Introduction to Drama                                Drama:                 Introductory Scheme of Work                   ...
Introduction to Drama© 2004 www.teachit.co.uk   dramaessentials-120518073000-phpapp02.docx                                ...
Introduction to DramaLesson 1 – Conversation lessonAim of lesson: to develop simple sketch & show effect of dialogue & how...
Introduction to DramaHello.Hello.How are you?Fine.Have you been waiting long?About ten minutes.Oh. ----------------------...
Introduction to DramaLesson 2 –Addressing the audienceAim of lesson: to introduce ways of addressing the audience whilst d...
Introduction to DramaLesson 3Aim of lesson: to introduce the concept of universal gesture and mimeWarm up:        The gest...
Introduction to DramaTask 2:Move into groups of 4. Devise a mimed scene, using as many gestures as they canthink of, to sh...
Introduction to DramaLesson 4 – Physical theatreAim of lesson: to introduce physical theatre whilst developing character.W...
Introduction to DramaLesson 5 – An introduction to status levels.Aim of lesson: to introduce concept of status and how lev...
Introduction to DramaLesson 6 – Status continuedAim of lesson: to develop understanding of status and how it can be shown ...
Introduction to DramaLessons 7 & 8 – Fireworks Drama (to be used when relevant!)Aim of lessons: to think about the dangers...
Introduction to DramaLessons 9 & 10 – PersuasionAim of lessons: to discuss and explore different persuasive techniques for...
Introduction to DramaLessons 11 & 12 – An introduction to script workAim of lessons: to introduce script work, whilst tryi...
Introduction to DramaExtension activity / character developmentDuring rehearsal of the above scenes, pupils sit down and f...
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  1. 1. Introduction to Drama Drama: Introductory Scheme of Work Focus: Responding to instructions Working effectively as a group Building confidence Introducing new drama skills: limiting abstract freeze - dialogue drama frames facial use of a basic settings expression script addressing body language mime & the gesture audience group work dramatic use of levels sculpting statusContents: 1. Lesson 1 Conversation lesson and extension activity Conversation for photocopying 2. Lesson 2 Addressing the audience (exam. theme) 3. Lesson 3 Universal gestures 4. Lesson 4 Physical theatre/Mime work, showing emotions 5. Lessons 5 & 6 Status levels (2 lessons with extension activities) 6. Lessons 7 & 8 Fireworks drama (2 lessons) 7. Lessons 9 & 10 Persuasion (2 lessons) 8. Lessons 11 & 12 Script work (2 lessons with extension activity)© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 1 of 14
  2. 2. Introduction to Drama© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 2 of 14
  3. 3. Introduction to DramaLesson 1 – Conversation lessonAim of lesson: to develop simple sketch & show effect of dialogue & how it can beoverrated!Warm–up:From circle, arrange selves in: Height order Order of eye colour, darkest to lightest Birthday order Alphabetical by first name Divide into teams to form letters, numbers, shapesCome back into circle. Brainstorm important things to remember in Drama. Select best 5 & discuss.Task: Hand out conversation sheets. Read in pairs. Hear some. Now act out, see some. Develop scene in pairs with time limit. See some. Now re-enact, but only able to speak own name. Does meaning still come across? How? What is important?Plenary:What have we learned about Drama today? Is dialogue as important as you thought?Extension activities / possible follow-on lessonTo teach effect of different expressions / moods, use same conversation but look ateffect of different mood / tone of voiceUse different strategies – freeze frame, pause, additional character, mime etc.Comment on effect.Give different settings to pairs, group have to guess setting.© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 3 of 14
  4. 4. Introduction to DramaHello.Hello.How are you?Fine.Have you been waiting long?About ten minutes.Oh. ----------------------------------------------------------------------------------------------------Hello.Hello.How are you?Fine.Have you been waiting long?About ten minutes.Oh.© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 4 of 14
  5. 5. Introduction to DramaLesson 2 –Addressing the audienceAim of lesson: to introduce ways of addressing the audience whilst developingdramatic expression.Warm-up:Facing out of the circle, practise showing various emotions facially, and then usingwhole body. Now face inwards and show to group. How does body change between,say, happiness (open expression, upward motion) and fear (closed, protective stance,probably looking down)?Walk around the room, changing expression/body language as teacher shouts outdifferent moods.Task 1:Discuss different thoughts/emotions that pupils experience in exams. These cannot beexpressed, as everyone in the room is silent. Discuss how a drama scene might showthese emotions.E.g. In groups of 4, set scene for exam room and one by one, come out of the mime toexpress true thoughts and feelings.Show to the group.Task 2: In the restaurantShowing a character’s true thoughts and feelingsIn pairs, in a restaurant setting, one of them is having a lovely time, the other ishaving an awful time but pretending to enjoy themself. How could they show theirtrue feelings to the audience? Freeze action and address audience Voices in head Phone call in toilets Facial expressionThese scenes can be serious or comical and can use as many ways of addressing theaudience as possible.Plenary:In what ways can a character address the audience? Why is this effective?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 5 of 14
  6. 6. Introduction to DramaLesson 3Aim of lesson: to introduce the concept of universal gesture and mimeWarm up: The gesture game(a useful and fun warm up for future lessons!)Standing in a circle, teacher introduces use of gesture by indicating in mime that apupil should: Come here Stop Turn around Go awayDiscuss how the pupil knew what to do, and how and why gestures might be used inevery day life.Now go around the circle, each pupil choosing and showing a gesture which isfamiliar to everyone. This gesture now belongs to them. Show gestures once morebefore beginning the game.The aim of the game is to ‘send’ gestures around the circle. One pupil begins bymaking their gesture, then choosing someone else’s gesture and doing that. Theperson whose gesture was chosen must repeat it before choosing someone else’s andso on. When someone makes a mistake, they are out and must sit down. When thegame gets down to 3 or 4, they win.Rules: No hesitation Don’t return a gesture which was sent to you Always make your own gesture before choosing one to ‘send’ Don’t make the gesture of someone who is out! Teacher’s decision is final!This game can be played in two circles with three finalists from each circle meeting ina final.It can be a good idea to hold the final at the end of the lesson.Task 1: Individually – imagine you are getting ready for bed. Mime all of your actions in detail. Get into pairs and mirror each other getting up in the morning and having breakfast. Still in pairs, A & B – A makes a drink for B in as much detail as possible. Feedback:  What drink was made for you?  Was it hot or cold?  Was it in a tall or short glass? Now B makes a sandwich for A. Similar feedback.© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 6 of 14
  7. 7. Introduction to DramaTask 2:Move into groups of 4. Devise a mimed scene, using as many gestures as they canthink of, to show to the group. The winning group can be the one which uses the mostgestures.Optional scenes: Late for school First date Holiday from hellPlenary:What have we learned about mime and gesture this lesson? Can Drama be successfulwithout speech?Extension activity:In small groups, devise a scene entitled ‘The Broken Friendship’, using as manygestures as possible but making restrictions as to the words that can be spoken.e.g. only 10 words in total, or number members of group 1-4 and that is the amountof words they can speak at a time.Another option is to give each character a different emotion.© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 7 of 14
  8. 8. Introduction to DramaLesson 4 – Physical theatreAim of lesson: to introduce physical theatre whilst developing character.Warm up: alert walkingWalking around the room: fast, slow, happy, sad, saying hello…While they are walking keep freezing, changing direction, then walking again.Now ask them to walk: on tiptoe on heels on inside / outside of feet letting nose lead you left hip right ear…While they are doing this, get them to ‘wind up’ or exaggerate the walk, then bring itdown again (give them a scale of 1-10).Discussion:How do different walking styles change mannerisms? E.g. nose leading, what type ofcharacter do you think of?Task:In groups of 4 or 5, devise a scene using universal gesture, where each person mustshow their character’s personality by using a particular walk and showing a particularemotion.Plenary:How can gestures be used effectively in our drama? In what ways can body languageand mannerisms improve our acting?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 8 of 14
  9. 9. Introduction to DramaLesson 5 – An introduction to status levels.Aim of lesson: to introduce concept of status and how levels can be used to show this.In circle, ask for 2 volunteers to show a freeze of ‘bully and victim’.Make the tallest / biggest the victim. How can we still make the scene believable?Pupils can help to improve the freeze by ‘sculpting’ it.Repeat this activity, to show rich/poor and winner/loser.Discussion – how is body language used here? Do the freezes show a powerfulimage, even without language? How are levels used? Focus on levels and how theycan be used to show status (explain status), along with body language and facialexpression.Task:In groups of 4, show the following tableaux, using levels to show power / status: 1. The classroom 2. The awards ceremony 3. In prisonShow to group.Now choose one tableau to bring to life for one minute, using body language andlevels to show emotions and status. Try to limit language and focus on expression.Begin and end in a freeze frame.Show to group.Plenary:Choose one positive element from each sketch and comment. Ask pupils tocontribute positive comments. How and why is status used in Drama?Extension activities / possible follow-on lessonThis work may continue into the next lesson. Pupils can choose a different tableau toanimate, using status cards; with time to develop a short storyline.Another option is to allow pupils to choose their own setting which rest of group haveto guess, as well as the status levels shown.© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 9 of 14
  10. 10. Introduction to DramaLesson 6 – Status continuedAim of lesson: to develop understanding of status and how it can be shown effectivelyin Drama. Also, to explore the ways in which status levels can change; and how thiscan be dramatised.Warm – up:Using status cards, numbered from 1 to 10 – take it in turns to leave room and comein showing status by the way they enter, where they stand and how they react toothers etc.Group have to guess what status they are. One volunteer can try to sequence them.Again using status cards, small group to improvise a short scene in front of rest ofgroup ‘in the Doctor’s waiting room’ or ‘at the museum’. Group to guess what statusthey are.Task:In groups of five, devise a scene set in a bank, clearly showing status levels. Discusswho might have highest / lowest status.Show to group.Now run the scene again, but show a change in power levels / status. E.g. perhaps themanager collapses and the cleaner is the only person who knows first aid…Show to group.Plenary:Why and how do status levels change? Have we shown this effectively today?Why/why not?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 10 of 14
  11. 11. Introduction to DramaLessons 7 & 8 – Fireworks Drama (to be used when relevant!)Aim of lessons: to think about the dangers of fireworks and to dramatise this. Also toexplore how mime and choreographed response can help to improve drama.Discuss the dangers of fireworks – most people think that warnings about beingcareful with fireworks don’t apply to them but think about how fireworks can bedangerous even for spectators. Pupils enjoy telling their stories of near-misses orminor injuries!Task 1:In groups of 4, they decide to get hold of some fireworks. Not all want to do this buteventually some are obtained – show this scene to the group.Task 2:Now show the consequences – what happens when the fireworks are set off? Discussskills needed when focus of the Drama is something like fireworks which cannot beseen. (e.g. facial expressions & reactions need to be simultaneous…)Show this scene to the group.Lesson 8Last week, we worked on ‘fireworks’ drama. Following on from this, pupils can re-enact the scene to include a monologue / addressing the audience to show acharacter’s true thoughts and feelings about setting off fireworks.Next, show what happens when the fireworks are set off.Now fast-forward in time. What are the long-term repercussions?If time, run all fireworks drama as one piece.Plenary:How many different drama skills have you used in this piece of drama? How andwhy were they effective?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 11 of 14
  12. 12. Introduction to DramaLessons 9 & 10 – PersuasionAim of lessons: to discuss and explore different persuasive techniques for dramaticeffect.Lesson 9Sitting in circle, think of a time, recently, when you have had to persuade someone todo or go along with something. Hear examples. Were you successful? Why? Whynot? (could be done as small group work)Now think of any techniques you might use to persuade someone – verbal brainstorme.g. bribery crying threats reverse psychology flirting sucking up lying compromise blackmail!Now in groups of 3, devise a scene in which a Y8 pupil tries to persuade their parentsto let them stay out overnight, using some of the above devices. (As an option, asibling could replace a parent.) The parent is unwilling to allow this and offers tocollect child at midnight. Who is successful?Show scenesIn the same groups, devise a scene in which two Y8 pupils want to buy some chips,but they don’t have enough money. How might they persuade the shop keeper to sellthem cheap chips?An option could be to change the desired purchase!Show scenesPlenary:What have we learned about persuasive techniques this lesson?Lesson 10Recap what we learned last lesson about persuasion. Now in groups of 4, devise a scene in which a Y8 pupil is persuaded to either: smoke, drink alcohol or bunk school, by their peers. End in a freeze – predictions? Second scene - sibling finds out! Third scene – How does the Y8 pupil persuade their sibling not to tell their parents? Optional final scene – what happens next?Plenary:How have persuasive techniques been used in these scenes? Do they make the Dramamore interesting for the audience?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 12 of 14
  13. 13. Introduction to DramaLessons 11 & 12 – An introduction to script workAim of lessons: to introduce script work, whilst trying to maintain good use ofexpression and body language.In circle, two volunteers to show scene: adult strangers asked to wait in a room. Howdo they react?Discussion:How might two strangers might feel when they meet - shy, awkward etc. Why? Howwere these emotions shown in the drama?Discuss situations where people might feel awkward.Task 1:In groups of 3 or 4, pupils show an awkward situation when a 15 year old meetsparents of new girlfriend / boyfriend for first time. They have nothing in common andone parent seems to be making conversation difficult on purpose!Use awkward silences, fidgeting etc. Aim to make audience squirm!Now all have to imagine that they are seven. How might they act this age? Discussdifferences in response to adults meeting and children meeting for first time. /whymight children be more accepting and less nervous?Task 2:In 3s, two friends and one new pupil meet for first time in school playground. Showreactions, conversation.Show to group.Plenary:What have we learned about today? What skills have we developed?Lesson 12Last lesson we thought about reactions to new / strange people. In the play ‘Theterrible fate of Humpty Dumpty’, a new pupil is bullied by a gang and is eventuallykilled.Explain that this lesson, they will be acting as twelve year olds and using a script.The aim is to maintain good body language and expression rather than burying theirnoses in the script.Use extract from the very beginning of the play, where Terry dies. (Scenes one andtwo). Rehearse in groups of 8 or 9.Each group to perform one section of the extract to the rest of the group.Plenary:What are the problems of working with a script and how can we learn to avoid them?© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 13 of 14
  14. 14. Introduction to DramaExtension activity / character developmentDuring rehearsal of the above scenes, pupils sit down and focus on their character andhow they would be feeling in the scene.Walk around room showing emotions through body language.Now choose one short phrase from the script and learn it. This time, when walkingaround, repeat this phrase, showing appropriate emotion.Now, in groups of 5 or 6, show ‘Sammy’s nightmare’, using exaggeratedmannerisms and appropriate actions. This activity can be used to introduce the term‘abstract drama’.Options: Each person can only say their phrase Use sound effects Use music© 2004 www.teachit.co.uk dramaessentials-120518073000-phpapp02.docx Page 14 of 14

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