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Performance, Presence & Confidence

KS3 Drama & Performance · Ages 11–14

Develop stagecraft, play with status and body language, devise your own work and turn performance nerves into energy.

Name: Date:

Status & Body Language

🦜 Rosie: "How you stand tells the audience who has the power." Try high status then low status.

High-status signals (eye contact, still, slow):

Low-status signals (fidget, look down, quick):

🦔 Gary: "Pace, pitch, pause and power carry meaning." Tick what you'll practise.

🐢 Pace — speeding up / slowing down 🎵 Pitch — higher / lower for effect ⏸️ Pause — for tension 🔊 Projection — reaching the back row

🦎 Elvis: "Devising means making your own drama." Plan a 1-minute piece.

Theme/idea:

Opening image (freeze-frame):

A dramatic technique I'll use (flashback, narration, split scene):

🦜 Rosie: "The buzz before a show is your body getting ready — even professionals feel it." Plan your pre-show routine.

My warm-up (breath, voice, shake-out):

My reframe for nerves: "This feeling means ."

🦔 Gary: "Give and take feedback kindly and specifically." Use two stars and a wish.

⭐ Star 1:

⭐ Star 2:

🌟 A wish (one thing to try next time):

🏅

Outstanding, !

You explored status and voice, devised a piece, turned nerves into energy and gave growth-focused feedback. 🎭

Signed by Rosie 🦜, Gary 🦔 and Elvis 🦎 · Date: