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Teaching and learning purpose
To enable students to develop a shared understanding of key concepts relating to performance of a scene from the play by jointly exploring examples of:
- ways in which the use of drama techniques relate to their personal and academic lives (e.g. story telling to siblings and friends, making presentations in class, creating video clips)
- ways in which people in the wider community use dramatic techniques in presentations.
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Consider your students’ backgrounds and their knowledge and assumptions around effective performance of plays. How well are students making connections to their own lives and learning experiences?
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Teaching and learning Key competency: Participating and contributing 1. Outline the learning purposes for this task. Then, revisiting the video clip of
Excerpt 1 (Word 29KB)
and the written text, model for the class how to develop and record their presentation ideas. 2. Follow this up with class discussion about:
- the use of body language (stance, gesture, facial expression)
- variation in voice (tone, volume, pace, stress, accent)
- props, costumes
- ways of annotating the text and recording decisions about blocking.
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What are the language challenges for these students? What kinds of vocabulary and sentence structures do they need support with?
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3. Ask all students who speak English as their first language to complete chart A individually. 4. Ask the students who are new learners of English to write about and/or discuss their ideas for filling in the chart in their first language initially. Encourage learners who share a first language to discuss their ideas. Use
differentiated levels of support (Word 25KB)
. 5. Then, in small groups, all students can share and compare their personal charts, drawing out and recording commonalities on a joint chart. Chart A: Relating Drama to Your Own Life
| When might you use drama/ presentation techniques?
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What type of techniques do you use most?
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What are some of the themes you make plays about?
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Ask students to complete charts B and C in their groups. Chart B: Relating presenting to school life
| In what subjects are you expected to be able to present scripted or unscripted role plays?
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What are some of the issues (themes) you may make up role plays about?
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What form could these role plays or presentations take?
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Chart C: Relating play presentation to the wider world
| Who uses drama or play scripts consistently in society (e.g. work)
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What are some examples of the issues (themes) they create plays about?
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6. Have each group present the completed charts to the whole class. As a class, discuss the common issues (themes) that playwrights write about, and draw out the importance of being able to present successfully in our social, academic, and professional lives. 7. In particular, support students to see the importance of creating role plays in other learning areas, such as social sciences or health, and to notice how the concept of drama/script writing and role playing links to the key competencies of using language, symbols, and texts and participating and contributing. Record these points on the board. 8. Then, as a class, begin to develop criteria for effectively presenting a scene. Record these ideas and display them on a chart for reference and for further development.
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Do the students understand some of the differences between improvised and scripted plays, in particular, the difference between written and oral forms?
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