Stimuli

This lesson begins by identifying a series of themes using freeze frames. The students form small groups to discuss the material and then feed back to the whole class. This is followed by a discussion of the process of rehearsal and performance. Finally, rehearsals begin, working on characterisation and structure.

Objectives

• To create a storyline.
• To develop the characters for performance.

Starter

Organise the class into small groups. Ask each group to create a freeze frame for each of the themes on the presentation below, so that each group creates five freeze frames in total:

Performance: Themes

The aim of this exercise is to create a brief image representing the theme. It should be completed in a short space of time – it may be worth setting a time limit. The frames can be created one at a time, or they can be combined to make a more developed image.

How can you show the mood/feeling in each of these? How can you use proxemics to develop these freezes?

Response

Separate the class into new groups. Some thought needs to go into these groups as they will be used for the rest of the project. The group size can be whatever is appropriate for the class. The larger the group, the more complex the rehearsal process, and the longer the time needed to rehearse. As this is at the end of the KS3 course, friendship groups might be appropriate, but only if they can work together.

Who can you work with? Who brings out the best work in you?

Give a different stimulus sheet to each group from the selection provided. On each sheet, the questions are designed to stimulate discussion or suggest improvisations to explore. This means that if necessary, several groups could pursue different aspects of the same topic. Explain that the task is to create an improvisation of between five and 15 minutes in length. Each person in the group must have a fully developed role within the piece:

Performance: Ideas

What are your initial thoughts about the stimulus?

First of all, students should decide on the storyline and the characters involved, and create the beginning, middle and end. Set a time limit for discussion in the groups. Students may wish to plan their ideas using the following handout:

Performance: Synopsis

What storyline can you develop from the material? How can you create enough characters for everyone? What techniques can you use in the piece?

Development

Ask each group to nominate a spokesperson to feed back the results of their discussion to rest of the class. Give everyone the opportunity to offer suggestions. Encourage students to say what they think about each group’s idea and how it could be developed. The discussion needs to be constructive and positive.

Does the idea have potential? Will it show the skills and techniques developed during KS3? Will it give everyone in the group an opportunity to shine?

Now introduce the process of rehearsal and performance. Use the following handout as a starting point to discuss the project and the steps the students will take during the rehearsal process:

Performance: The process

Do you understand how an improvisation is created?

Ask groups to start rehearsing, focusing on basic characterisation and the structure of the piece. Circulate the class, ensuring that everyone stays on-task.

What happens in your piece? Who are the characters? Where is the piece taking place? What is the beginning, middle and end? How do you start blocking?

Distribute the following handout to every group. Explain that every group will complete a sheet for every lesson in the project. The idea is to record the achievements in the lesson and to set aims for the next rehearsal of their piece:

Performance: Recording your rehearsal

Plenary

Hold a whole group discussion with the following prompt questions:

What has been achieved today? What still needs to be done?

Homework

Students could complete the following activity about acting:

Performance: Acting alphabet