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G&T in Drama; what do you do?

Discussion in 'Drama and performing arts' started by summerbunny, Jul 25, 2011.

  1. Hello!
    Hope everyone has had an enjoyable to start to the summer!
    I've given myself a project over the summer to look at my departments approach to gifted and talented in Drama. I have just finished my first year in the school and at the moment we have no consistent approach to how we identify G&T and how to provide for these students. I'd like to change that and get something solid in place. To do this I'm going to do some research and what not. As part of that I'd quite like to get an idea of what you are all doing, what works, what doesn't suggested reading?
    I apologise for the following questions, they are basic and I know MY answers to them, however I'd like to get a broader understanding of what is happening elsewhere.
    ** How do you identify gifted and talented in Drama?
    ** Do you consider gifted and talented different in each year group/key stage?
    ** What do you put in place as provision for these students?

    I'd be grateful for any helpful response to this post!
    Happy summer holiday [​IMG]


     
  2. Hi Bex. That sounds really interesting. Just out of interest, why do you focus on performance? Do you find it still caters for those who are more G&T in terms of devising drama or understanding drama, rather than necessarily being the best performers?
     
  3. Good point, crunchy.
    Over 90% of those employed in the performing arts industries are not performers.
     
  4. Thanks everyone for your lovely responses, really useful!
    I am also interested in the idea of performance and G&T... Some students are amazing during the rehearsal process but just don't have that gift of performance. I was reading on a website that you should place G&T in three areas (often used in assessment): Making, Performing, Responding. Does anyone else do this? It seems a sensible approach.

    Thanks again everyone, this is an on going thing so please keep the responses coming!
    Hope summer is going well for you all.
     
  5. Yes, roughly. Our KS3 focus days definitely include all these elements. We assess according to Creating, Performing and Responding and pupils are selected because they show a talent in any or all of these.
     
  6. beckybee

    beckybee New commenter

    Hi there.
    Ofcourse when I say performance opportunities, I am refering to the many roles that are available within the devlopment and execution of productions-
    There are some units on the First and National Diploma-s (now the extended diploma) which offer ideas for Stage make-up, costume design, performance management and lighting and sound- the point I was making is that the best way that you cater for those who demonstrate interest and ability in Performing Arts is to emerse them in the process and practice of creating perfromances. Small extracts of text could also be offered as directing opportunities where pupils can audition and develop a piece from the ground up.
    For those who are interested in the workings of the theatre RSC offer excellent backstage tours, and technical specialists will often offer talks and demonstrations at smaller theatres.
    Bex
     

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