COLLAGE DRAMA Learning Sequence Phase One: Exploring/Orientating etc

Brief overview of Phase:

Kellie Ward

This phase introduces students to collage drama and the theme of body image. Students develop and present their ideas, experiences and views of how they believe identity is constructed through the theme of body image by looking at stimulus, exploring the media and social influences. They will participate in improvisation and teacher-led activities.

Step and purpose

Step 1 What is identity? Students introduced to the unit through stimulus.

Sequence of learning experiences

ook at the stimulus picture collage and title of unit and discuss student!s response. What do students already know? "iscuss and consider what the theme of unit may be using #ind maps. ook at the visual collage and talk about how we may devise a collage drama work and what it could possibly involve. $ecap on previous units. What could students take from these to include in a performance. %ntroduce students to &ssessment and concept of 'ournal writing as a formative assessment. Students given handout out (see resources). ,lay a mime game in which students depict a range of emotions in response to what you might see when you ga.e in the mirror eg. delight, anger, despair, disgust. %n pairs & / +. & begins by taking a stance and a facial expression, + copies. + then slowly dissolves into another stance and facial expression in which & tries to move with + as if they were mirror images. & repeats. Try to find as many reflections as possible. & / + again, & creates image and emotion and + vocalises the thought in &!s head. What was it like being in control? What was it like being controlled by someone else? Who may control them? %n groups using the collage as a stimulus, students choose a picture and develop a character and

Organisation of the learners

Working as a whole class. %n groups on floor &s a class

Resources

Evidence Gathering Opportunities

#ind maps, discussion of issue. What do students know already? -ow do students see themselves? $ecap on previous units.

*ollage images (see Student resource 1) aptop +utcher ,aper Textas

Teacher talking to students

Student resource 2

ook at how students express themselves individually.

Step 2 Who am %?

Students walking around space and stop when the emotion is called. With a partner facing each other

Students write in 'ournal about activity. Students learn about offering and accepting.

"iscuss as a class

Step 3 What constructs my sense of

0roups of 1-2

Student resource 1 3-T

4iewing the effectiveness of students to develop

identity?

background story. 5ach student says a word about how that character feels at the time the picture was taken. Students explore the characters family life, friends by writing a short sentence each. 0roup members take turns in the hot seat to further develop a back story. "iscuss why their character may feel like that? When have you ever felt like that? Who influences how you feel and look? &s a class discuss findings and views explored. %nteract with students using the teacher-in-role. Teacher will act as a today tonight reporter interviewing students on body image. %n groups using the articles provided students analyse and comment on their positioning in relation to the article. They take on roles from both sides of the argument, and interview each other in role. 5ach group will be given a different scene from 6What!s the matter with #ary 8ane!. "evise a 9min piece and present to class. "iscuss elements and conventions used by each group and how bodyimage has been presented by the writer. Students work in small groups. The first person finishes the line; when % look at me % see; they then fold the paper so the other person cannot see what they have written except for the last line. The next person continues writing a sentence and then a beginning sentence, this continues until everyone in the group has written a sentence. <sing these sentences play around with particular words, repeating them, saying them fast or slow, and chanting. What feelings are stirred? -ow do particular words make you feel? <sing the stimulus look at the poems. %n groups students choose 9 poem each and play with the wording. *hoose a style or emotion

%ndividually in a circle. %n group

*hair ,aper and pen

characters through stimulus.

Teacher to record findings on white board

Step 5xamining how others influence our sense of identity

Teacher-in-role in front of class. Students sitting on floor in front of 6%nterviewer!. %n groups of 2 around classroom

Student resource

0athering views from students by asking 7uestions in role and allowing them to take on the role of interviewer and interviewed. #onitor students contribution to the discussions.

Step ! ooking at a specific script

0roups of :-1

*lass in circle

6What is the matter with #ary 8ane! scenes "see student resource)

&llowing teacher to see how students work with script and are able to experiment with text.

Step # ,oetry

Students in groups of =.

3bserving group work and students ability to engage in activity.

Whole class sitting around room. $esource

to go with your poem. Step $ #aga.ines #ake a list of headlines or words that grace the cover of maga.ines 3ne by one students express them using different tones in their voice &s a whole class %ndividually >ewspaper #aga.ine White +oard #arker +eing able to manipulate voice to create a different meaning.

Phase %wo: &eveloping/Experiential etc

Brief overview of Phase:
Through researching various texts and other materials students will be able to select relevant and appropriate materials to include in a visual collage and research the topic to assist in further exploration of concepts relating to body-image. Students will be experiment with dramatic elements and conventions to create meaning and characters. Throughout this phase they will update their 'ournal regularly to keep track of their process and ideas.

Step and purpose

Step 1 *reate a visual collage

Sequence of learning experiences

Students are asked in previous class to bring in materials and resources from home relevant to body image. Students create individually a visual collage (see formative task sheet)

Organisation of the learners

%ndividual work

Resources

Evidence Gathering Opportunities

Students are able to work individually and able to understand the theme of the unit through research. 8ournal entries

Step 2 *haracterisation

%mprovisation games *hoose a picture from your collage and create a free.e frame of how that character feels inside. Walk around space with the physicality of that character and acknowledge other people around you %n character say hello to each person When signaled stop and find out three things about one other character and tell three things about your character, when signaled walk around space and repeat. %n circle each student shares a piece of information on what they found out about each character. %ndividually students fill in a character profile sheet and character web Students write a short monologue or diary entry on how they feel when they look in the mirror. %n groups of 1-2 students discuss their character and then create a still image which encaptures each student!s individual character. They then devise : more free.e frames to create a se7uence of events either before or after.

*lass %ndividually

#aga.ines >ewspapers Scripts ? "ags, 8uice, Whats the matter with #ary 8ane @ormative task sheet. 'esource Students individual collage drama

Students are able to engage in an individual and collaborative approach to character building. 8ournal entries

Walking around space

%n pairs

%n circle on the floor

Step 3 *haracter profile / monologue

%ndividually

'esource

"evelop a back story for a character to create depth and believability. 8ournal entries

Step @ree.e frames

0roups of 1-2 teacher moving from group to group and watching time

& device to signal time

Students participate in the process of developing and sustaining characters and creating tension between characters. 8ournal entries

5ach group present to class and the class discuss what they have seen and themes that have emerged. "eveloping from the free.e frames the teacher taps students and they are to break out of the free.e and say what the character is thinking and feeling internally. "iscuss what tensions may be underlying between different characters. Students devise a short scene which implements tension between characterAs. by looking at the relationships between the characters presented. &s a class discuss how groups were able to generate a particular mood in their scene Students stand in two lines facing each other they take on the role as the 6media or member of the papara..i!. 5ach student walks down the 6red carpet! in their character and the media voice a word describing their inner thoughts on that character. 3ut of role discuss how each character felt by being scrutinised by the media. Buestion how the media portrays how teenagers as individuals should think and feel. Students will be taken through vocal warm-ups and tongue twisters. Students lay on floor with eyes closed. Teacher creates a setting (see resource) students are to create the sounds to that environment. Then the class will create a soundscape relating to the body and the insides of a character or a schoolyard. "iscuss how you could incorporate a soundscape into their collage performance. %n groups of = students are given a brief in which they are to create a piece of technology by only using voice and a repetitive movement. 5ach group is given a card with a piece of technology 9 person starts in the middle of the circle and does a movement and a sound to represent their technology, the :nd person enters and creates Same groups as free.e frames 8ournal entries

Step ! Tap and Talk and tension

*lass discussion

Step # Stream of consciousness

*lass in two lines facing each other and creating a corridor.

"eveloping an awareness of outsides influences on ones identity. 8ournal entries

0roup discussion in circle

Step $ Soundscape

Students lay on floor, teacher walking around the room.

Teacher $esource

8ournal entries

Step ( #ovement

%n groups of =

$esource

Students experiment with non-realism and physicality. 8ournal entries

another movement and sound. This continues until all members have formed the machine. 5ach group presents their machine to the class in which the other members must guess what they presented. *lass presents machine again however a piece of music is added to each. "iscuss as a class how the music has changed the mood or theme of their machine. ,rop improvisation game Students work on short scenes based around an ob'ect, fabric, movement, word or costume -ow may symbolism be used create meaning? Students complete worksheet %mprovise scenes with mask. Students play with white neutral mask, they create a short scene showing indifference to a person in need. -ow do people wear masks in real life? 5xperiment with breaking the 2th wall through creating a short scene and breaking out and speaking to audience or singing a song. ,lay with scenes such as someone being bullied by a group of students, the student being bullied may break into a funny dance. -ow does this break up a scene? "iscuss other ideas of how you may make smooth transitions between scenes in collage drama. Work in theatre and play with lighting effects, eg. Shadow or pro'ection. 5xperiment with music in a scene, it could be something that compliments or distracts from the action. -ow is the mood enhanced or altered by using lighting or music in a scene? -ow could music or lighting be used in your collage drama?

*lass discussion

Step ) Symbolism

Whole class %n groups of 2

'esource

Step 1* #ask

Students are able to use symbolism as a device to create meaning. 8ournal entries

'esource 0roup work %n pairs >eutral mask Students are able to create meaning using masks. 8ournal entries

Step 11 inking materials and transitions

Whole class with students chosen to come out front of room.

Students are able to improvise in front of class and create a transition. They are able to recognise tension and where a scene may be interrupted. 8ournal entries

Step 12 ighting and music

Students work on the theatre stage with lighting.

3-T *ellophane +amboo skewers Tissue paper 0lass 'ar White sheet

Students are able to play with staging and lighting devices to create meaning or mood. 8ournal entries

Phase %hree: +ul,inating/S-nthesising etc

Brief overview of Phase: Students create, rehearse and present a collage drama performance for the appropriate audience.

Step and purpose

Step 1 Setting the task

Sequence of learning experiences

Students must now draw upon what they have experienced in the unit and create a collage drama based on the focus 7uestion of 6-ow is my sense of identity constructed through body-image?! %n groups students discuss ideas for a collage drama. *reate short scenes for collage drama. Script scenes as they go. Students examine characterArole intentions, status, voice and physicalisations. @ocus on scene transitions to connect dramatic meaning appropriately. Work as a group by observing other members and criti7uing performance. "evelop a rehearsal schedule. Students perform their collage drama for class members

Organisation of Learners
Students are put into groups by teacher.

Resources
&ssessment task sheet and criteria sheet.

Evidence Gathering Opportunities.

Students understand the task given to them.

Step 2 $ehearsal stage

Students work in their groups, taking turns to use the stage.

Teacher walks around groups gives support, encouragement and feedback throughout the rehearsal process. Students participate in the process of developing a collage drama incorporating elements and conventions.

Stage 3 %n-class performance

0roups perform on the stage, while class members watch.

4ideo camera

Stage @eedback

Teacher and peer feedback and discussion on the successful elements of each performance

%n a circle on floor

>otes

Students confidently perform using appropriate vocal, movement, characterisation and physicalisation skills. Teacher films the performances. @ormal written feedback and grading