Thought-tracking

This lesson begins with students creating still images on a theme. They then participate in a whole group discussion on what ‘departure’ means and create still images based on the ideas that the discussion raises. They develop these into improvisations in pairs, and then in small groups. The lesson ends with a workshop of one group’s work.

Objectives

• To create an improvisation from a still image.
• To participate in discussion work.
• To evaluate a piece of drama.

Starter

Ask students to create a still image involving the whole class, based on a topic such as loneliness, being late or leaving. This exercise allows the teacher to see how the class works together. Ensure that everyone is involved. Set a time limit.

How can you be involved in the piece? What can you do that will add to the theme of the still image?

Response

Set up a whole group discussion on what ‘departure’ means. Use directed questions to ensure student involvement, for example:

What does departure mean? What examples can you give?

Organise the class into small groups. Each group should develop a still image based on the theme of departure. In doing this, students will establish a character to play. Each group shows their images to the rest of the class and the teacher should thought-track some of them, to ensure that students have thought about their character.

What does your character feel at this moment? How would you show this?

Development

Students should form pairs. The pairs should develop a short scene based on the still images they created. If the pairs were in different groups for the Response section of the lesson, they need to decide which still image to work on. Give them five minutes to develop the still image and then ask the pairs to move into groups of four. In their groups, they should watch each other’s pieces and decide which scene to develop, or whether they should combine them both. Moving from pairs into small groups should generate more ideas. The result should be a scene with a storyline and four characters.

How can the still image be developed? Where? What is happening? Who is involved (characters)? How do you want this piece to develop?

Extension task

Plenary

Choose one group to workshop in front of the class. This should incorporate a discussion about how the piece developed during the lesson.

How can this piece be developed? Which parts work and why? Which parts need strengthening? How? How was the drama developed from the still image? Does the story make sense? Do the characters suit the piece?

Homework

Ask students to imagine they have to write a letter in the character they chose for this lesson, about the departure. They could use the following handout to complete the letter:

Departure: Writing in role