This is where drama, performing arts and dance teachers get together on TES. This group is a great source of lesson ideas and inspiration and is the place to share best practice and get your questions answered by your peers.
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
When the last government set up gifted and talented it was defined in the following way:
gifted students - those with academic ability.
talented students - those with a talent in the arts or sport.
Unfortunately schools seem to erroneously lump the two together.
Some students can be gifted but not talented, some can be talented but not gifted and some students can be both. In drama you are interested students who are talented in drama. To define those students who are talented write a list of the criteria that you think makes up talent - if they fill the crieria then they are talented. Clearly someone who takes a lead in a school play is talented etc.
Thanks Eedsud for your helpful reply!
Hope it's not too late to offer help. I work in a department of 200 performing arts students- the majority of whom are talented. In my experience, the best opportunities that you give G&T pupils/students in Performing Arts are more performance opportunities. Ones that are not always accessed on the regular programme of study. For example- theatre companies, plays and Dramatic concepts that are not typical in the Drama classroom.
With our post 16 students we look at works from Forced Entertainment, Sarah Kane (not 448) and Martin Crimp.
Choosing more specailised work could also be great for those or younger pupils- for example offering the chance to do units from the vocational diplomas which include Voice, Acting, Storytelling and Auditions for Actors without even accessing but just using the specifications for ideas-
Hope that helps-
Good point, crunchy.
Over 90% of those employed in the performing arts industries are not performers.
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.
summerbunnyI 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?
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.
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