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Year 7
Learning Students will have an understanding of Greek Theatre and its History.
Outcomes: Students will have used gestures and facial expressions in unison with others.
Students will know at least three facts about Greek Chorus.
To be introduced to chorus work in drama and experiment with unison
Resources: Lesson One PowerPoint
Unison Brainstorm Template
Timings: Tasks: Differentiation:
5 Quick Group Task Students to be placed in
Packs to be created with one letter on each A4 page spelling out differentiated groups by
GREEK THEATRE. the Teacher.
Students are to work in groups of 5/6 and they are to try and
work out what it spells.
Starter
Groups of 5.
Mind map the word Unison in their groups.
Discuss each groups ideas and opinions.
Main focus of the lessons is working together, as a chorus in
10 Unison.
Q What do I mean by Unison?
Q Has anyone heard of the word before?
If so, what examples are there?
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Greek Theatre
Year 7
In pairs, facing each other (Teacher to provide a demo with a others at their own pace.
volunteer), you are to copy each others movements and facial Confident students will
expressions, just like a reflexion in a mirror. volunteer to take part as
Teacher to stress that accuracy, slowness and concentration the leader and finder so
are key. -Just mime no dialogue. Take it in turns to lead (or lower ability students can
10 perhaps change organically mid-session). observe.
Spotlight a few examples and discuss whos was the most
successful and why?
Main
Choral Choreography Task 1
Explain how part of the purpose of the Greek Chorus while
moving in unison was to show the emotion of a plays story with
their gestures and facial expressions.
Put students into 4-6 students are to find their own way of
representing the following sequence of emotions using facial
expressions, movements and gestures. They must use unison and
10 no sound.
They are to consider pace, a leader, performance shapes in a
line or semi-circle?
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Greek Theatre
Year 7
Teacher to target
students with the
questions and phrase
them according to ability.
LESSON
TWO
Learning To continue to develop chorus work in drama and experiment further with unison.
Objective:
Learning Students will have an understanding of Greek Theatre and its History.
Outcomes: Students will have used gestures and facial expressions in unison with others.
Students will know at least three facts about Greek Chorus.
To be introduced to chorus work in drama and experiment with unison
Resources: Lesson Two PowerPoint
Chorus Extract Lines
Timings: Tasks: Differentiation:
10 Warm Up Activity Change the Rhythm Students can follow
Students are familiar with this activity from first lesson. others at their own
They are to play the activity as a whole class. pace. Confident students
will volunteer to take
Q - What do we have to focus on throughout this activity?
part as the leader and
finder so lower ability
Paired Work
5 students can observe.
Discuss what they remember from last lesson.
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Greek Theatre
Year 7
Groups of 5 (if 6 add an extra line of their choice) Teacher to put into
Each person within the group is given a line from the following differentiated groups
extract: according to ability.
Choral Task 2
In groups of 4-6 students are to choreograph (check
understanding) a short story (max 3 minutes) from one of the
following titles:
10
- Unison on the dance floor
Teacher to put students
- Unison in the cinema
- Unison on the football pitch into mixed ability
groups.
The sequence must display unison activity throughout,
10
Extension Activity:
Improvisation ideas on
However, they are allowed more than one layer of unison. Eg: the front
cue cards to be handed
row of the cinema can eat popcorn (in sync!), whilst the back row laughs
out to groups if
at the film, holding their shaking chests.
struggling.
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Greek Theatre
Year 7
Plenary - Questioning
Q - Describe two purposes of the Greek Chorus
Q - Thinking back to last lesson, can you relate any facts you Teacher to target
learnt about Greek Theatre to suggest why the Ancient Greeks students with the
found a chorus so helpful? questions and phrase
them according to
Q - Are there any elements of the Greek Chorus that still exist today?
ability.
5
Teacher to target
students with the
questions and phrase
them according to
ability.
LESSON THREE
Learning Students will understand why an exaggerated acting style was necessary to the Greeks
Outcomes: Students will be able to use exaggerated gestures/facial expressions in performance
10 Speed Tableaux
Whole class individually stand in a space in the room and create a Students who are ou
frozen image based on a title or action that the Teacher will call can become the judg
out. and still be involved
Students will have 5 seconds initially to get into the frozen image
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Greek Theatre
Year 7
and then FREEZE. Teacher will then shorten the countdown to 3 the game
seconds then 2 when the game is nearly finished.
Students are out if they do not freeze when FREEZE is shouted,
or are smiling or giggling. Once out they can be judges to say who
else in the room is moving on FREEZE.
Use this list as a starting point:
- Terror
- Please believe me
- Joy
- Dagger through the heart
- Suspicion
- Looking out to sea
- The big idea
- X factor audition
- JLS concert
- Supermarket
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Plenary
5 Q Why was exaggerated theatre so important?
Teacher to target
Q How have these exercises today prepared you to perform an
individual students a
original piece of Greek Theatre?
phrase with question
Q What skills can you take from todays lesson for all drama
according to their
lessons in the future?
ability.
LESSON
FOUR
Learning To explore effective methods of staging Greek drama
Objective:
Learning Students will be able to suggest alternative possibilities for the staging of a piece of Gre
Outcomes: Drama
Students will know how stage positioning can affect the audiences understanding of a sc
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Year 7
Main
Put the class into groups of 7.
15 Their task is to:
Get themselves in to a triangle formation Teacher to group
One of them will not be included in the formation; this is according to ability.
because they will be the Narrator. Mixed ability groupin
In their groups they are to use the myth to create a scene in
chorus groups.
Checklist - should use:
- Narrator
- Use of movement through mirroring one another in the
triangle formation.
- Use physical theatre to create a monster of the Minotaur in
your chorus ensemble.
- Work in Unison.
- Use exaggerated movement. Teacher to target G
Teacher to demonstrate the use of a triangle formation and how students to set the h
they could create movement in unison through the use of their standard
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Year 7
chorus ensemble.
They are only to use the last 5 paragraphs as their stimulus for Teacher to group
their chorus performances. students to ensure
One movement for each line and then to create a monster mixed ability
through the physicality of their bodies.
(Give them 10 - 12 minutes to create one movement for each line and to
create a monster.)
Teacher to target
Perform and evaluate
individual students a
Use the prompts off the PowerPoint to select two positive things
phrase with question
and one thing to improve on.
according to their
10 Plenary ability.
Inform students that their assessment will be on using a Greek
Myth to create a performance, thinking about including unison
throughout.
10 Ask them to brainstorm in groups any Greek Myths that they
Teacher to target
know about and how they could create a performance using a
individual students a
Greek Myth.
phrase with question
according to their
ability.
LESSON
FIVE
Learning To rehearse for assessed performance considering chorus, acting style and staging.
Objective:
Learning Students will work in a group contributing ideas for the performance
Outcomes: Students will rehearse ideas in a group
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Greek Theatre
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Students to use the ideas of chorus and ensemble work in their performances
Main
40
Discuss with students their assessment.
In groups they are to use the myth that they have been given by Teacher to select gr
Performance Role:
Must ensure that they:
- Have a significant role within the piece.
- Stick to the story and it has been thought through.
- Use appropriate language for your role.
- You are expressive both vocally and physically Teacher to target
- Perform in unison as a chorus individual students a
- Work in line with the correct rules of the mask phrase with question
- You adopt an exaggerated acting style according to their
Remember! ability. To create a
To get top levels you must perform with emotion, empathy and checklist.
conviction.
Students to use the myths they have been given and work in the groups
that they have been placed in.
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Greek Theatre
Year 7
They are to start devising their performances in their groups. Teacher to target
individual students a
Plenary phrase with question
10 Issue groups with a list of questions that they need to consider according to their
for their performance. ability.
A props list, they are to make notes in their homework journals
of props etc.. That they will need.
Questions to each group what they have listed. What do they
need? What are their ideas for performance?
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Greek Theatre
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LESSON
SIX
Learning To rehearse for assessed performance considering chorus, acting style and staging.
Objective: To perform and peer evaluate assessment performance.
Learning Students will work in a group contributing ideas for the performance
Outcomes: Students will rehearse ideas in a group
Students will set themselves a target level and perform their polished piece
Resources: Lesson Five PowerPoint
10 Group Discussion
Teacher to tell students that this will be their assessed lesson Teacher to target
and their levels will be based on their final performance at the individual students a
end of this lesson. phrase with question
Teacher to question students as to what is successful and what according to their
needs to be amended to make the performance successful. ability.
Create a checklist on the board created by students of what
they should be including within performance.
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GREEK THEATRE
Assessment Task
Your Task:
You will be put into groups by your teacher. In your groups you
must create and devise an interpretation of the Greek Myth
you have been given.
Your piece must include all the Greek Theatre skills learnt this
half term. You might only have one lesson to plan and practice
your piece, so use the time wisely.
Performance Role:
Remember!
To get top levels you must perform with emotion, empathy and conviction.
Good Luck!
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Year 7
3b
Show an attempt to their role with little content, language and physical and vocal expression.
Attempt to use a limited range of Greek theatre skills. Demonstrate no characterization or skill when
using masks.
4c
Show a limited understanding of their role with little content, language and physical and vocal expressio
Show limited expression both vocally and physically and show lack of imagination with staging
formations. Demonstrating an exaggerated acting style for a limited amount of time. Demonstrate limit
characterization when using masks.
4a
Show a basic understanding of their role with limited content, language and physical and vocal expressio
Perform chorus work in unison with some faults.
Show basic expression both vocally and physically and show some imagination with staging formations.
Adopting an exaggerated acting style in a basic way. Demonstrate basic characterization when using
masks and perform work in line with some rules of mask.
5b
Show a good understanding of their role with appropriate content, language and physical and vocal
expression. Perform chorus work in Unison with little faults and good timing.
Show good expression both vocally and physically most times and show some imagination with staging
formations, adopting an exaggerated acting style. Demonstrate good characterization when using
masks and perform work in line with the rules of mask.
6C
Show a excellent understanding of their role with excellent content, language and physical and vocal
expression. Perform chorus work in Unison with faultless accuracy and timing.
Be expressive both vocally and physically most times and be imaginative with staging formations,
maintaining an exaggerated acting style. Demonstrate excellent characterization when using masks and
perform work in line with the rules of mask.
6a
Shows an outstanding understanding of their role. The content, language and physical and vocal express
are considered and thought through. They perform chorus work in Unison with faultless accuracy and
timing.
Be expressive both vocally and physically at all times and be creative with staging formations, leading
examples of an exaggerated acting style. Demonstrate outstanding characterization when using masks a
perform work in line with the rules of mask.
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Name:
Developing a character
What role did you have within performance? How did you perform your role?
_________________________________________________________________
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Year 8: Self Evaluation
Unit Title: Greek Theatre
Circle the statements you think you have achieved. You can choose any from the following
levels:
Group I work well with my friends I can work with a variety of I am able to work sensitively
Work I can offer suggestions for people with some confidence. I and co-operatively with others.
devising drama. can offer suggestions and I am able to listen to and
develop others ideas. develop others ideas as well as
suggesting my own.
I can support the planning I can plan and structure plays, I can use my skills and
Making and structuring of plays I showing knowledge of different knowledge of drama to devise
can help write and perform drama techniques. I can devise plays of different types for
simple scripts for different purposes. different purposes. I can refine
and improve my acting through
the rehearsal process.
I can establish a character, I can create, perform and I can give a clear, short and
with some control over voice sustain different characters in coherent performance for an
Performing and movement. I can performance. I can perform audience. I can use an increasing
perform with some with confidence. range of dramatic techniques in
confidence my performances.
When asked by the teacher, I can discuss the difference I can discuss how plots are
I can discuss the difference between my work and that of developed and characters are
between my work and that others. I can use the correct portrayed and make
Responding
of others and can suggest drama vocabulary when improvements based on this. I
improvements. I can use commenting. can use technical terms when
drama vocabulary. talking and writing about
Dramas I have seen and
performed.
How many statements did you circle for each level?
The column with the most statements circled roughly indicates your level.
Your Level is:
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Greek Theatre
Year 7
Date:
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