Drama and Theatre Studies

All pupils in year 9 take Drama as a timetabled subject. Our broad spectrum curriculum helps pupils build a foundation in the performing arts from devised work and improvisation to scripted productions and directing skills.

We are also introducing the Trinity Award for our year 9 pupils whereby they can earn UCAS points and a qualification in the performing arts even if they do not decide to continue Drama as a subject further up the school. 

Our GCSE curriculum has a dual focus on both the practical and academic reaches of the performing arts.

Pupils taking the Drama GCSE (years 10-11) will work through both written analyses and performative parts to the course. By understanding both the theory and practices of the arts, our pupils grasp a well-rounded and analytical view of the theatre.

Pupils are given opportunities to perform in both scripted and devised productions in order to showcase their talents and practice their craft.

Alongside studying individual plays and Dramatic techniques, our Drama GCSE ensures that pupils secure a strong academic foundation while enriching a love of performance.

At A Level five texts are studied, which represent a range of social, historical and cultural contexts – Greek tragedy, 19th century realism, contemporary docudrama, epic (political) theatre and physical theatre are examples of the styles and genres you can expect to explore over the two years.

Devised (self-created work), watching and evaluating live theatre and the study of key companies and practitioners feed into the assessed performance of three pieces over the two years, giving a lot of scope for practical exploration; not just analysis of text but using imagination and experience to interpret and stage it.

It is possible to be assessed on design instead of acting for all the practical work, though the written exam will draw on the experience of directing, acting and watching theatre.

Candidates will need to approach practical exploration openly and confidently to make good progress, work with others collaboratively and bring ideas to the table. They will need to do reading, research and preparation during assignment time, to prepare for productive classes and build up the correct terminology and theoretical understanding which underpins good drama and theatre.

Some experience in acting or design is important, if not vital. Written work will vary from charting progress in diary form and explaining the development process of creating drama as well as short questions and full essay questions in the final exam.

Performing arts is central to our co-curricular programme. The arts are deeply embedded into Bryanston culture. There is a whole school musical production, plus junior and senior plays which often headline the term. Bryanston also features many pop-up and fringe style productions.  

The majority of pupils will have some contact with the performing arts. We understand that many find the best reason for doing theatre is for the joy of it. When encouraging pupil involvement Bryanston’s approach is to support from every angle.

Pupils learn early on either as audience members or as performers themselves that failures and successes are to be celebrated and learnt from. With a culture where it is better to try and fail than to not try at all, pupils gain confidence and resilience from our co-curricular programmes.  

The productions we put on are often pupil led. This is not only a fantastic way for pupils to learn how to manage and deliver on projects, but it is very often better to let pupils take creative leads. Young minds are not bound by the same creative restriction adults often put on themselves.

Our staff understand that creativity can come from anywhere or anyone, and very often the best creative ideas come from our pupils. Whether it is designing set scenery or technical direction, if there is a place for a pupil to employ their creative talents, then it is our job to enable them.