Differentiation strategies in drama

Introduction

Within any drama lesson there will be a core task which can be achieved by the majority of pupils to the level indicated in the planning. However, in order to challenge the more talented pupils, the task should be capable of being developed or extended without having an adverse effect on the overall outcome and achievements of everyone. In preparing a group performance, there may be characters in the play or some organisational roles which encourage a higher level of skill or knowledge to be demonstrated. This differentiation is determined by the pupils, encouraged and supported by the teacher, taking advantage of opportunities.

As part of a core activity, specific tasks or challenges are allocated to known talented individuals in the group or class to match their perceived talent. For example, in a class performance of a scripted play, the teacher will allocate specific parts or responsibilities which are more demanding to provide opportunities for the talented pupil, or set tasks designed to challenge and extend individuals. This could include:

• Creating the atmosphere through stage lighting
• Using the library to research and extend ideas for costume and set
• Taking on a character role rather than the lead role
• Pupils being given responsibilities that utilise their talent, such as coaching, guiding or directing another group. (This is in line with the criteria for the Arts Leadership Awardiv for Key Stage 4 and 16+, as accredited by QCAv and ACE.)

There are occasions when a group of pupils, previously identified as having talent for aspects of drama, are given a different task from the rest of the group, although working within the same general theme or topic. This will also include a marked increase in both pace and complexity. For example, a group of talented pupils prepares a non-naturalistic stylised performance on the theme of 'invaders' while the other groups work on a more literal or concrete piece of theatre on the same theme.

Finally, some of the most effective strategies in drama to improve skills and knowledge across the whole range of ability are the opportunities provided by the school play or other public performance event. These events are usually open to all pupils in a school and provide a valuable social and cultural experience across the whole school community. However, for talented pupils they provide a vehicle by which to develop their skills and work with other talented pupils. For the younger talented pupils, it provides the opportunity to work alongside older pupils who can provide a valuable role model. An extension of this is the existence of youth theatres, where talented youngsters can come together to make and perform theatre. The involvement of professional theatre workers and theatre practitioners taking part in a school "placement" or working with schools also provides many benefits, allowing selected pupils to engage with outside experts who share their interest and passion.