Topic title: The Curious Incident of the Dog in the Night-time
Year group: 9
When taught: January – March/April
What are we learning?
In the spring term of Year 9 we explore the characters, themes and structure of the play The Curious Incident of the Dog in the Night-time by Simon Stephens an adaptation of Mark Haddon’s novel. The play opens up opportunities to discuss autism and Asperger’s through the main character of Christopher and provides students to explore the use of physical theatre using the work of Frantic assembly. The key dramatic skills covered in this scheme are linked to characterisation through exploration of the script, hot-seating and off-text improvisation. The preparation of a script for performance, use of Stanislavski, blocking, interpretation, proxemics, rolling theatre, line learning and the use of physical theatre chair duets, creating objects with bodies, Frantic Assembly, choral movement to add interest and context to scenes.
Why is this important to know?
Curious Incident offers a more GCSE focus exploring the themes and issues of the play and will challenge the students to see the world in which we live in through the eyes of a character with autism. The students will be introduced to a physical theatre company and work through their techniques to develop their skills in this area.
The written ‘Live Theatre’ element of their assessment will also develop their knowledge of the terminology and structure required in Section B of the GCSE written exam.
Where does this link into our past and future learning?
The play will challenge the students to look at the social and cultural aspects of a play and understand the background of the characters, while using physical theatre to explore the work. The work will link to script reading explored in the autumn term and will develop their understanding of creating work which links to the summer SOW.
How will we be assessed on this topic?
Students will be assessed through practical and written work at the end of the scheme of work focusing on the skills, characterisation and practitioner knowledge.
- Characterisation – voice, movement, gestures, body language, movement, ensemble
- Practitioner knowledge – physical theatre, flocking, movement, ensemble
- Written exploration of live theatre, writing a review of the show of Curious.
What makes a strong piece of work in this topic? What are teachers hoping to see?
Students will be expected to perform in front of the class and demonstrate their understanding of the play, characters, and techniques of the practitioner. This work also will focus on good ensemble work using physical theatre.
What key words are there in this topic?
- Characterisation
- Hot seating
- Off text improvisation
- Proxemics
- Stage types
- Physical theatre
- Choral movement
What can I try if I want to stretch and challenge myself on this topic?
- Nominate yourself to be a director for a group, to support your ideas and to have a focus for the work.
- Use more complex physical theatre – lifts, rolls and chair duets.
What wider reading can be done on this topic?
- Read the whole play.
- Research Simon Stephen
- Research Frantic Assembly
Supporting document
- Newsround Autism and me, click here.
- National Theatre – working on the spectrum, click here.
- Frantic Assembly – physical theatre linked to the script, click here.
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