Part 1 should take about 10 minutes, part 2 taking 5 to 10 minutes depending on the amount of the text students choose and the complexity of the text. The whole process should be about 15 to 20 minutes depending on the complexity of the script. They need to get up, set up their set, block entrances and exits and start acting out the script. Moving onĪt this point, the students need to start blocking the script. But what I’m looking for is the students to think about what they are saying, why they are saying it and what they want to communicate to the audience when they say it. If the students want to go into more detail, then great. It could be as simple as using emotional words like angry, frustrated or happy. But at least one word for every line that their character says based on what they think the character is feeling when they say that line. This is simple, I’m not looking for A Level standard notations referencing the characters past, their motivations or their fears. It provides them with a point of focus.Īnnotate the text. Such a simple way of helping them engage and interact with the text. ![]() It annoys me when students don’t highlight their text. It also leaves you room, as the teacher, to suggest that students reduce or increase the amount of text they do. I’d rather everyone did 5 lines each incredibly well than watch an entire extract performed slowly, painfully and without meaning. ![]() The emphasis is always on creating quality over quantity. The choices aren’t just based on the students perceived ability, but also the complexity of the script and what they’ve produced in the past. They have the choice of 5 lines each, 10 lines each, 15 lines each or the whole script. Most of the extracts I use are two sides of A4 paper, so I can offer the students a choice on how much to perform. Again, the focus of this should be teacher led and you can step in to give guidance on what the student’s need to be aware of when rehearsing the performance. The teacher can signpost where this conversation should be focusing on, particular characters, relationships, things that will need to be overcome in rehearsal.Ĭlass discussion drawing out from students the main points of their group discussion. Group discussion about what they have noticed about the extract. Students are also encouraged to try reading aloud each character. Students are encouraged to read aloud and to take into consideration anything special they’ve been told to look out for in the introduction (particular accents or emotions expressed etc…). If it’s a two-hander for example, they will read the script in groups of four and the split into two pairs later. They read in various group formations, sometimes not even in the groups they will be performing in. Teacher provides an introduction to the text, the context of the text and anything of particular interest regarding the content of the text. ![]() The routine that I establish as from the beginning of Year 7 is as follows. Remember the routine is the same but the content and outcomes differ depending on the text. Over the first few lessons of working with scripts we built up the routine until we can begin to repeat it. I start with text work from the very first lesson I have with Year 7 students. Successful script work comes from embedding the routines into a student’s normal Drama practice and vocabulary. It is as much about deliberate practice of the process as it is about learning the process. It is knowledge that takes time to build up and improve. Working successfully with script can take time to develop. Getting up and making improvised or devised theatre is great, but without that understanding of how to make a piece of theatre, it will almost certainly descent into chaos. It is the best way of helping young people learn about all aspects of Drama and Theatre, but most importantly the fundamentals of structure, characterisation and dialogue. ![]() Getting scripts and texts in their hands and acting it out. I think it is the most important part of teaching Drama to young people. Before we go any further, I just want to say that working with scripts and text is really important.
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