1. Blood Brothers Documentary Response

2. Example 1 We done a still image of the two brothers as kids, edward was giving mickey a sweet, it was good because we used levels and facial expressions. We stayed still well but we could have used the space more better.

3. Example 1 We done a still image of the two brothers as kids, edward was giving mickey a sweet, it was good because we used levels and facial expressions. We stayed still well but we could have used the space more better.

4. Example 2 We showed freezes in pairs showing Edward and Mickey as kids. Our freeze was Edward sitting next Mickey holding out a bag of sweets and Mickey sitting, looking, at him. The two boys were crouched down on the floor. Mickey was facing away from Edward a little bit too show that he was more powerful and less interested in being freinds than Edward is. I think a freeze was a good idea for this scene because you can see how each person were feeling by their facial expression and posture. You could tell Mickey was in a bad mood from his body language but that he wanted a sweet because he was looking at the sweets. Edwards’ facial expression showed how friendly he was. He had his eyes wide open and a big smile.

5. Example 2 We showed freezes in pairs showing Edward and Mickey as kids. Our freeze was Edward sitting next __ Mickey holding out a bag of sweets and Mickey sitting, looking, at him. The two boys were crouched down on the floor. Mickey was facing away from Edward a little bit too show that he was more powerful and less interested in being freinds than Edward is. I think a freeze was a good idea for this scene because you can see how each person were feeling by their facial expression and posture. You could tell Mickey was in a bad mood from his body language but that he wanted a sweet because he was looking at the sweets. Edwards’ facial expression showed how friendly he was. He had his eyes wide open and a big smile.

6. Example 3 In this lesson we looked at the section of the play where Edward says hello to Mickey and Mickey asks him for a sweet. Its the moment when the two brothers first meet and it reveals a lot about their characters. Mickey is sulking because his mum won’t let him play where he wants to and Edward cheers him up. In a way it’s a contrast to later on in the play where Edward is very restricted by his mum Mrs Johnstone because she’s afraid of him finding out that Mickey is his brother. However, it is also a hint of what is to come because it shows how Edward is the dependable one and Mickey is more moody. We used still images to explore this first meeting. This was effective because we could really analysis how the friendship began and how Mickey started to trust Edward. For example, in the first still image Edward was standing and Mickey was sitting on the floor. Mickey was looking away from Edward and they were some distance apart, Mickey was looking away from Edward and his face was screwed up with anger, he was sitting with his knees bent, his feet flat on the ground and his head in his hands, this posture showed that he was fed up.

7. Example 3 In this lesson we looked at the section of the play where Edward says hello to Mickey and Mickey asks him for a sweet. Its the moment when the two brothers first meet and it reveals a lot about their characters. Mickey is sulking because his mum won’t let him play where he wants to and Edward cheers him up. In a way it’s a contrast to later on in the play where Edward is very restricted by his mum Mrs Johnstone because she’s afraid of him finding out that Mickey is his brother. However, it is also a hint of what is to come because it shows how Edward is the dependable one and Mickey is more moody. We used still images to explore this first meeting. This was effective because we could really analysis how the friendship began and how Mickey started to trust Edward. For example, in the first still image Edward was standing and Mickey was sitting on the floor. Mickey was looking away from Edward and they were some distance apart, Mickey was looking away from Edward and his face was screwed up with anger, he was sitting with his knees bent, his feet flat on the ground and his head in his hands, this posture showed that he was fed up.

8. Top Band Criteria. Level 1 (A-A*) Students’ analysis and evaluation of their own work and that of others is outstanding. They show considerable understanding and appreciation of the way the medium and elements are used to interpret a play.

9. Middle Band. Level 3 (C-D) Students’ documentary evidence shows a good understanding of their own work and that of others. They evaluate the work with some justification. i.e. It was good because... It could have been improved by....

10. Lowest bands (E-F) Students’ documentary evidence will be limited in terms of content and understanding.

11. Assessing Documentary Response A-A* Explain how the extract of the play you worked on links with the whole play. Write about how explorative strategies enhanced your understanding and appreciation of the play. Explain how you explored play using the elements and medium. Make evaluative comments and back these up with explanations and examples. C-D Write about which section of the play we worked on Say what you or your group did well and explain why Say what others did well and explain why Explain what would have made the work better E-F Write about which section of the play we worked on Explain why it was effective Say what you did well and what you could improve on

12. Learning Objectives To know how to interpret the role of a child in performance. To experiment with presenting Mickey’s poem Learning Outcomes All:Perform a section of Mickey’s poem in role as a child. Most: Perform in role and create a group performance of the poem. Some:Perform in role and create a polished group performance of the poem using elements and medium imaginatively.

13. Task 1 – Warm up (5 mins) What games did you play when you were seven? What skills do we need to perform as a young child?

14. Mickey’s Poem In what part of the play does this appear? What actions could we use within the poem? What else could we use?

15. Hot-seating How does Mickey feel at this moment? What do we want to know about him? What could we ask him?

16. Lesson 5 - Groups A.Kniekie, Hannah, Aleksandra, Duane, Alan B.Abi, Tafari, Rui, Liam, Mert C.Aisha, Istar, Karl, Dahir, Sidar, D.Reza, Sadrin, Ainars

17. Task 2 (5 mins) Rehearse your section of the poem on your own. How will you perform it to show that Mickey is seven at this point? What actions/gestures will you use? Reflect on which elements and medium you are using

18. Task 3 (15 mins) 1. In your groups show each other your individual sections. 4m 2.Think about how you can fit the sections together to create one polished piece. 4m 3.Consider your use of elements and medium. What could improve your work? 4m

19. Whole class rehearsal (5 mins)

20. C What methods did people use to link the verses together? B How did the performances enhance the text? Would they work within a production of Blood Brothers? A How successful was your use of the drama medium? Suggest a drama element that you could focus on in order to improve your group’s work? What have you enjoyed about playing a small child? D