The aims are to:

• develop an understanding of the genre
• understand more about different dramatic styles
• develop different performance styles
• understand that the audience can have different roles.

By the end of this project, students are expected to be able to:

• perform a character within the genre
• perform with more confidence
• develop an appropriate relationship with the audience
• structure an appropriate piece of drama.

The skills covered in this project include (but are not limited to) freeze frame and role play.

The techniques which are covered in lessons in this project include:

• blocking
• freeze frame
• improvisation
• performance.
• spotlighting.

The key words which are used in this project include:

• blocking
• character
• pantomime
• rehearsal
• self-evaluation
• spotlighting
• stock character
• technical effects.

The text which students encounter during this project includes a film clip of a pantomime, a script for the pantomime of Cinderella, and technical effects (if available).

This series of lessons has cross-curricular links with Citizenship, English and History.

Students should be assessed in this project on the extent to which they:

• understand the genre through rehearsal and performance
• develop a stock character
• develop performance skills.

Web sites which could be used for further information on this topic include:

	PantoScripts.com

	It’s Behind You Dot Com – The Magic of Pantomime

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). For a complete mapping, see Managing: Drama in Schools.

Level 4: Performing

• Select and operate a range of simple theatre technologies to create the right space for their drama and to enhance their work
• Experiment with their voices and movement, to create or present different characters in performance

Level 4: Responding

• Demonstrate an awareness of some theatre traditions from different times and places, eg Kathakali dance drama, Greek or Tudor theatre

Level 5: Making

• Select and use a range of available technical resources for dramatic effects, eg a CD player, an overhead or data projector and lights

Level 5: Performing

• Improve and refine their acting, directing or technical contribution through the rehearsal process