First impressions It can be really useful to have a general discussion about the production as soon as possible after seeing it, to start generating responses and to encourage students to formulate opinions. Here are some ways you might want to approach this, although you might want to adapt your approach to suit a GCSE Drama or English focus:
1. Start with a general discussion, asking students what they liked, aspects they remembered, how it made them feel. These overall evaluative responses can be useful for the GCSE Drama exam. You could put students in small groups and ask them to feedback or have a whole class discussion. Here’s some prompt questions to structure the discussion: • • • • • • • • • •
What did you think of the production? What were the most memorable moments and why? How did you feel about the character of Jekyll and how did this change? Which characters did you feel sympathy for and why? Which character(s) did you warm to and why? Which moments made you jump? Which moments made you laugh? Which moments made you feel nervous, chilled or scared? Which performers were you impressed with and why? What was the message you were left with at the end of the production?
2. You could then return to the themes of the production explained in the pre-show pack, which are: duality, science and religion, Victorian morality, gender and the patriarchy, and class. Put students in groups and ask them to make a mind map of each moment in the production which conveyed that theme on stage. This is a good recall task for the students, and also helps consolidate their understanding of the themes in the novel.
3. I f studying the play for the Drama Live Theatre section of the written exam, you might now want to zoom in on particular aspects of the production: Set up large pieces of paper around the room, labelling each one with an aspect of the production – lighting, sound, set, costume, acting. Then put students into small groups and ask them to rotate around the room, spending 5 minutes at each ‘station’ and adding all the detail they can remember about the use of each skill at particular moments. This is another useful recall task and also makes a good revision exercise. 4. I f studying the play for the English Literature exam, it could be useful to ask students to consider the differences between the play and the novel. Ask students to make a table and compare similarities and differences. They could compare differences in structure, timeline, characterisation, and plot. This will help them remember the aspects of the novel for the exam. 5. W riting a theatre review: After this initial lesson, set students a homework task of writing a full theatre review of the production. They can see examples of theatre reviews online. Their theatre review should include specific details of the lighting, set, sound, costume and acting, and should give an evaluative comment and an overall opinion.
First impressions 5
