Drama Plan MYP

Drama
MYP1 - Grade 6
During Grade 6 Drama, students begin to
build the basic skills of the dramatic arts.
These skills involve working with others
and creating characters and scenes that
are focused and based around a variety
of contexts. Students also learn how to
reflect and effectively evaluate practical
work, using specific examples and drama
language. The statement of inquiry ‘How
something is presented can be more important than what is presented’ and the
key concept of ‘aesthetics’ enable students to explore a wide range of stimuli and dramatic techniques.
The BFG by
Roald Dahl is the starting point for this
and students develop original dream
sequences, monologues and physical
theatre pieces. Students devise comic
pieces inspired by simple jokes and then
develop these further by looking at modern
sitcoms and the origins of comedy
through Greek Theatre. To conclude,
students present the mechanicals from
A Midsummer Night’s Dream by William Shakespeare and reflect how these
moments still hold comic value today.
MYP2 - Grade 7
Grade 7 Drama provides an opportunity
for students to engage in text and devising work. Students explore the themes
and language of a Shakespearean play

and work towards creating an artistic intention. They consider staging that intention with the aim to
create an impact on an
audience. Students work with designing
costumes and using light and sound. The
statement of inquiry ‘The future of live performance will be challenged in this technical age’ and the key
concept of ‘change’
enables students to explore a wide range
of stimuli and dramatic techniques. They
ISA Students engage in a series of semester-long Arts courses
which are listed below:
MYP Year Grade Drama Media Music Visual
1 Grade 6
2 Grade 7
3 Grade 8
4 Grade 9
5 Grade 10
11
Arts
create dramatic pieces based on Ray
Bradbury’s The Pedestrian and also devise
work using a range of stimuli including If
You Push A Button by Takagi Kyozo and
The Persistence of Memory by Salvador
Dali. They contemplate the positive and
negative aspects of technology on society.
MYP4 - Grade 9
‘Deconstructing Drama’ and ‘Constructing Theatre’ is essentially the framework
for Grade 9 Drama. Students develop
and extend their range of dramatic skills

and participate in a number of practical
workshops of contemporary practitioners,
including the physical theatre company,
Frantic Assembly. Students explore a
range of play texts that have young people
as central characters and explore the
commonality of themes with those written
in the past to those written in more recent
times. They create their own interpretation
of The Changing Room by Chris Bush as
an opportunity to develop their own personal message for an audience. Finally
using Dina Goldstein’s Fallen Princesses
as a starting point, students embark
on a collaborative theatre project that
is influenced by the practitioner Bertolt
Brecht. Students use Brechtian-theatre
techniques and current global events to
create their own original meaningful, and
powerful, pieces of theatre. All practical
work is peer-evaluated using specific
examples.
MYP5 - Grade 10
Through Grade 10 Drama, students explore the relationship between actor and
audience. Primarily, this involves developing their practical skills and approaches to
staging to apply a new lense of creative
possibility. Students develop scenes in
response to the contemporary devised
play, 100, (Diene Petterle, Neil Monaghan,
& Christopher Heimann), which uses

physical theatre, ensemble and minimal
production elements to communicate a
powerful message. ‘How do you make
an audience laugh?’ is the focus of the
second part of the course as students
explore Commedia dell’Arte, the history
of the comic genre, as well as modern
comic playtexts and their own lazzi. Finally
students explore The Laramie Project,
(Moises Kaufman and Tectonic Theatre
Company) and use this to work collaboratively to create a piece of Verbatim
Theatre, which allows them to create
a powerful and ethical piece of theatre
based on real people and real-life events

Drama Plan MYP

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Drama

During Grade 6 Drama, students begin to

build the basic skills of the dramatic arts.

These skills involve working with others

and creating characters and scenes that

are focused and based around a variety

of contexts. Students also learn how to

reflect and effectively evaluate practical

work, using specific examples and drama

language. The statement of inquiry ‘How

Roald Dahl is the starting point for this

and students develop original dream

sequences, monologues and physical

theatre pieces. Students devise comic

pieces inspired by simple jokes and then

develop these further by looking at modern

sitcoms and the origins of comedy

through Greek Theatre. To conclude,

students present the mechanicals from

A Midsummer Night’s Dream by William Shakespeare and reflect how these

moments still hold comic value today.

Grade 7 Drama provides an opportunity

and language of a Shakespearean play

audience. Students work with designing

costumes and using light and sound. The

enables students to explore a wide range

of stimuli and dramatic techniques. They

ISA Students engage in a series of semester-long Arts courses

which are listed below:

MYP Year Grade Drama Media Music Visual

create dramatic pieces based on Ray

Bradbury’s The Pedestrian and also devise

work using a range of stimuli including If

You Push A Button by Takagi Kyozo and

The Persistence of Memory by Salvador

Dali. They contemplate the positive and

negative aspects of technology on society.

‘Deconstructing Drama’ and ‘Constructing Theatre’ is essentially the framework

for Grade 9 Drama. Students develop

and extend their range of dramatic skills

workshops of contemporary practitioners,

including the physical theatre company,

Frantic Assembly. Students explore a

range of play texts that have young people

as central characters and explore the

commonality of themes with those written

in the past to those written in more recent

times. They create their own interpretation

of The Changing Room by Chris Bush as

an opportunity to develop their own personal message for an audience. Finally

using Dina Goldstein’s Fallen Princesses

as a starting point, students embark

on a collaborative theatre project that

is influenced by the practitioner Bertolt

Brecht. Students use Brechtian-theatre

techniques and current global events to

create their own original meaningful, and

powerful, pieces of theatre. All practical

work is peer-evaluated using specific

staging to apply a new lense of creative

possibility. Students develop scenes in

response to the contemporary devised

play, 100, (Diene Petterle, Neil Monaghan,