Author: A Good Catch Circus and Cluster Arts
1 Figure 1: Photo Credit: Angel Leggas
Casting off is a cross-generational show that challenges the conventions of circus and subverts expectations.
Casting off, three generations of dynamic women tumble, talk, fly, and balance precariously; where the personal is political, the furious is funny, and the acrobatics are downright dangerous.
A disarming, hilarious show about living on the edge and talking about it.
Self-directed, hand-knitted, and honouring the life events that get in the way of work, Casting Off is a theatrical circus experience that celebrates thoughtful, strong, and resilient individuals. A joyous accumulation of moments that shine a light on women relating to each other in playful, fruitful relationships.
Flipping, climbing and flying to a soundscape of the many disparate texts (lists, poems, conversations, melodies, arguments and biographies) that embody each day. Casting off is nonnarrative circus with words that’s easier done than said
1 Figure 1: Photo Credit: Angel LeggasThis Education Pack provides lesson plans for Year 7 - 10 that meets standard Australian curriculum links for Drama and English.
Each year group has two linked lessons with warm-ups, discussion topics, roleplay activities and extension activities.
In addition, the roleplay games and discussions relate back to the learning continuum of personal and social capability, developing students Self-Management, Self-Awareness, Social Management and Social Awareness.
Students will develop vocabulary related to the topic of stereotypes; they will engage in discussion and roleplay activities that explore what stereotypes are and how stereotypes are perpetuated. They will be encouraged to think about their personal experiences and observations to share their ideas about how stereotypes affect behaviour. They will reflect on social structures and responsibilities, develop personal social capabilities, and reflect upon their role in their families and communities.
• How and what makes a stereotype?
• Are you affected by stereotypes?
• Does a stereotype change the way to see other people.?
Building on their experience after watching the circus show Casting Off, students will explore different aspects of personal and social capabilities through discussion and roleplay activities.
Students will learn the benefits and disadvantages to stereotypes. For example, each time we assume a Doctor is a man we continue to support the idea that women are not likely to be doctors. And yet when we see women wearing a head scarf, we may be more aware of behaviour that might be offensive to their religion.
Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them.
The development of personal and social capability is a foundation for learning and for citizenship.
Personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.
ACADRM040 Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes
ACADRM041 Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions
ACADRM042 Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect
ACADRM043 Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists
ACADRM044 Perform devised and scripted drama maintaining commitment to role
ACADRR045 Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
ACADRR046 Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples
Discussion (15mins)
Students discuss the show that they saw. Examples of discussion questions could include:
• What do you remember from the show?
• What did you notice about the performers?
• Did they do anything you weren’t expecting?
• Did you feel any strong emotions during the show?
• When did they demonstrate High and low status? Did it fit your expectations?
• What kind of text styles did you notice in the work?
Warm Up Game (10mins)
All students walk through the space.
After a short period of time the teacher calls out a high low or medium status.
All students have to freeze physically demonstrating which ever status is called. Notice things like height and strength, how much space a high status person might take up. What shapes signify power? Notice eye contact with the audience. Is there a difference between power and status? You can extend the game to job professions and then take notice which status the students use to demonstrate the Job and discuss why?
Role Play (20mins)
Break off into groups of three, give each group 10mins to decide who is high low or medium status. Ask them to figure out a tableau of people waiting at a bus stop and to demonstrate status. Have them perform for the rest of the class and get the class to guess who is which? Extend this by giving each group cards with specific jobs and status (i.e. Doctor Low status, Parent High, Nurse Medium). See if the stereotypes change how the audience see the characters.
Working in a small group you have to devise a series of three tableaus to demonstrate a change or shift in status. The story can only be told in three frozen images.
Use the acrobatic knowledge of the group to help build the tableaus
For example:
Tableau 1: high status person holding down low status person medium status is enabling the situation
Tableau 3: medium and low status become equal while high status has become low status.
Closing Discussion.
How does the way we see job titles change our expectations of those individuals?
Lesson Two.
Discussion (10 mins)
After seeing the show. Did you think the performers fit their stereotypes?
• Where have you seen other performers breaking stereotypes or perpetuating them?
• What are the stereotypes for your generation? Do you agree or disagree with them?
• How do stereotypes affect the process of Character development?
Warm up
Activity 1
Walking in the space begin making up a to do list that you imagine to belong to a high or low status character Try to invent a minimum of 3 and a maximum of 5 things that range in word count from simple 2 words for example buy milk, to more complex sentences such as “finish the board report and review the budget before tomorrow morning.
Activity 2
Using your already composed lists. Students enter the space deliver an item on their list and exit with the imbued energy, urgency or qualities of the status implied. Discuss what stereotypes were revealed and how they helped or hindered the delivery.
Extension:
Everyone moves around the room until teacher calls out groups of 4. Once together the group need to create a rock band with lead singer, bass guitar, drummer and keyboard or lead guitar… if groups are bigger than 4 more instruments can be added such as back up singers…
Create the tableau being aware of the various positions of status in the band, it can be a tableau or a 30 second performance.
ACADRM047 Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama
ACADRM048 Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles
ACADRM049 Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists
ACADRM050 Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
ACADRM051 Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
ACADRR052 Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect
ACADRR053 Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts
Students discuss the show that they saw. Examples of discussion questions could include:
• What do you remember from the show?
• What did you notice about the performers?
• Did they do anything you weren’t expecting?
• Did you feel any strong emotions during the show?
• When did they demonstrate High and low status? Did it fit your expectations?
• What kind of text styles did you notice in the work?
All students walk through the space. After a short period of time the teacher calls out a high low or medium status. All students have to freeze physically demonstrating which ever status is called. You can extend the game to Job professions and then take notice which status the students use to demonstrate the Job and discuss why?
Break off into groups of three, give each group 10mins to decide who is high low or medium status. Ask them to figure out a tableau of people waiting at a bus stop and to demonstrate status. Have them perform for the rest of the class and get the class to guess who is playing which status? Extend this by giving each group cards with specific jobs and status (i.e. Doctor Low status, Parent High, Nurse Medium). See if the stereotypes change how the audience see the characters.
Working in a small group you have to devise a series of three tableaus to demonstrate a change or shift in status. The story can only be told in three frozen images.
Use the acrobatic knowledge of the group to help build the tableaus
Closing Discussion.
How does the way we see job titles change our expectations of those individuals?
Need A Lesson Two
