Targets Date Teacher Student

(sign) (sign)
Drama Log Book
Year 7: Pantomime

Name: ……………………………………………

Class: ……………………………………………

My Target Tracker
 ● Put your hand up if you need help!
● Try your hardest to work nicely alongside your classmates.

How Your Work is Assessed.

● Your work will be given a level 1-8 (see level descriptors in this log book).
Current Grade: Attitude to Learning: ● Your level will be a number plus either a, b or c. A is the top of a level, b is
in the middle and c is at the bottom of the level.
● You will receive verbal feedback and written targets for improvement of
your work.
Target Grade Target Grade ● Sometimes other members of the class will be asked to conduct peer
assessment (where they decide what you did well and what you need to
(End of Year): (End of KS3): improve).
● Sometimes you will be asked to self assess.

Pantomime
Use of the Log Book.

● Keep your log book clean, tidy and up to date.

● All work must be completed by the deadline(s) your teacher sets.
In this unit, we will be learning about the conventions of pantomime and
● This log book is intended to help you keep track of all the things you learn how it originated. We will learn about the history of pantomime and how
in Drama throughout each unit. It will show your progress and help the actors perform, as well as the use of audience participation and character
remind you of the things you do in lessons. development.

When in Drama… Each week we will learn new Drama vocabulary which you should record in
this log book, as well as your experiences of Drama. (*Extension questions
● Treat others with respect.
are in brackets and italics and marked with an asterix.)
● Treat props, costumes and equipment with respect.
● Always behave in a safe manner – do not play on the seating, pull on the Your final assessment will be at the end of the unit, which your teacher will
curtains or go on the stage unless instructed to do so.
describe to you.
● Show appreciation for performance by others.
● Always return any props, costumes or equipment back to where you In this book you will find all the resources you will need to complete this
found it at the end of the lesson. unit, so you must have your log book with you in every Drama lesson.
Towards the back of this book are questions, keywords and quizzes for you sometimes I with few
to fill out along the way. This logbook must be completed and handed in to struggle to distractions.
your teacher at the end of this unit. focus.

Listening* I understand I can I can

and can use recognise recognise
Have fun! ☺ (Learning to
one or two and use and use a
use Drama
Responding I can respond I can respond I can respond Drama different wider variety
Techniques)
to questions to questions to questions techniques Drama of Drama
(Written work with some techniques techniques
and and and
and especially success. with with growing
feedback feedback feedback
Self Assessment reasonable confidence
with basic with with
Forms) confidence. and creativity.
responses comments comments
when the that show that are
Categories of Level 3 Level 4 Level 5
teacher asks some thought
Assessment
me. My thought. My through and
written work is written work is positive. My
basic. brief, but with written work
some shows a
Responding I can respond I can respond I can respond
awareness of reasonable
to questions to questions to questions
my strengths level of detail. (Written work
and and and
and and especially
feedback feedback feedback in
weaknesses. Self Assessment
intelligently very well, class with very
Forms)
Performing I can choose I can perform I can perform and without showing that I perceptive

some a character characters encouragem have a deep comments

(Assessments ent. My understandin and original
appropriate that shows that are
and written work g of Drama. and
movement some different to
Performance shows a good My written challenging
and voice for differences to myself with
Work in lessons) level of detail. work shows ideas. My
a basic myself. I can growing
character. I stay in role for confidence. I an excellent written work is

can stay in good parts of can stay in level of detail outstanding

role for some my role for most and and very

of my performance of my reflection. perceptive.

performance. but performance

 Performing I can perform I can I have
a variety of construct and complete
(Assessments
convincing perform a control over A Brief History of Pantomime
and
characters wide variety the skills I
Performance In the United Kingdom, the word
with of characters need to
Work in lessons)
confidence with lots of perform
"Pantomime" means a form of entertainment,
and thought. I can entirely
originality. I stay in role all convincing generally performed during the Christmas
can stay in the time and I and
role for my always know impressive season. Most cities and towns throughout the
whole and deliver characters. I
UK have a form of Pantomime at this time of
performance my lines well. am
and almost committed to year. The origins of British Pantomime or "Panto" as it is known date
always know my roles and I
back to the middle ages, taking on board the traditions of the Italian
my lines. deliver my
lines "Commedia dell’ Arte”, the Italian night scenes and British Music hall
faultlessly.
to produce a basic art form that has constantly adapted to survive
Listening* I can I can use all I have
recognise Drama complete up to the present day.
(Learning to
and use techniques control over
use Drama
different very all Drama
Techniques)
Pantomime has become a thriving business in this country. Large
Drama creatively techniques,
techniques and with very often using theatres compete with each other for the subjects and "star" names
with lots of effective and them with
that will attract full houses, and the pantomime can often run for six
confidence original results. surprising,
and creativity. original and to eight weeks, providing much needed revenue to box offices up
impressive
results. and down the country. Twenty years ago the average run of a

Categories of Level 6 Level 7 Level 8

pantomime could be from the week before Christmas up until the
Assessment end of February, but today few theatres can sustain such a length of

run.
 Narrator:
The Stock Characters
Look! Three bowls – three beds – three chairs!
It’s the tale of the Three Bears!
I’ll bet that you have never heard
The Female Love Interest: The truth of how it all occurred.
often comes from a poor
family; Audience:
is always beautiful and Oh yes we have!
kind;
often tries to help Narrator:
people; Oh no you haven’t!
is always dreaming
The Handsome Prince: (Narrator keeps this up for a while, then at last starts the story…)

is always rich and brave; Narrator:

always falls in love with In a cottage, small and spare,
the beautiful girl; Lived Mr, Mrs and Baby Bear.
always wins the fight with
the evil baddy. (Enter Three Bears)

Narrator:
Seven o’clock – and breakfast’s here.
The Evil Character:
Mr Bear:
will try and out do the
good characters but they What is it today, my dear?
always get beaten in the
end. Baby Bear:
The audience normally What’s for breakfast? What’s to eat?
boo or hiss when this
character comes onto the Mrs Bear:
stage. I wonder what would be a treat.

Goldilocks and the Three Bears Baby Bear:

Let’s ask the boys and girls. What shall we have for breakfast?
Scene: Cottage interior with door. Table with three chairs of different sizes. Three
Audience:
bowls and three spoons on the table. Narrator appears front left.
Porridge!
Mrs Bear: Spring. I don’t mind being poor at all on a day like this. Oh, if only Daddy were
Porridge! And, as it happens, dear, here.
That’s what I have cooked – right here.
Baron:
(Mrs Bear puts three bowls on the table) Cinderella. Cinderella, I’m home! Cinders!!

Baby Bear: Cinders:

Porridge! I like that a lot! Daddy!
But Mummy, this is much too hot.
Baron:
Mrs Bear: Oh darling, I had a marvellous time. And guess what? Our money troubles are
Much too hot, dear? Are you sure? over! From now on, we’ll have money to burn.

Baby Bear: Cinders:

Yes, it makes my mouth all sore. You mean – you’ve won some money?

Mr Bear: Baron:
We ought to let this porridge cool. No, no, my dear. I’ve got a surprise for you. Close your eyes – no peeping – I just
There’s time before you go to school. know you’re going to be thrilled!
Let us take a little stroll
Cinderella closes her eyes. The Baron signals; the Baroness enters in a temper.
Down the lane and up the knoll
And if we’re not too brisk or hasty, Baroness:
The porridge will be really tasty! What do you mean by keeping me waiting over there?
Narrator: (She sees Cinders and shrieks in horror.)
Aaaaaaggggghhhh!
So off they went, quite free from cares -
Baby Bear and his parents. Cinders:
What is it? What’s wrong?

Baroness:
Cinderella It SPOKE! Mercy! What a monster!

Cinders: Baron:
What a wonderful day it is today! Not a cloud in the sky, and the first day of But – but – that’s my daughter!
Baroness: ……………………………………………………………………………………………………………..
DAUGHTER! Oooooooh. ………………………………….………………………………………………………………………….
(She faints.) ……………………………………………….…………………………………………………………….
Cinders: ………………………………………………………………………………….
What’s wrong with her, Daddy? Why did she call me a monster? Who IS she? ……………………………………………….

Baron:
Well… She’s your surprise. I decided to get married again. She’s your stepmother. 🡪 Prince Charming (Cinderella) as the handsome prince:

Cinders: ……………………………………………………………………………………………………………..
Oh, no. ………………………………….………………………………………………………………………….
……………………………………………….…………………………………………………………….
Baron:
She has money, my sweet, and you know how poor we are. We’ll be thrown out ………………………………………………………………………………….
of our home if we don’t pay our debts. ……………………………………………....

Baroness:
(Recovering fast) Well if you think you’re paying your debts with my money, 🡪 The Giant (Jack and the Beanstalk) as the evil character:
you've got another thing coming. Now I'm the mistress of the house, there’s going
to be a few changes around here. And for a start, THAT – (pointing at Cinders) – is
……………………………………………………………………………………………………………..
going to sleep in the kitchen. ………………………………….………………………………………………………………………….
……………………………………………….…………………………………………………………….
Baron and Cinders: ………………………………………………………………………………….
WHAT?! ……………………………………………….

Worksheet 2

What do we mean when we talk about ‘pantomime’? What does that word
Worksheet 1 mean in the United Kingdom?
…………………………………………………………………………………………………………….
Explain why the following pantomime characters fit in with the stock ……………………………......………………………………………………………………………….
characters -- …………………………………………………………………….……………………………………….
🡪 Snow White (Snow White) as the love interest:
……………………………………………………………………………………………………………………
………………

What are some of the key theatrical conventions we find in pantomimes?

(HINT: Theatrical conventions means techniques used by a specific style of
theatre.)
…………………………………………………………………………………………………………….
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(*Why do you think pantomimes are less popular now than they have been
in the past?)

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……………… Worksheet 4

Worksheet 3 Find the words listed below and circle them:

Based on what you know about pantomimes, design a costume for any SIRCINDERELLACTYFJ
pantomime character you like in the space below. TENANDERDIONYSUSVY
OXAJRNAKWYTHEMEZSM
Write here which character you are designing your CAOSSNOITNEVNOCLIK
costume for: ………………………………………………………. KDICTIONYCMVGVBGPE
CFHINTERACTIONCECA
HHHTAEFCHRLHURTNET
AWXCAVNULEFTXAEEHY
RNVHRVIAYJODXIWDTR
 ASJRTEBTRTMUDECIRT Theatre conventions:
CUMISLXBSROUGDOPHK
TPASECDZXEALAYBISJ
EIITHAHHYBFTPWWRBC Freeze frame:
RDZMCTKATVMCOMJUTO
SEZARCRWTAQUVRDEZM
JOYSOEQPOETICSRVWE Audience interaction:
JDEAEPANTOMIMERELD
BCLBOSKSAMENEKSKMY
Thought tracking:

Pantomime Comedy Audience

Body language:
Narrator Cinderella Interaction

Conventions Stock characters Christmas Facial expression:

Projection:

Worksheet 5

KEY WORDS

Write definitions for the following words:

Pantomime:

Stock characters:
 (*One moment where this
group’s demonstration of
theatrical conventions was really
good was…)

This person’s use of facial Amazing / Good / Okay / Lacking

expression/body language was …

(*One moment where this

person’s facial expression/body
language were really good
Peer Assessment Form was…)

This person should work on … (*They could improve this by…)

Assessed by: _________________________________

Which person’s use of stock Amazing / Good / Okay / Lacking Tick (√) one:
characters was …

□ Gestures/Body language
(*One moment where this □ Demonstration of stock
person’s stock character was character
particularly clear was…) □ Performance discipline

This group’s demonstration of Amazing / Good / Okay / Lacking

theatrical conventions was …
 Self Assessment Form

Tick (√) the skills that you included in your performance today. Check back
in your keywords if you can’t remember what they are. ●
(*Explain how you included them.) Things To Work On:
(Write ONE thing you
…………………………………………………. Characterisation aim to improve)
Use of stock
……….………………………………………… characters
Facial expression
………………………………………………… Gestures/body
language
………………………………………………… Projection Notes
Performance
discipline …………………………………………………………………………………………………………….
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Reflecting on your performance:
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What Went Well: ……………………………......………………………………………………………………………….
●
(Write THREE things …………………………………………………………………….……………………………………….
that were good) ……………………………………………………………………………………………………………..
●
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