can
be used within their plays.
MAIN:



Go through assessment criteria to ensure expectations are high.
Students to rehearse their assessment pieces.
Teacher to circulate offering support where necessary - G&T students should be challenged to
develop detailed characters and explore more challenging styles and techniques.
PLENARY:


In assessment groups review progress so far; 3 strengths and 3 areas for development.
Discuss strategies to enable improvements.
STARTER:
LEVEL 3
Can you identify some
strengths and areas for
development in a play?
LEVEL 4
Can you identify areas
for development and
offer clear suggestions
for improvement?
LEVEL 5/6
Can you clearly justify
your chosen ideas and
techniques?
NC, CEA 2013

Groups to re-cap their targets for improvement.
MAIN:


Students to be allowed time to run-through and rehearse their pieces.
Students to rehearse their assessment pieces.
ASSESSMENT:


Groups to perform their pieces.
Evaluate each performance;
o Did the piece have a clear structure?
o Were performance techniques used effectively to create atmosphere/tension?
o Did characters have depth?
o Were individual performance clear and appropriate techniques used?
Independent Enquirers:
-Considering influence of
circumstances/beliefs
/feelings on decisions/events.
Creative Thinkers:
-Generating ideas and exploring
possibilities.
-Connecting their own & others ideas.
Team Workers;
- Showing fairness and consideration
to others.
Self Managers:
-Working towards goals, showing
initiative.
Reflective Learners:
-Reviewing progress & acting on
outcomes.
Creative Thinkers:
-Connecting their own & others ideas.
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
-Taking responsibility, showing
confidence.
Self Managers:
-Working towards goals, showing
initiative.
Effective Participators:
-Proposing practical ways forward.
-Identifying beneficial improvements.
Reflective Learners:
-Reviewing progress & acting on
outcomes.
-Setting goals with success criteria.
-Evaluating experiences & learning to
inform future progress.
12
ASSESSMENT & EVALUATION:
LEVEL 3
Can you identify some
strengths and areas for
development in a play?
LEVEL 4
Can you identify areas
for development and
offer clear suggestions
for improvement?
LEVEL 5/6
Can you clearly justify
your chosen ideas and
techniques?
NC, CEA 2013
Creative Thinkers:
-Connecting their own & others
ideas.

Finish viewing and evaluating any outstanding performances.

Students to revisit their roles as experts and be told that their investigation is over and that they
have found proof of the supernatural in the manor.
Teacher in role should enter as Grangeforth and inform the experts that the press are on the way
and if they agree to sign saying they believe the house is not haunted, he will give them each
£70,000 towards their work.
Hopefully, some students will refuse to sign, as they know the manor is haunted, teacher should
engage in improvised role play and attempt to persuade the experts to sign. Grangeforth could
eventually try and bribe them with more money, or even threaten to ‘ruin’ their careers...
Team Workers;
-Collaborating with others.
-Showing fairness and consideration
to others.
-Taking responsibility, showing
confidence.
Students to complete their evaluations in Drama Journals.
o What new skills have you learnt during the unit and how have you used them when
creating work?
o What have you found difficult about this unit? How could you improve in these areas?
o What two things about your final play were you most proud of?
o Were you happy with your individual performance? How could it have gone even
better?
o What advice would you give to another student starting this unit?
Effective Participators:
-Proposing practical ways forward.
-Identifying beneficial
improvements.



Self Managers:
-Working towards goals, showing
initiative.
Reflective Learners:
-Reviewing progress & acting on
outcomes.
-Setting goals with success criteria.
-Evaluating experiences & learning
to inform future progress.