Drama Year 9

Term one: Blood Brothers

”Did you ever hear the tale of the Johnston twins? As like each other as two new pins…”. This famous play, written by Willy Russell and set in Liverpool, tells the timeless tale of two boys, twins, separated at birth by their desperate mother, fated by the terrible superstition… “if these boys ever find out they’re brothers… you know what will happen don’t you…. They’ll die!” The play follows the intertwined lives of Mickey and Eddie whose connection as twins (unknown to them) forge a life long bond in them as they become best friends; but their vastly different upbringings put their lives on very different tracks, until a final desperate confession of the truth, brings about a fatal ending for Eddie and Mickey.

In term one of year 9, students will study Blood Brothers, not only to learn more about this classic play, but also as a stimulus for their own performances – using the main characters as a way to explore how to characterise a child and how to use accents with character. Students will also explore themes as a stimulus for their own original pieces of drama. A new and advanced skill for the year 9 students is the use of monologue, exploration of sub text and many other drama skills… split scene, conscience alley, multi-role to name a few.

The drama department runs a trip exclusive to year 9 every January, to the West End, taking students to go and watch the professional performance of Blood Brothers, an extremely popular trip each year! It’s first come, first served for tickets – so get in early!

Term two: Mask and Mime

Mask and mime work is one of the most unique experiences that students will have in school and one of the first tastes for students of the real skill and discipline that drama involves. Students begin by learning the principles of non-verbal communication; spatial awareness, group awareness, point of focus, and plot creation and over the unit develop these skills to create a number of masked and mimed performances. Students are fascinated by the use of mask and find the experience both unique and rewarding. Not only do students face the challenge of creating original performances whilst wearing the masks, but also the challenge of trying to combine all of the new skills they are learning and one of the most important life skills… team work and organisation! This unit is a great opportunity for those who love performing to develop a new skill and for those who are more shy, to get up and perform without having to speak!

Term three: Craig and Bentley

“Let him have it Chris!” Five of the most plain and simple words we could imagine, but when combined together, make up one of the most ambiguous and ill fated phrases in history. The story of Derek Bentley and Christopher Craig is still one of wonder and speculation. Taking us back to England in the 1950’s, Christopher a 16 year old boy and Derek aged 19, sadly Derek had a mental disorder which made him seem younger than his 19 years. The two boys were involved in a ‘brush with the law’ on the roof of a shop they had been accused of trying to rob. Christopher Craig, a foolish teenager had brought a gun to the scene of the crime and held it up to the policeman “Let him have it Chris!” were the last words the policeman heard as Christopher Craig fired his shots. But what did Derek mean? Shoot him? Or give him the gun? No one will ever know. The result – As a minor, Christopher Craig could not be sentenced to capital punishment for his crime, but Derek Bentley, although mentally underage, was physically 19 years old, and his part in the crime meant death by hanging. Bentley’s family fought long and hard for his name to be cleared.

This captivating, real life story is a gripping stimulus for students in the final term, as we explore not only the events of the evening, but also the experiences that Bentley and Craig may have faced in young offenders institutions and prisons. What the families of these two boys may have felt and whether the verdict for Craig and Bentley was justified. In terms of drama skill this is the most challenging term for students, who, using the drama knowledge and team work/organisational skills they have learnt throughout the year, work towards a final performance for the unit. The scheme covers new dramatic styles, exploring realism and expressionism and some other abstract drama forms as well as incorporating the new skills from earlier this year. A real challenge and an excellent experience, not just for those students carrying on at key stage 4.