KS3 WJEC Drama: Case Study Practical Exercises | KS3 WJEC 戏剧：案例分析实战演练

📚 KS3 WJEC Drama: Case Study Practical Exercises | KS3 WJEC 戏剧：案例分析实战演练

In KS3 WJEC Drama, case studies are not just about reading a script—they are springboards for active, creative exploration. By immersing yourself in a specific performance text and then using practical exercises, you transform from a passive observer into a theatre maker who understands how acting, design, and direction combine to tell a powerful story. This article guides you through a full practical case study based on a short extract from The Terrible Fate of Humpty Dumpty, showing you exactly how to develop your devising, performing, and evaluating skills.

在 KS3 WJEC 戏剧课程中，案例分析不仅仅是阅读剧本——它们是进行主动、创造性探索的跳板。通过沉浸于一个特定的演出文本，并运用实践练习，你将从被动的观察者转变为戏剧创作者，理解表演、设计和导演如何结合来讲述一个强有力的故事。本文将带你进行一次完整的案例分析实战演练，基于《鸡蛋头先生的可怕命运》的一段节选，向你展示如何培养你的创编、表演和评估技能。

1. Understanding Drama Case Studies | 理解戏剧案例分析

A drama case study focuses on one extract or whole play, analysing it through performance choices, staging, character motivation, and use of theatrical elements. In WJEC, you are assessed on creating, performing, and responding—this exercise weaves all three together. You will first read the selected scene, then answer key questions, and finally bring your analysis to life in the rehearsal room.

戏剧案例分析聚焦于一个节选或整部剧作，通过表演选择、舞台调度、角色动机和剧场元素的运用来进行分析。在 WJEC 考核中，你会从创编、表演和回应这三个方面被评估，本次练习将这三者紧密结合在一起。你将先阅读选定的场景，然后回答关键问题，最后在排练室里将你的分析呈现于表演之中。

Think of the text as a blueprint. Every line of dialogue and stage direction offers clues about emotion, pace, and physical action. Your job is to decode those clues, imagine multiple possibilities, and then test them practically.

把文本看作一张蓝图。每句对白和舞台指示都提供了关于情感、节奏和形体动作的线索。你的任务就是解读这些线索，设想多种可能性，然后通过实践来验证它们。

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2. Introducing the Case: ‘The Terrible Fate of Humpty Dumpty’ Extract | 案例介绍：《鸡蛋头先生的可怕命运》节选

We will use a short extract from The Terrible Fate of Humpty Dumpty by David Calcutt. The play deals with bullying, peer pressure, and tragedy. The scene shows Terry (the bully) and his gang tormenting the quiet, awkward Humpty on the playground. The extract begins after a teacher has left the area, leaving Humpty alone with the gang.

我们将使用大卫·卡尔卡特所著《鸡蛋头先生的可怕命运》中的一个短篇节选。这部戏涉及欺凌、同伴压力和悲剧。场景呈现了恶霸特里和他的小团伙在操场上欺负安静而笨拙的鸡蛋头。节选开始于一位老师离开该区域之后，留下鸡蛋头独自与这群人在一起。

Read the following lines:

阅读以下台词：

TERRY: (circling slowly) Nice little Egg. All on your own. No one to look after you now.
SAM: Yeah, crack him open, Terry!
HUMPTY: (clutching his bag tighter) I wasn’t doing anything. Just leave me alone.
TERRY: But you’re so… round. So… fragile. Let’s see what happens when you fall.

特 里：（缓缓绕圈）可爱的小鸡蛋。落单了。现在没人护着你喽。
山 姆：对，敲碎他，特里！
鸡蛋头：（把他的包抓得更紧）我什么也没干。别烦我。
特 里：可你那么……圆。那么……脆弱。让我们看看你摔下来会怎样。

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3. Character Analysis in Practice | 角色分析实战

Begin by hot-seating each character. Ask a performer to sit in the ‘hot seat’ and respond in role to questions from the group. For Terry: ‘Why do you need an audience like Sam?’ For Humpty: ‘What do you imagine will happen next?’ This reveals inner thoughts that may not be spoken aloud.

从“热座”练习开始分析每个角色。让一位演员坐在“热座”上，以角色身份回答小组提出的问题。问特里：“你为什么需要像山姆这样的观众？”问鸡蛋头：“你想象接下来会发生什么？”这能揭示出那些可能没有说出口的内心想法。

Then create a ‘role on the wall’ outline. On a large sheet of paper, draw an outline of a person. Inside, write Humpty’s feelings. Outside, write what others say about him. You will notice the contrast between his quiet fear and the gang’s labels like ‘fragile’ and ‘egg’.

然后制作一张“墙上角色图”。在一张大纸上画一个人形轮廓。在内部，写下鸡蛋头的感受。在外部，写下别人对他的评价。你会注意到他安静的恐惧与团伙给他贴的“脆弱”“鸡蛋”等标签之间的反差。

Finally, use thought-tracking. Rehearse the extract slowly; freeze on Terry’s line ‘Let’s see what happens when you fall.’ Each character speaks their hidden thought aloud. Humpty might think ‘If I run, they’ll chase me,’ while Sam might think ‘I don’t really want to hurt him but I can’t back down now.’

最后，运用思路追踪。慢慢排练这段节选；在特里说出“让我们看看你摔下来会怎样”这句时冻结画面。每个角色大声说出隐藏的想法。鸡蛋头可能想“如果我跑，他们会追我”，而山姆可能想“我并不真想伤害他，但我现在不能退缩”。

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4. Exploring Theme and Context | 探索主题与情境

Identify the play’s key themes: bullying, isolation, pack mentality, and the misuse of power. Link these to the context of a secondary school playground. Discuss: why does Terry behave this way when the teacher leaves? What does this tell us about authority and safety?

找出这部剧的关键主题：欺凌、孤立、小团体心态和权力的滥用。将这些与中学操场的背景联系起来。讨论：为什么当老师离开后特里会这样做？这告诉我们关于权威和安全感的什么信息？

Create a whole-class still image of a playground with high status and low status. Place Humpty physically lower—perhaps crouching on the floor—while Terry and Sam stand tall, close together. Ask the rest of the class to place themselves in the space to represent the bystander effect, looking away. Discuss how proxemics (use of space) communicates meaning without words.

创作一幅全班参与的、表现高地位与低地位的操场静态画面。让鸡蛋头身体位置较低——也许蹲在地上——而特里和山姆站得笔直，靠得很近。让班级其他同学在这个空间中站位，表现出旁观者效应的样子，目光移开。讨论空间关系如何在不使用语言的情况下传达意义。

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5. Design Elements: Light and Sound | 设计元素：灯光与音效

Design is a vital part of WJEC drama and should not be an afterthought. Start by considering lighting. For the playground scene, you might use a harsh, white wash to feel exposed, then shift to a tight spot on Humpty when he says ‘Just leave me alone,’ making him look trapped. Write a lighting cue sheet listing each change and its effect.

设计是 WJEC 戏剧中至关重要的一部分，不应事后才考虑。首先，考虑灯光。对于这场操场戏，你可以使用刺眼的白色普光来营造暴露感，然后当鸡蛋头说“别烦我”时，将灯光转换为一个紧束的定点光，让他看起来像被围困住。写一份灯光提示表，列出每次变化及其效果。

For sound, create a soundscape before any dialogue. Ask half the class to produce a low hum, whispers, and occasional mocking laugh layered together, representing the constant threat Humpty feels. Decide on a sudden sound cue—like a metallic clang—at the moment Terry reaches out to push Humpty, to heighten the shock.

至于音效，在对话开始前先创作一个音景。让班上一半的同学制造出低沉的嗡嗡声、窃窃私语以及偶尔夹杂的嘲笑声，叠加在一起，代表鸡蛋头感受到的持续威胁。决定一个突然的音效提示——比如一声金属撞击声——在特里伸手去推鸡蛋头的那一刻响起，以增强震撼力。

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6. Director’s Notebook Exercise | 导演笔记练习

Pretend you are directing this extract for a showcase. Write three directorial intentions for the scene, focusing on what you want the audience to feel and think. For example: ‘I want the audience to feel the suffocating pressure of the gang’s presence, then experience a moment of dread when they realise no one will help Humpty.’

假设你正在为一场展演导演这个片段。为这场戏写下三个导演意图，聚焦于你希望观众感受到和思考到什么。例如：“我想让观众感受到那种因团伙在场而产生的令人窒息的压迫感，然后在他们意识到没有人会帮助鸡蛋头时，体验到片刻的恐惧。”

Now block the movement. Use a ground plan to map out the playground. Chart Terry’s slow circular path, Sam’s position blocking the exit, and Humpty’s increasingly small, cowering steps. Try two different blocking choices: one where Terry stays distant and menacing, another where he invades Humpty’s personal space aggressively. Perform both and reflect which one better supports your intention.

现在来编排动作调度。用一张地面平面图来规划操场。标出特里缓慢的环形移动路线、山姆堵住出口的位置，以及鸡蛋头越来越小、畏缩的步子。尝试两种不同的动作调度选择：一种是特里保持距离但充满威胁；另一种是他侵略性地侵犯鸡蛋头的个人空间。将两种都表演出来，并反思哪一种更好地支撑了你的意图。

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7. Devising and Improvisation from the Stimulus | 由刺激物进行创编与即兴创作

Use the extract as a springboard for your own devised work. In small groups, improvise the moment ten minutes before this scene. What caused Terry and his gang to target Humpty? Show the teacher leaving, then improvise the dialogue that leads straight into the written text. This pre-text work deepens your understanding of the characters’ relationships and objectives.

用这个节选作为你自己创编作品的跳板。以小组为单位，即兴创作这段戏发生前十分钟的时刻。是什么导致特里和他的团伙盯上鸡蛋头？表演老师离开的场景，然后即兴创作对话，使其自然衔接到写好的文本。这种前文本作业能加深你对角色关系和目标的理解。

Next, devise a ‘missing scene’. What happens in the staff room while Humpty is being bullied? Show a brief, contrasting scene where a teacher discusses playground duty but remains unaware. This teaches you about dramatic irony and perspective, both key concepts in responding to theatre.

接下来，创编一个“缺失的场景”。在鸡蛋头被欺负时，教师办公室里发生了什么？呈现一段简短的、对比性的场景，一位老师正在讨论操场值日，但仍然毫无察觉。这会让你学习到戏剧反讽和视角的概念，两者都是回应戏剧时的关键概念。

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8. Performing the Extract with Intention | 有意图地表演节选

When you move into performance, every gesture, pause, and vocal choice must be justified by your analysis. Rehearse Humpty’s physicality: begin with his shoulders hunched, breathing shallowly. Practise his line ‘I wasn’t doing anything’ three ways: whispered nervously, shouted in sudden defiance, and delivered with a tremor. Discuss which version best fits your interpretation of the character and why.

当你进入表演环节时，每一个手势、每一次停顿和声音的选择都必须以你的分析为依据。排练鸡蛋头的形体动作：一开始双肩蜷缩，呼吸短促。用三种方式练习他的台词“我什么也没干”：紧张地低语，突然反抗地喊出，以及用颤抖的声音叙述。讨论哪种方式最符合你对角色的诠释及其原因。

Pay special attention to reaction acting. While Terry speaks, Humpty must show active listening through frozen tension, eye darting, or a small step back. Record a short performance on video and watch it back without sound. Can you still read the status and emotion clearly? If not, your physicality needs more precision.

要特别关注反应式表演。当特里说话时，鸡蛋头必须通过凝固的紧张感、眼神闪躲或向后退一小步来表现出积极的倾听。录制一段简短的表演并在没有声音的情况下回看。你仍然能清晰地解读出地位和情绪吗？如果不能，你的形体动作就需要更加精准。

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9. Responding and Evaluating through Reflection | 通过反思进行回应与评估

Evaluation is a key WJEC objective. After your practical work, write a structured reflection using the ‘What? So what? Now what?’ model. What happened: describe a specific moment from rehearsal. So what: analyse its impact on the audience or your character development. Now what: state what you would change or develop next time.

评估是 WJEC 的一个关键目标。在完成实践作业后，使用“发生了什么？那又怎样？现在怎么办？”的模型写一份条理清晰的反思。发生了什么：描述排练中的一个具体时刻。那又怎样：分析它对观众或你角色发展的影响。现在怎么办：说明你下次会改变或发展什么。

Peer assessment is equally valuable. After watching another group’s performance of the extract, give one specific piece of praise and one precise suggestion for improvement, always linking it back to the intended effect. For example: ‘Your use of levels with Terry standing and Humpty kneeling was powerful because it showed the power imbalance instantly. To develop it, you could add a moment where Sam copies Terry’s posture to highlight pack mentality.’

同伴评估同样很有价值。在观看了另一组对该节选的表演后，给予一个具体的表扬和一个精确的改进建议，始终要联系到预期效果。例如：“你们运用了特里站立而鸡蛋头跪下的空间高低对比，这非常有力量，因为它瞬间展示了权力失衡。为了进一步发展，你们可以增加一个山姆模仿特里姿态的时刻，以突出小团体心态。”

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10. Exam and Assessment Tips for Case Study Work | 案例研究作业的考试与评估技巧

When writing about your case study in a WJEC assessment, always use key drama vocabulary: proxemics, physicality, vocal tone, pace, subtext, soundscape, and directorial intention. Avoid simply describing what happened—explain why choices were made and their effect.

在 WJEC 评估中撰写案例分析时，务必使用关键的戏剧词汇：空间关系、形体动作、语调、节奏、潜台词、音景和导演意图。避免仅仅描述发生了什么——要解释为何做出这些选择及其效果。

Prepare a piece of ‘live’ written work under timed conditions. Using the Humpty extract, answer a typical question: ‘Explain how you would use one design element to create tension in this extract.’ Plan quickly, then write a focused paragraph that mentions colour, intensity, angle, and timing for lighting, or texture, volume, and layering for sound.

在限时条件下准备一份“现场”书面作业。使用鸡蛋头的节选，回答一个典型问题：“解释你会如何运用一种设计元素来在这个节选中营造紧张感。”快速规划，然后写一段集中的段落，提及灯光的颜色、强度、角度和时机，或者音效的质感、音量和层次叠加。

Finally, remember the WJEC mark scheme rewards originality and clear justification. Even a small, quirky choice—like using a single long shadow cast on the back wall to represent Humpty’s feeling of being trapped—can score highly if you can fully explain why it works.

最后，请记住，WJEC 的评分方案奖励原创性和清晰的论证。即使是一个小小的、别出心裁的选择——比如利用投射在后墙上的一道长长的影子来表现鸡蛋头被困住的感觉——只要你能够充分解释它为何奏效，也能获得高分。

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Published by TutorHao | Drama Revision Series | aleveler.com

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