Drama - Section A - Q2

Theatre In Education The first thing we had to decide, as a group, was the theme and what we would teach the younger students. In my group we came up with the idea of raising awareness about smoking and drugs. We were working with Yr X. We decided to trial a range of different games and activities to introduce this subject. We came up with the idea of using: game, a short play, trust activities, hot seating, forum theatre (where people from the audience tried to resolve the issues), a quiz, audience interaction. We trialled this with the rest of the class to see what was easy to explain and play. Kingston University came in to run a workshop about how to run a workshop. From this we came up with a structure, which we put into a lesson plan and decided on the best TIE workshop. In the play I was a X (smoker, bully, neek etc). I developed my character by thinking about (talk about facial expression, vocals, body language, use of costume / prop etc). I rehearsed this with my group and we ran the workshop with the rest of the class in preparation for the performance. Murder Mystery For this I was given a character profile by my teacher. This had my job, name, friends of my character and enemies. We also all had different secrets, for example XXX (I was an undercover police officer). We then hot seated one another, to practice improvising and to get used to cross-examination, which would be part of the show. It helped me to understand how my character fitted into the story of the mystery. The killer wasn’t revealed until the end of the show, so no one knew if they were going to be him and this increased tension and our ability to create a secure alibi. I used the profile to gain clues to my character. I decided he was XXX and I wanted to show this element of his character by XXX. (E.g Jay was an alcoholic so he was clumsy, falling over things, he used slow, slurred speech and carried a bottle to show this.)