Display and stimulus aimed at AS and A2. It is designed to appeal to our social networking generation! The key words, quotes and books will help guide more detailed research. It can also be used as a powerpoint during lessons or those all important open evenings!

Plutchik's Wheel of Emotion is a fantastic resource for encouraging complexity and experimentation whilst students develop drama work. I often bring it up on the screen but it is useful to have as permanent display to challenge students. This image can easily be found with a google image search.

This is the most useful display to have in the drama classroom. Helps with planning and extension work or as a stimulus for students to choose the method of developing their drama work. It is a selection of strategies that can be used with all exam boards (descriptions taken from WJEC) and with all ages.

This is a display to support and improve the development of drama work. The idea is that it will give teachers and pupils a broad number of questions that can improve the development of performance in a complex way. Whether it is used for moving KS3 away from 'unstructured play' or for post-16 directing units, I think this display will help all pupils. The headings are taken from Katie Mitchell's 'The Director's Craft'.

Images (used wordle.net) inspired by 'Actions: An Actor's Thesaurus. Designed as displays that can help with the development of drama. Actions should be divided into the following categories: Nurturing words: Loving; Encouraging; Supporting. Using words: Manipulating; Deceiving; Disturbing. Damaging words: Discouraging; Harming; Destroying. Categories can be used to improve the complexity of performance. Practitioner links: Stanislavski and Max Stafford Clark

Collection of words that describe a drama student. I'm hoping to use this as a central display to help answer the question 'Why Drama?' Image created using wordle.net

It is structured around a certificate system (idea from my teacher - Mr B.) designed for the final year of KS3 - Students achieve a pass (NC level 1, 2 and 3), merit (NCL 4, 5 and 6) or distinction (NCL 7, 8 and Exceptional). I have divided assessment into CREATE, DEVELOP, PERFORM (plus EVALUATE). The development of drama work is often mixed with performance but it is important to separate for both planning and achievement. Some comments adapted from Kempe and Ashwell's 'Progression in Secondary Drama'.

Essential attributes for top drama students (or students in general).

Structure is an essential thing to learn in drama and I believe this display can be used to give students a framework at which to start. I have found the 'Beginning, middle and end' structure to be unhelpfully general. I have taken this structure from 'The Pocket Muse' series.