Lesson Plan

Year 7 & 8

Curriculum Links

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

Lesson 1 Lesson 2

Lesson One.

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.

Extension

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 2: medium status intervening a struggle or conflict

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:

Rock band tableaus

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.