Name_______________________________Tutor Group__________

Level (End of SOW)________________________________________

Target Grade_____________________________________________

Teacher Comment_________________________________________

________________________________________________________

________________________________________________________

Student Target for next SOW_________________________________

_________________________________________________________

_________________________________________________________

SWEENEY TODD

Drama Levels

In Drama you are assessed on three main areas, Making, Performing and

Responding.

Making: relates to your ability to work within a group to create a piece of drama; how

well you work with others, the ideas you give and how you develop your drama as a

team.

Performing: relates to how confidently and effectively you perform characters in a

piece of drama. You may choose to use specific drama techniques to enhance your

work.

Responding: relates to your ability to assess your own and others’ work. You need

to comment on their strengths, weaknesses, how the performance could be

developed and try to use drama vocabulary when discussing work.

WHAT DO I NEED TO DO TO IMPROVE IN DRAMA

Level Making Performing Responding

4 My piece has a clear structure My group uses at least 2 techniques

I can show a range of drama skills. My back is never to the audience.

I can suggest ways to improve my work using full sentences and drama terms.

5 I can help lead the group by suggesting a range of imaginative and creative ideas.

I can create a well-rounded character using voice and body imaginatively. I perform with a clear focus and sustain a character throughout.

I can suggest ways to improve my work using full sentences; drama terms and I am able to focus on the elements of naturalism and consider how I might use these elements in future drama work.

6 I can take feedback from my group to help me improve my performance.

My staging and techniques used are imaginative and well thought out. My performance is focused and mature.

I can suggest ways to improve using full sentences and drama vocabulary with a consideration of my impact on the audience.

7

I have a positive impact on my group and know when to take the lead and when to listen to my peers. My group have created a unique and imaginative structure that clearly demonstrates the message in the scene.

I can use an extensive range of skills and techniques to consider emotional contimuum. My character is appropriate to the style and time period. I have a clear relationship with all the characters around me.

I can suggest ways to improve using full sentences and drama vocabulary with a consideration of my impact on the audience with ways in which I can improve.

Resarch Task 1

Sweeney Todd is a musical. Use the spider diagram to research

another musical that you have found. Think about: story, types of

songs, where it was first performed, who has been in it, costumes,

sets, interesting facts about the show.

The musical I have researched is:

Research Task 2

Task

We know that Sweeney Todd was sent to Australia for a crime he didn’t

commit. Write a letter to his wife Lucy talking about life in Australia.

Remember, he wouldn’t be allowed to send this letter so you can be honest

with your feelings.

My Dearest Lucy,

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

All my love,

Benjaminx

Set Design

Sweeney has his shop above Mrs Lovett’s shop so on stage they have to keep going up and

down the stairs to each room. As the story progresses, we find out that there is also a

basement. Create a set design to put on the stage to show how you would stage Sweeney

Todd. Extension: Add labels to explain why you’ve designed it this way.

UPSTAGE

DOWNSTAGE/AUDIENCE

Costume Design

Design a costume for Sweeney Todd OR Mrs Lovett OR Judge Turpin.

Think about their personality and the time period so that the

costume suits the character. Don’t forget to label your costume to

justify your choices.

Naturalism, Emotion Memory and Emotional Continuum

Now that we know the twist at the end, imagine you are going to perform the

role of Sweeney Todd. It is a very emotional scene so there will be a whole

range of emotions that you must tap into as an actor. Sometimes you may only

feel one emotion very strongly whereas at other times there may be three or

four conflicting emotions which you have to rank.

Fill in the table to complete your scene analysis.

Part of the Scene

Emotions Emotional Continuum (Rank the emotions in order of red to blue)

Acting skills to show these Emotions

Sweeney Todd comes down to the basement to discover Toby and the mad beggar woman have found out the secret.

Sweeney kills the mad beggar woman

Sweeney realises who the mad beggar woman actually is

Sweeney discovers that Mrs Lovett also knew who the woman was but didn’t tell him.

Sweeney Todd Evaluation

Answer the questions in as much detail as you can.

1.) What style of performance was your assessment piece?______________

2.) What was the first thing you thought about when planning and making

your performance? ________________________________

______________________________________________

______________________________________________

______________________________________________

3.) How did you develop this first idea? _______________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________ 4.) How did you want your audience to feel about/react to your scene?

______________________________________________

______________________________________________

______________________________________________ 5.) What drama skills and techniques did you use to create the atmosphere

you wanted for your scene to get the audience to respond like you said

in Q4?__________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

PEER EVALUATION WWW: I thought that this person’s/group’s use of (insert appropriate drama skill) was extremely effective. This was demonstrated when (insert appropriate moment from the performance). Their use of (insert appropriate drama skill) enhanced the performance because (explain how the skill made the performance effective).

Your evaluation using the example above to help you: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Your evaluation using the example above to help you: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

PEER ASSESSMENT

GROUP WHAT WENT WELL EVEN BETTER IF