Recognising talent in drama
There is a range of aspects under the heading of drama where
talent might be demonstrated. The three main drama activities of
making, performing and responding provide a useful means of
grouping these aspects. The very talented may exhibit high levels
of ability in only one or two aspects of drama, while others may
excel in many. For example, their ability may be restricted to mime
and movement or the ability to direct groups of actors in a
play.
The confident 'show-off' may be no more talented than the quiet
and thoughtful pupil who only seems to come alive when adopting
another persona. Also, a pupil may be talented in a particular
aspect of drama and performance and demonstrate no aptitude for
other aspects. The ability to improvise and 'make-up' plays is
certainly a talent, but so is the ability to interpret other
people's words and ideas, or to be able to design the space where
drama might take place. Likewise, the ability to direct others in a
piece of work, despite being unable to perform oneself, still can
also indicate a talent in drama. Increasingly pupils are making use
of digital technology to create work in drama. The following
indicators can also apply to drama activities that make use of
'moving image' technology.
In using the indicators on the next page the teacher will have
to make a judgment in comparison with a child of a similar age.
The drama indicators
Pupils with talent in 'making' drama will show evidence of
particular ability in:
- Making conscious use of an extensive range of drama skills and
techniques when they are creating dramas or performance pieces. As
well as communicating meaning, they may also be hoping that the
audience will be emotionally engaged
- Devising work which demonstrates an understanding of theatre
styles or genre. (This may take the form of a group-devised drama
or a written script or story board)
- Interpreting the work of other artists to create a polished
'product' often demonstrating originality and innovation
- The imaginative and expressive use of space, body and voice
when experimenting with ideas and stimulus (or through imaginative
play when very young)
- Working with intense concentration, energy and focus when
rehearsing and acutely observing others in the action
Pupils with talent in 'performing' drama will show evidence of
exceptional ability in:
- Controlling physical and vocal skills to express meaning and
emotion when engaged in drama activities such as story telling or
acting out a play. For example, voice: making use of a range of
accents and controlling their breathing to support volume and tone.
For example, movement: creating pieces of theatre where aspects of
mime are used with clarity and crispness
- Designing, organising and managing the different technical
elements employed in a performance or film. For example,
lighting, sound, costume, make-up (including masks) and
scenery
- Responding to an audience. For example, through the
effective use of timing, silence and eye contact.
Pupils with talent in 'responding' to drama will show evidence
of particular ability in:
- Their awareness, knowledge and understanding of different
traditions, genre and styles of drama
- Evaluating and analysing their own work in drama and that of
others
- Understanding the relationship and connections between the
content and form of the drama
- Their eagerness and enthusiasm to read, see and talk about the
dramas in which they have engaged whether in school, professional
theatre, film or television