Body

This lesson looks at expressing a character’s emotions through the body. It begins with exercises on the topic of statues. Students then devise a character using only one line of text – they have to think about how that character would say the line in a particular situation.

Objectives

• To use still images and create basic characterisations.
• To devise an improvisation.

Starter

Organise the class into groups of four or five. They should create a freeze frame based on an emotion. Examples of emotions might include happiness, sadness, loneliness or fear. This is a teacher-directed task and is intended to give students confidence at the beginning of the lesson.

How can the emotion be shown?

Response

Students should form pairs (A and B). One of the students in the pair (B) should imagine they are a clay statue. A has to mould B so that they display an emotion, such as the one they worked on in the starter.

How can you make this statue look the way you want?

Now explain that the students should imagine they are in a particular situation. For example, they could be late for an appointment and waiting at the bus stop, or looking for something they have lost. It is best for the teacher to choose one situation for the whole class to use.

Ask the Bs in the pairs to mould the As to display how a character would look and feel in the situation. Remind students to think about body language and facial expression. When they have finished, ask the sculptors to step out, and as a group, assess the pieces that most reflect the chosen situation.

Does this still image show the situation and an emotion to go with it? Are you working together well? Which statue reflects the title best? Why? What is it that makes it stand out?

Development

Students (both As and Bs) now have to create a character based on the statue. This should be done in stages. First ask them to look at the freeze frame they have created.

Which body part is in front of the body?

Ask the statues to walk around the room, leading from the part of the body they have identified. For example, leading from the nose would mean they would create a nosy character. They will eventually create a personality based on this. As the teacher, you should give an example of how to lead from a part of the body.

What does this body part make you do?

Now ask students to add something for their character to say. The text should reflect their new character. For example, for a nosy character, they might say ‘What is going on here?’, or for a character leading from the chest, ‘Look at me, aren’t I wonderful?’. Their speech should show their character’s feelings and their views of others they encounter. They can also add ‘hello’ and ‘goodbye’.

What would your character say? How would they say it?

The new characters should walk around the room, speaking their greeting and particular line to the other characters.

Does your line change when someone says something to you?

Extension task

How would the characters meet? Why would these lines be said?

Discuss how the characters can change when meeting other people.

Plenary

Set up a whole class discussion:

How did it feel being the character? Can you explain more about your character?

Homework

Ask students to bring a magazine picture of a normal (ie not famous) person to prepare for the next lesson. Students may also be asked to complete the following summary for their character, and for another character they observed during the lesson:

Character: Character summary