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Drama Department
CULTURE POLICY
Grades 6&7
The students:
- are aware of the origins and the stages of development, i.e. the currents of theater (Ancient Greek Theater, Roman Theater , Medieval Theater, Renaissance Theater, Classical Theater, Modern Theater).
- have knowledge on theater terminology such as drama, dramatic, comedy, tragedy, epic, etc. They are able to determine the type of a work of theater that they watch.
- have knowledge on the classical works of drama. They learn about such works by reading and acting. Among such works are Shakespeare’s Macbeth, A Midsummer Night’s Dream, Jean P.Moliere’s The Miser, and Aristofanes’s The Wasps.
- know the Turkish playwrights. Among the playwrights that our students have knowledge about are Haldun Taner, Aziz Nesin, Oktay Arayycy and Turgut Özakman. The students have read or acted out numerous scenes from the works of these playwrights.
- know the actors and actresses who have contributed to the development of Turkish theater (Afife Jale, Muhsin Ertu?rul, Ahmet Vefik Pa?a, Haldun Taner). The students research these actors/actresses and the periods during which they lived to make comparisons with the current understanding on theater.
- know about traditional Turkish Theater. They are aware of Meddah, Karagöz, Orta oyunu (types of traditional Turkish theater) and their characteristics. The students can perform Shadow Theater. They have read the texts of and have acted out meddah and orta oyunu.
- know about drama literature. They know which parts and units a play consists of. They have worked on dramatizing the book titled Pen Friends by Ypek Ongun that they have read in the Turkish Language course. They are aware of the terminology related to writing a play such as cue, scene, dialogue, monologue, episode, act.
- know the theaters in Istanbul . The students keep track of the monthly programs of the theaters through posters and published pamphlets.
- follow the periodicals related to theater. They have developed the habit of reading the magazine titled Tiyatro-Tiyatro that our school has a subscription to.
- read the culture-art columns and the theater criticisms in newspapers.
- regularly browse the websites related to theater on the internet. They read the news, criticisms and interviews published in such sites.
- keep track of festivals such as Istanbul Theater Festival, Inter-High School Theater Festival. They watch at least one of the theater groups which participate in these festivals.
- have watched at least two theater plays each year.
- read the World Theater Day Declaration published nationally and internationally every year on the 27 th of March. They have knowledge on the national and international artists who have written the declaration.
- keep track of the theater awards granted in Turkey . They know the winners of Afife Jale, Bedia Muvahhit, Sadri Aly?yk and Tiyatro-Tiyatro Magazine theater awards.
- pay attention to using language properly in everyday life and speak Turkish correctly and fluently thanks to intonation exercises.
ENGLISH DRAMA GRADES 6&7
AIMS AND OBJECTIVES
At the end of the course students should be able to:
- adopt and sustain a variety of roles
- respond and interact constructively in spontaneous improvisations
- know and understand the use of drama techniques and conventions
- examine issues and concepts in depth using drama techniques
- keep a structured developmental workbook
- create and present fictional situations with confidence
- work Co-operatively and productively in a group
- communicate effectively using vocal expression, language register, gesture, movement and performance space
- select and refine material purposefully through the rehearsal process
- interpret and dramatize text imaginatively
- devise an original piece of theatre and write a basic script
- reflect on and evaluate their own and others' work in drama using appropriate terminology(in English)
- improve and act upon grammatical structures being addressed in English lessons
- to use English as their first tool of communication in all situations: (question and answer, group work discussion, problem solving.
GRADE 6 AND 7 DRAMA SKILLS
By the end of the academic year students should have had an opportunity to use the following skills:
- Improvisation
- Role Play
- Freeze Frames
- Mime
- Thought Tracking (when a student expresses the feelings of a character-thoughts in the head)
- Hot seating
- Blocking and levels (Where people are standing on stage, trying to create an interesting picture-different heights, positions, so the stage looks interesting)
- Script/ dialogue writing
- Understanding stage directions
- Symbolic Drama(Drama that is not in a realistic form-chants, movement, repetition of phrases, being non human objects)
- Presentation skills ( voice/face/body language)
- Audience awareness
- Empathy
- To think as a director
- Visual awareness
WHAT IS DRAMA LOG-BOOK?
Students are going to keep a log (diary) of every drama lesson. They will do this log entry at the end of every lesson or as homework. This log book is very important and will count towards their final drama grade( this forms part of your English grade). A logbook is necessary because it makes them think about what they achieved and learnt. It will make them think about the role of drama in their education and how it is supporting their English Lessons or areas of interaction. This is a 'free writing' logbook and they will express their thoughts and feelings about all kinds of issues and share them with the teacher.
THE CONTENT OF DRAMA LOG-BOOK
- Title/topic theme
- Did you work with-pairs, large group or full class?
- What skills did we look at-mime, role play, improvisation, hot seating?
- Did the lesson help you with your English in any way? (For example-you developed confidence in your speaking skills)
- Did you enjoy the lesson? What did you achieve from it?
- Was there anything that frustrated you?
- Talk about the group you were working in. Was everyone co-operative?
- Did you do your very best? Can you work better? What do you want to improve?
- What made you happy/unhappy?
- Were you a team player or prefer working on your own?
- What did you take away from the lesson? (something you learnt)
- What did you give to the lesson? (For example- maybe a good idea for an improvisation)
General Assessment Criteria for English Drama Lessons
- Students are expected to develop an understanding of themes and issues studied through drama. They should apply knowledge, understanding and skills to develop and elaborate upon ideas and themes. They should demonstrate an ability to reflect on the themes and issues encountered during the course, and to show self -motivation and interest and to support and encourage peers towards a positive working environment.
- How well do they understand the themes and issues focused on in drama class?
- How effective are they in planning, organizing and performing their work?
- Can they choose appropriate forms for the expression of ideas, thoughts and feelings in a creative manner?
- Can they reflect upon and evaluate their own performance as well as their peers' and promote creative development?
- Understanding and Knowledge
- Practicing
- Assessment and reflection
- Intercultural Awareness
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