If you need ever need to email homework to me or need support with revision, please use the address below;



National 5's - Continue to learn lines from your exam texts - all lines should be learned by Monday - and try to carry out some research by searching for past productions of the plays you are working  on to give you a deeper understanding of the play.  You can also carry out revision using your workbooks and completing questions from the SQA website past papers section. You should also answer questions on THEATRE ARTS TERMINOLOGY on the document below.  All powerpoints are relevant for revision purposes. Finally, you have character research to complete which will support your Prep for Performance section of your exam.

HIgher - All lines for both extracts should be learned by Monday. Complete worksheets on character research as a support to complete your Prep for Performance. Continue to Watch the 'Trainspotting' Citizens Theatre clip on you-tube to refresh you memory of the production we have seen.  Alternatively, behind the scenes of Curious Incident has lots of relevant info to support the writing of section b of exam. Read reviews of the production and make notes on relevant information that could support section B of the exam.  Continue to read 'Men Should Weep' using your revision booklet to support your understanding. I will try to post an exemplar essay of section b based on your prelim so you can access over weekend....watch this space!  

Advanced Higher - Continue to develop the introduction for your dissertation using your support notes and email me over weekend.  .  .

S3's - Develop understanding of 'melodrama' by research clips on you-tube to get ideas for your acting performances!  Funny cartoon version here - https://www.youtube.com/watch?. All lines for “The Perils of Emily Pollock” should be learned by Monday, assessment on Tuesday/Thursday next week with focus on “Using voice and movement technique to portray a melodramatic character”. Look at relevant PowerPoints below as revision. =g4XyzIJjBlA






At the centre of all drama work are relationships, between people, between people and ideas, between people and environment.’

Drama is one of the oldest art forms, it affords participants an opportunity to try to make sense of the world in which we live. Participation, at whatever level, allows people to express ideas, thoughts and feelings: provides the occasion for one to see how others react to those ideas, thoughts and feelings and offers an opportunity to react to the ideas, thoughts and feelings of others.  Consequently, courses have been structured with concept at their core.  Drama dictates that the thoughts and feelings of the participants require to be communicated to an appropriate audience. Pupils are expected to develop the skills necessary to express themselves clearly in a variety of situations and circumstances. The role of the audience is given greater weight in senior school, where classroom performances are a regular feature of most programmes of study.Whilst drama provides pupils with an opportunity for self-expression, there needs to be topics and issues presented for exploration. It is hoped that these topics afford pupils the opportunities to explore their view of their world and the place they occupy in it. It allows opportunities for pupils to identify issues and topics about which they have strong feelings. It affords occasion for understanding oneself. Consequently, drama is seen as having a vital role to play in the personal and social development of pupils.

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