Directing DNA Extract

Overview

This 60-minute session is designed for Year 11 students to deepen their understanding of Mark Ravenhill’s DNA through the lens of directing. Students will explore the directorial process by focusing on a carefully chosen extract that features their selected character. They will collaboratively develop a detailed vision for the scene, including staging, blocking, and interactions, culminating in a group presentation of their creative decisions. This lesson aligns with the UK GCSE Drama curriculum, emphasising practical application, textual interpretation, and real-world theatrical skills.

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Curriculum Links

• OCR GCSE Drama (J316):
  • Component 2: Devising Drama – applying directorial skills and collaboration
  • Component 3: Text in Practice – interpreting texts practically, exploring character and relationships
• National Curriculum for England (KS4 Drama):
  • Develop creativity through performance and design
  • Analyse and evaluate own work and the work of others
  • Work collaboratively to realise creative ideas

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Learning Objectives

By the end of the lesson, students will be able to:

1. Analyse the importance of directorial vision in interpreting a dramatic text.
2. Collaborate effectively to create staging and blocking plans rooted in textual analysis.
3. Justify directorial choices verbally and through practical demonstration.
4. Reflect critically on how directing affects audience understanding and engagement.

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Resources Needed

• Copies of the selected extract from DNA for each student
• Large paper or whiteboards and markers for diagramming blocking/staging
• Space to rehearse and demonstrate blocking (classroom or drama studio)
• Timer or stopwatch
• Optional: Simple props or costume items (hats, scarves) for role differentiation

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Lesson Structure

1. Introduction (10 minutes)

• Starter discussion: Recap last lesson’s focus on character and themes in DNA.
• Present the directing challenge: Each group must develop a directorial vision for their chosen character’s extract.
• Define key directing elements:
  • Vision (tone, mood, style)
  • Staging (set/layout, levels, use of space)
  • Blocking (movement and positioning)
  • Character interaction (proximity, eye contact, power dynamics)
• Show a brief professional example (verbally or visually described) of a director’s vision impacting scene interpretation.

2. Group Work: Directorial Planning (25 minutes)

• Divide the class into groups (2-3 per group depending on character focus)
• Tasks for each group:
  • Read and annotate the extract highlighting key moments for staging/blocking.
  • Discuss and agree on a directorial vision (modern vs naturalistic, tension-building strategies, etc.).
  • Create a blocking plan using diagrams or rehearsing physically. Consider entrances/exits, levels (seated/standing), proxemics.
  • Develop a brief rationale explaining why these choices support audience understanding and impact.
• Teacher circulates to prompt deeper thinking, challenge choices, offer mini feedback.

3. Presentations and Feedback (20 minutes)

• Each group performs a short read-through or practical demonstration of their scene with blocking.
• Present and explain their directorial vision and rationale clearly to the class.
• Peers and teacher provide constructive feedback based on:
  • Clarity and coherence of vision
  • Creativity and appropriateness of blocking/staging
  • Use of space and character interaction to enhance meaning

4. Plenary and Reflection (5 minutes)

• Group discussion: What was the most challenging decision? Which directorial choice do you think will have the biggest impact on an audience?
• Highlight how directing shapes the experience of a text beyond just the script.
• Set brief homework: Reflect in a journal or blog post on how directing this extract reshaped their understanding of their character.

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Assessment Opportunities

• Formative assessment during group work and presentations, focusing on analytical and collaborative skills.
• Peer feedback encourages critical engagement with directing decisions, supporting the GCSE objective of evaluation.
• Homework reflection offers written evidence of understanding the director’s role, supporting literacy and critical thinking outcomes.

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Differentiation and Inclusion

• Provide visual aids and clear structure for planning to support students who benefit from concrete scaffolds.
• Allow choice of character extracts (from simpler to more complex passages) to match ability and interest.
• Encourage all voices in group work, setting roles (director, note-taker, presenter) for participation diversity.
• Use physical and verbal means to rehearse blocking, supporting different learning preferences.

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Extensions and Enrichment

• Challenge advanced learners to incorporate symbolic use of props or lighting in their vision and explain the effect.
• Encourage students interested in technical theatre to research and present how lighting or sound design could complement the directing choices next lesson.
• Suggest watching or reading excerpts from other directors’ productions of DNA or relevant contemporary plays to compare interpretations.

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This lesson empowers students to actively engage with drama as a collaborative art form, builds critical creative thinking, and deepens textual understanding through the unique lens of directing — key skills that prepare students for higher study or theatre work beyond GCSE.