the curious theatre company · 2016-11-15 · 3 the curious theatre company overview hello fellow...
TRANSCRIPT
THE CURIOUS THEATRE COMPANY 1
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CONTENTSOverviewTheNutsandBoltsChanges:Whatarethechanges?UnderstandingComponent:1SectionB:StudyofSetText.Examtypequestions-Examplesofhowthequestionsmightlook.LessonOne-Objective:Toconsideranddiscussthehistorical,socialandculturalcontextofTheCrucible.LessonTwo-Objective:ToexploreandunderstandthethemesofwitchcraftinTheCrucible.LessonThree-Objective:TounderstandsymbolismandthemesinTheCrucible.LessonFour-Objective:TounderstandtheimpactoffalseaccusationsintheworldofTheCrucible.LessonFive-Objective:Toextractrelevantinformationfromthetextanddevelopanabilitytointerpretmeaningfromthescript.LessonSix-Objective:Toresearch,exploreandanalysecharacters.LessonSeven-Objective:Tocreateanddevelopcharacterinterpretations.LessonEight-Objective:Tolearnhowtoscoreatext,usingbeats,vocalinflectionandtransitiveverbs.LessonNine-Objective:Toresearchsetdesignandpropsinpreparationforyour‘stagerealisation’.LessonTen-Objective:Tocreateanddevelopyour‘stagerealisation’.LessonEleven-Objective:Toresearchcostumes,accessoriesandmakeupinordertocreateaninspiringoveralldesign.LessonTwelve-Objective:Toconsiderlightingandsoundeffectsinordertocreateinspiringdesigns.Acknowledgements
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OVERVIEWHellofellowteachers.ThisschemeofworkmakesteachingthenewAQADramaGCSEUnderstandingComponent1:SectionB-StudyofSetText,easierforusandsomoreinspiringforstudents,especiallythosewithpracticalabilitieswholearnbestbydoing.Iwasuselessatschoolandspentmostofthetimepinnedtomydeskbymercilessnunsforcingendlessinformationdownme,whileIwasachingtogetupand‘dostuff’–henceIbecameanactor.Sofastforwardto...twoyearsattheRoyalShakespeareCompany,productionsinLondonattheRoyalCourtandShakespeare’sGlobe,writingnumerousepisodesoftheCBBCanimationseriesBooandtheBAFTAwinningBBCseriesTheChuckleBrothers,nottomentionsomeveryembarrassingappearancesinBritishSoaps!Thesedays,IamHeadofCreativeArtsandteachawiderangeofstudentswithverydifferentabilities.Myschemeofwork‘toolkit’isaboutexploration,improvisation,curiosity,risktakingand,itgoeswithoutsaying,dressingup,wearinghats,falsemoustachesanddoingsillywalks,whilestillmanagingtocoverexaminationtopics.IapproachplaytextsusingthesamemethodsIwastaughtintheprofessionaltheatre;motivatingthestudentstoembracetheworldofeachplay,sotheydeveloptheirownideas,visionsandtheirownuniqueinterpretations.Iknowhowhecticadramateacher’slifeis,sothisschemeofworkexploresthetextindetailandtherolesoftheactorsandthelighting,soundandcostumedesigners.Littlepreparationisneededandtheonehourlessonplansaresimplylaidoutandadoddletofollow.Thereareeasytophotocopyhandouts,lotsofinspiringvideosandmanyweblinks-soit’simportantyoucanaccessYouTubetoreallytakeadvantageofallthevaluableresources.Checkoutourwebsiteatwww.thecurioustheatrecompany.comformoreresources.Feedbackisalwaysappreciated,sodon’thesitatetoletusknowyourthoughts:[email protected]
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THENUTSANDBOLTSWehopeyouwillfindthisschemeofworkuseful.However,wecan'tguaranteeGrade9examresultsorthatitwillturnstudentsintothenextPeterBrookorEmmaRice.Sorry.Weareagroupofcreative,like-mindedteachers,writersandactorswhoarenotassociatedorsponsoredbyanyexambodiesoreducationalorganisations;wejustshareapassionforcreativelearning...andFawltyTowers.Wehaveattemptedtore-createexamtypequestionswithoutplagiarising/half-inchingtheexambodyquestionpapers,butobviouslywe'venoideaoffuturequestionsandsoourguessisasgoodasyours.Feelfreetoadaptourschemesofworktosuityourdeliveryofteaching.Themainaimofthisresourceistomakeyourjobeasier,whileatthesametimemakinglearningmorefunforstudents.Thebulletspeedadvancesoftechnologymaymeansomeofthecontentinourworkisabitdated,butwehavemadeeveryefforttobeuptodate.Wehavealsotakencaretouseeitherinformationalreadyinthepublicdomain,copyrightfreematerialorhavesoughtpermissionformaterial,ifrequired.Allusageisacknowledgedattheendofourschemesofwork.Wedouselotsoflinkstowebsites,whichwefindreallyusefulandinspiring.However,wecan'tguaranteehowthesesitesaremanagedafterdownloadingmaterial.So,pleasebeaware,wecan’tbeheldresponsibleforanychangesmadeonthesesites.Besttocheckbeforehand,tomakesurealllinksareappropriatetotheyeargroupandnotsexualinnatureorverballyoffensive.Ithinkthetechnicalphraseis,'useyournoodle'.Ifyoudouseourworkinthefuture,pleasegiveusanod,aswelovealittleattention.Thanks.into@thecurioustheatrecompany.com
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WHATARETHECHANGES?OldNew
Weightings40%WrittenExam60%Practical
Weightings40%WrittenExam60%Practical
PracticalTeachermarkedassessmentsandanexternal
moderatorwouldvisitcentre
PracticalComponent2ismarkedbyteachers(postalmoderation)ThisisfilmedandpostedtoAQA
Component3isnotassessedbyteacherandisonlymarkedbyaexternalexaminer
PracticalPracticalworkpresentedfortwodifferentoptionschosenincludingacting,designand
technicaloptions
Minimumlengthofperformancewasapproximatelyfiveminutesperpersoninthegroup
PracticalWorkStudy&performanceoftwokeyextractsfromone
scriptedplay(thiscanbeeitheramonologue,duologueorgroup
performance)Devising(evidencedinDevisingLog)andperformanceof
deviseddrama(duologueorgroup)Anyofthepracticaltaskscanbedoneasaperformeror
designerMonologue-twominutes/duologue-threeminutes/group
-fourminutesWrittenExamPaper1hour30minutes
Acompulsorysection‘Practicalworkcompletedduringthecourse’.
Twooptionalsections:Studyandperformanceofascriptedplay
orStudyofaliveperformanceseen
Nosettexts
WrittenExamPaper1hour45minutes
ThreeCompulsorySections
SectionA:Fourmultiple-choicequestionsonrolesandterminology
SectionB:Fourquestionsonagivenextractfromthesetplaychosen
SectionC:Onetwopartquestion(fromachoice)onaliveproductionseen
UnitsTwounitsforstudy:
Unit1-WrittenPaperUnit2-PracticalWork
ComponentsThreecomponents
Component1:UnderstandingDrama(writtenpaper)Component2:DevisingDrama(practical)Component3:TextsinPractice(practical)
GradingA*–UGrades
Grading9–1GradesGuidanceonnewgradingsystem9–1
LookonOfqual/DfEhttps://www.gov.uk/government/publications/grade-
descriptors-for-gcses-graded-9-to-1/grade-descriptors-for-gcses-graded-9-to-1-drama#grade-2
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UNDERSTANDINGCOMPONENT1SECTIONB:STUDYOFSETTEXT
Component1:UnderstandingDrama–40%oftotalGCSE
WrittenExam1hourand45minutesSectionA:Multiple-choice(4marks)
SectionB:Fourquestionsonanextractfromachosensetplay(44marks)SectionC:Onequestionontheworkoftheatremarkersinasingleliveperformance(32marks)
SectionB:SetPlayTheCruciblebyArthurMillerisoneoftheexaminingboard’sAQAsetplays.Thisistheplayyouwillstudy.Yourobjectiveistodemonstrateafirmin-depthknowledgeandunderstandingofthecharacteristicsandcontextoftheplayasawholeandhowtostagetheplaypractically.Youwillanswerallfourquestionsbasedonextractsoftheplay
1. B.1Designquestion(worthupto4marks)YouwillbeaskedtoansweraseitheraLighting,Sound,Costume,Make-up,MaskorPuppetDesigner.
2. B.2Performancequestion(worthupto8marks)Youwillbegivenashortextractorlineandaskedwhatvocalandphysicalskillsyouwouldusetoperformthecharacter.
3. B.3Anextractquestion(worthupto12marks)Youwillconcentrateonashadedextractofthetextandpossiblybeaskedtofocusontheuseofperformance,space,interactionwithothercharactersanduseofskillstoconveyaspecificconnotationtoanaudience.
4. B.4orB.5Anextractquestionfocusingonacting(worthupto20marks-answereitherasanActororDesigner)Youwillconcentrateonawholeextractofthetextandshowyourknowledgeandunderstandingofhowthisextractfitsintotheplayasawhole.
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EXAMTYPEQUESTIONS
QUESTION:1
SectionB.1(worth4marks)YouhavebeengiventhejobofdesigningacostumeforAbigail.Takingintoconsiderationtheperiodtheplayissetin.HowwouldyoudesignacostumetoreflectthePuritanculture?SectionB.2(worth8marks)YouhavebeencastasTituba.Howwouldyouuseyourvoice,facialexpressions,gesturesandphysicalitytoconveytoanaudiencehercharacteronherline,‘WearegoingtoBarbados,soontheDevilgitsherewiththefeathersandwings’.(Act4)SectionB.3(worth12marks)YouhavebeencastasElizabeth.LookatAct2andexplainhowyouwouldcreatethetensionandconflictinthescenetoshowElizabeth’sreluctanceandhowyouwouldusestagingtoconveythisreluctanceinherinteractionwithherhusband.SectionB4&B5(worth20marks–answereitherasanActororDesigner)B.4YouhavebeencastasAbigail.WhatactingskillswouldyouusetoconveyhercharacterinAct2,andjustifyyourchoices?explainingwhytheyaresuitablefortheplayasawhole?B.5ChooseoneelementofdesigninAct1andexplainhowyouwouldprovidethesuitabledesignelementstohelpcreatethissceneandtheplayasawhole.
SectionB.4&B5(worth20marks)B.4YouhavebeencastasReverendParris.WhatactingskillswouldyouusetoillustratehischaracterinAct1?Justifyyourchoicesandexplainwhytheyaresuitablefortheplayasawhole?B.5ChooseoneelementofdesigninAct1andexplainhowyouwouldprovidethesuitabledesignelementstohelpcreatethissceneandtheplayasawhole.
QUESTION:2
SectionB.1(worth4marks)YouhavethejobofdesigningacostumeforReverendParris.Howwouldyoudesignacostumethatrevealshispersonalityandreflectstheperiodandculturetheplayissetin?SectionB.2(wortheightmarks)YouhavebeencastasJohnProctor.Howwouldyouuseyourvoice,facialexpressions,gesturesandphysicalitytoconveytoanaudiencehischaracter,whenhesaystohiswifetheline,‘Howmaythatmousefrightenyou,Elizabeth?’(Act2)AAAaaaandWHATphysicalityforhisentrancelinesinAct1.SSedddSectionB.3(worthtwelvemarks)SectionB4&B5(worthtwentymarks)
SectionB.3(worth12marks)YouhavebeencastasMaryWarren.WhatskillswouldyouuseinAct3totakeadvantageofthestagespaceandtodemonstrateherrelationshipwiththeothercharactersinthescene?SectionB.4&B5(worth20marks)B.4YouhavebeencastasAbigail.WhatactingskillswouldyouusetoillustratehercharacterinAct1?Justifyyourchoicesandexplainwhytheyaresuitablefortheplayasawhole?B.5ChooseoneelementofdesigninAct3andexplainhowyouwouldprovidethesuitabledesignelementstohelpcreatethissceneandtheplayasawhole.
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LESSONONE
LESSONOBJECTIVE
Toconsideranddiscussthehistorical,socialandculturalcontextofTheCrucible.Resources:YouTubelinks,Handout1.
WARMUP
WholeClass-5minutes
ClassChallenge.Studentshaveoneminutetofolloweachoftheinstructions:Lineupinheightorder,lineupinshoesize,toucheveryone’sknees,lineupinageorder,findoutwhosebirthdayitisnextandsinghappybirthday.
TEACHERINTRODUCTION
WholeClass-5minutes
TheAQAGCSEDramaExamrequiresstudentstounderstandArthurMiller’sTheCrucibleasawhole,includingthehistorical,socialandculturalcontextoftheplay.TheCrucibleisabouttheWitchTrialsthattookplaceinSalem,Massachusettsinthelate17thcentury,wheremenandwomenwerewronglyaccusedandpersecutedforbeingwitchesorinapactwiththedevil.ArthurMillerusedthisideabecauseofhisownpersonalexperiencesinAmerica.Hetoohadlivedthrougha‘witch-hunt’,butofadifferentkind.AfterWorldWarII,theAmericanestablishmentbecameobsessedwiththeideaofthespreadofSovietCommunism.TheywereterrifiedthatCommunistsympathiserswouldinfiltrateandtakeoverAmericaninstitutions.Thegovernmentfueledthishysteriaandusedthemediatocreatefearthroughoutthepopulation.Thisfearreachedit’speakintheearly1950’swhenUSCongress,ledbySenatorJosephMcCarthyandtheHouseonUn-AmericanActivities,conducteda‘witchhunt’insearchofthosewithperceivedCommunisttendencies.Thisbecameknownas‘McCarthyism’-thepracticeofmakingaccusationsofsubversionwithoutproperregardforevidence.Thepieceoffilmbelowexplainsitfurther.https://www.youtube.com/watch?v=AWeZ5SKXvj8(3min18secs)Thesetrials,basedonunfoundedfear,rumours,hearsayandthesettlingofscores,wereasourceofinspirationtoArthurMiller.Initiallyheobservedtheseprosecutionsfromtheside-lines,butIn1956,threeyearsaftertheCruciblepremieredinNewYork,hehimselfappearedinfrontoftheHouseCommitteeonUn-Americanactivities,asdidhisfriends,colleaguesandotherwritersandactorsofinfluence.Millerrefusedto‘namenames’andwasconvictedofcontemptofCongress.TASKONE
WholeClass-15minutes
StudentstowatchshortvideosaboutMcCarthyismMcCarthyism
https://www.youtube.com/watch?v=n-s6xqd9T8w(4mins38secs)McCarthyism&TheCruciblehttps://www.youtube.com/watch?v=MtTm4dTmmLU(1min38secs)
TenthingsyoushouldknowaboutArthurMillersTheCrucible.https://www.youtube.com/watch?v=4oNX5dIbUmo(8mins13secs)
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TASKTWOWholeClass-15minutes
TheCrucibleisbasedontherealSalemWitchTrialswhichtookplaceinMassachusettsin1692,wheremenandwomenwerewronglyaccusedofwitchcraft.It’snotdifficulttoseethesimilaritiesbetweentheMcCarthyCommunistWitchHuntandtheSalemWitchTrials.Attheheartofbotharethesamethemesandemotiveissues:insecurity,fear,revenge,hysteria,greed,betrayal,ambitionandconflictingideologies.TheSalemWitchTrialswererealhistoricaleventsasthisfilmexplains.https://www.awesomestories.com/asset/view/Salem-Witch-Trials-Early-Accusations(6mins30secs)ToputtheSalemWitchTrialsintocontextyouneedtounderstandhowthatcultureworked.ThePuritancommunitybelievedinacommunalsourceofmoralitybasedonthescripturesandphysicallabour.Theyrejectedindividuality,materialism,desiresandluxury,seeingthemasathreattotheirsociety.Salemcreatedastrict,suppressedexistence,whichdominatedpeople’slivesthroughthepoweroftheChurch.EarlyPuritanssettledinNorthAmericainthe17thcentury.Theywerelookingforanewlife,alifeofindependence,toleranceandfree-thinking.However,ironically,itwastheywhoheldbigotedandfanaticalbeliefs.Thesecommunitiesbelievedinwitchcraftandthatitwasacrimetomeddleinsuchpractices.Howeversomepeoplewouldaccuseothersofwitchcraft,asameanstotheirownends.Thereisalsoamoredetailedfilmbyarather‘out-there’Americanscholar,KeithHughes.Studentswillwatchthefirst7minutesandthenwatchtherestforhomework.https://www.youtube.com/watch?v=d12pIpTuiiI&sns=em(Watch7mins)
TASKTHREE
Splitclassintogroups-10minutesTheTask:Totellthefour-actstoryofTheCrucible.Eachgroupisgivenanacttosummarise.Theymustpresenttheiractinthestyleofanewsreport,witheyewitnessaccounts.Fiveminutestorehearse.Eachgroupthenperformstotheclassinorderofacts.
TASKFOUR
WholeClass-5minutes
Studentswillbeallocatedwallspaceintheclassroomwhichtheycancoverwithresearchmaterialandpicturesoverthecomingweekstocreatethehistorical,culturalandsocialcontextofTheCrucible.Suggestsubheadingstogoonthewall.TeacherPrompt:Geography,puritanism,roleofwomen,food,witchcraft,voodoo,landscapeetc.
FINISHER
SplitClassintoGroups-5minutes
Eachgroupwillbegivenatopicfromthosesuggestedinthelastexercisetoresearchforhomework.Youdecideamongstyourselveswhowillresearchwhat.
HOMEWORK
TeachergivesouthomeworkResearchandprintoffinformationfortheresearchwallandwatchtherestoftheKeithHughesvideo.https://www.youtube.com/watch?v=d12pIpTuiiI&sns=em
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LESSONTWO
LESSONOBJECTIVE
ToexploreandunderstandthethemesofwitchcraftinTheCrucible.Resource:YouTubelinks.
WARMUP
WholeClass-10minutes
Getintoyour‘topicgroups’fromlastweekanddiscussyourresearch.Eachgroupneedstopickonemembertopresenttheirfindingstotherestoftheclass.Studentscanthenstickresearchontotheallocatedwall-space.
TEACHERSINTRODUCTION
WholeClass-10minutes
WitchcraftisthekeythemeinArthurMiller'sTheCrucible,soitisimportanttoexploreitshistoricalbackground.From1200onwards,allacrossEurope,peoplewerebeingbrutallytorturedandkilledforbeing‘witches’,butinthe16thand17thcenturieswitchcraftbecameacrimeunderthelaw,whichledtowitchesbeingprosecutedbythestate.Mainlylonely,poor,isolatedoldwomen(thoughsomementoo)weretheonesaccusedofbeingwitchesandwitchcraftwaspunishablebydeath.Peoplebegantotakeadvantageandneighbourwouldaccuseneighbourinordertosettleoldscores.Witchcraftalsobecameacommercialbusiness.Thosebeingaccusedofwitchcraftwerenotonlychargedfortheirtrial,butalsofortheequipmenttoburnthem.Alltheirpropertyandbelongingswerethentakenandsharedoutbetweenthemagistratesandthelocalelite.Watchthisshortfilm(5mins32sec)https://www.youtube.com/watch?v=eTkDGpHWGMQ
TASKONE
WholeGroup–10minutes
Teacherwritesthefollowingontheboard:WitchorNotaWitchandreadsoutthefollowinglistaskingstudentswhichcommentshouldgounderwhichtitle.1.Youarefemale.2.Youaremiddleaged.3.Youareassociatedwithaknownsuspect.4.YouareofanEnglishPuritanbackground.5.Youaremarriedbuthavefewornochildren.6.Youarestubbornwithawildreputation.7.Youhavebeenaccusedofothercrimesbeforesuchastheftorslander.8.Youareofarelativelylowsocialposition.9.Aconfessedwitchaccusesyouofbeingafellowwitch.In-fact:EverythingonthelistiswhatittakestobeaccusedofbeingawitchinSalem.
TASKTWO
WholeClass-5minutes
Brainstormideasrelatedtowitchcraft.Writestudentssuggestionsontheboard.TeacherPrompt:Blackmagic,sorcery,voodoo,hoodoo,thewitchesinShakespeare’sMacbeth,spells,curses,chantsoveraboilingcauldron,fetishes,Ouijaboards,invocationofspirits,animalsetc.
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TASKTHREE
Splitclassintosmallgroups-15minutes
OpenyourplaytextsandfindwordsthatappearinActOnewhichcanbeusedtohelpcreateaspellorachant.Liststudents’suggestionsontheboard.
TeacherPrompt:Nocturnal/demonicart/swaying/darkness/corruption/murdering/devil’stouch/screeching/obscene/sin/witchcraft/conjuring/spirits/vengeful/abomination/unnatural
Youaregoingtocreateachantandaspellusingthesewords.Youcansay,singorwhisperthem.CreatesomethingyouimaginethegirlsandTitubamighthavecreatedintheforest.
Spotlightstudents’work.Discusswhatmoodandatmospherewascreated.
TASKFOUR
Wholeclass–6minutes
MaryWarren's‘poppet’wasoriginallysymbolicofinnocenceandyouth,butbecauseofgossipitbecamesymbolicofevil.Thepoppet,likeavoodoodoll,wasthoughtofasacharmtocursepeopleandwasmadeintheimageofthevictim.InAct2,thepoppetisagiftfromMaryWarrentoElizabethProctor.ItbecomesademonicandevildollwhenAbigailWilliamsclaimsitisbeingusedasavoodoodolltocauseherpain.Credenceisgiventohertestimonywhenaneedleisfoundinthedoll’sstomach.Watchthisvideoaboutpoppets.https://www.youtube.com/watch?v=x1IfP8iQstw(5mins20secs)
FINISHER
WholeClass-4minutes
Pairup.Spendthenextfewmomentsanalysingandmakingnotesaboutyourpartner.Haircolour?Eyecolour?Features?Makeaconciselist,asthiswillbecrucialforthisweek’shomework.
HOMEWORK
Teachergivesouthomework
Createapoppetofyourclassmate.Then,readthroughthetexttocreatealistofwordswhichcanbeusedtocreateaspellforyourpoppetforthenextclass.
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LESSONTHREE
LESSONOBJECTIVE
TounderstandsymbolismandthemesinTheCrucible.Resources:YouTubelinks,Handout1,pensandpaper.
WARMUP
Splitintogroups–10minutes
Allpoppet-homeworkisdisplayedfortheclasstosee.Aretheyrecognisable?Spotlightthosestudentswhohavecreatedaspellforthepoppetandaskthemperformittotherestofclass.Discusswhichonesareeffectiveandwhy?Pinontheresearchwall,ifpossible.TEACHERINTRODUCTIONTheword‘crucible’hasmanydefinitions.Acruciblecanbeacontainerusedtomeltmaterialstoaveryhightemperature.Itcanbeusedtodescribetheinteractionofdifferentelementstoforgesomethingnew.Crucibleisalsodefinedasa‘difficultchallenge’.Thetitle,‘TheCrucible’,isthereforeusedbyMillerasametaphortomakeapoint.Theplayisfullofmetaphors,themesandsymbols(objects,colours,figuresandcharactersusedtorepresentabstractideas)toinformtheaudienceofmeaning.Thepoppet,forexample,couldbesymbolicofhowmembersoftheSalemcommunityaremanipulatedlikepuppets.Thewitch-huntattheheartoftheplayis,ofcourse,ametaphorfortheMcCarthytrialsinAmerica.WhilemanyofMiller’sthemesandsymbolsareuniversal:religion,sex,sin,truth,good,eviletc.
TASKONE
Insmallgroups-20minutes
GivestudentsHandout1andreadthroughit.Ingroups,findexamplesofsymbolismandthemesintheplayandtrytofindothersymbolsandthemesnotmentionedonthehandoutandaddthemtothesheet.TASKTWO
Insmallgroups-20minutes
Usinginformationfromthepreviousexercise,createatleastfivefreezeframes,highlightingsymbolicmomentsintheplay.Spotlightstudents’workanddiscusswhatwaseffectiveandwhyitwaseffective.
FINISHER
Splitclassintwo-8minutes
BirdswereomenstopeoplelivinginancientGreekandRomantimes,andthe‘YellowBird’canbeseenassymbolic.Whatdoyouthinkitrepresents?TeacherPrompt:Jealousy,envy,illness,disease,corruption,keepingyourguardup,truthlookingdownattheliesetc.Inyourgroups,usingyourtexts,seehowmanycolours/birds/animalsyoucanfindinthescript.Ifyoufindoneputyourhandupandthecolour/bird/animalandpagenumberwillbewrittenontheboardandyouwillgetapointforyourgroup.
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HOMEWORK
Teachergivesouthomework–2minutes
Thedefinitionsforthewordcrucibleincludeacontainerusedtomeltmaterialstoaveryhightemperature,asituationwheredifferentelementsinteracttoforgesomethingnewandadifficultchallenge.Whichdoyouthinkdescribestheplaybest,andwhy?Writeaone-sideA4pageandgiveexamplestobackupyourchoice.Handinatthenextclass.
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Handout1
SymbolandThemes ExamplesintheText
ParanoiaandHysteriaCanhappentoanyoneandatanytime.Ittearsacommunityapart.Itgrowsbecausepeoplecanbenefitfromit.Intimesofcrisis,forexampleduringtheMcCarthytrials,itiscommonforauthoritytoexploitthefearsofthepublicbyrestrictingcertainrights,andaccusing(mostly)theinnocentinorderto‘maintainsecurity’.Theseactionscreatemassparanoiaandhysteriawhichmakesthepublicbelievethingstheywouldn’tbelieveordinarily.
IntoleranceThePuritansleftEuropetofindreligioustolerance.However,thesocietytheyestablishedwasintolerantofanythingandincludinghangingwitchestorestorethecommunity’spurity.
TheWoodsThewoodsareseenassymbolic,aplaceoffreedom.
ScapegoatingandHiddenAgendaIfyouhadbeenaccusedofsinorwrongdoinginPuritansocietytheresultwasaseverepunishment,death,orexcommunicationManyoftheaccusedwould‘pointthefinger’atotherstoshifttheguiltfromthemselves.Someaccusedtheirneighboursofbeingwitchestoobtaintheirlandorbelongings.
ReputationAperson’sgoodnameandreputationcouldbedestroyedintheblinkofaneye.TheintegrityandthepurityofallSalemresidentswereontrial.
TheGallowsThegallowsrepresent‘impendingdoom’.
PoliticsTheplaycanbeseenassymbolicoftheparanoiasurroundingCommunismthatpervadedAmericansocietyinthe1950s.
MartyrsMillerexplorestheroleofthemartyrthroughcharacterswhofinallychoosetodiewiththeirnamesintact.
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LESSONFOUR
LESSONOBJECTIVE
TounderstandtheimpactoffalseaccusationsintheworldofTheCrucible.Resources:Sheetsofpaperandpencils.
WARMUP
WholeClass-5minutes
Thisnextexercisecanbedonewithorwithoutthestudents’knowledge,dependingonthenatureofthegroup.Theaimistosimulateafeelingofpaniconaccountoffalseaccusation.Itisuptoeachindividualteacherhowmuchtheybriefthestudentsbeforehand.Obviouslyyoucantweakthisexerciseordosomethingdifferent,buttheaimistofindasituationwherepressurefromauthorityleadstothecondemnationofinnocentpeople.
Asthestudentsentertheclass,theteachershouldlooksolemnandstern.Teachertellsstudentstositdownandfoldtheirarmsuntilfurtherinstructed.
TEACHERINTRODUCTION
WholeClass-10minutes
Teacheraddressestheclassinasombretone.“Wewon’tbeworkingontheCrucibleintoday’sclass,assomethingofaseriousnaturehastobedealtwithfirst.Examsareveryimportanttimesinyourlife.Theexamsthatyouwillbetakingthisyearwillinfluencewhatyoudointhefuture,soitisveryimportantthatyoufollowtherulesandregulations.Ifyoudonotsticktotherulesthenyoucouldbedisqualifiedfromtakingyourexams.Now,ithascometomyattentionthatsomeoneinthisgrouphasbeencheatingtogetbettergradesintheirsubjectassessments,includingDrama.Ialsohavebeenledtobelievethatothermembersoftheclasshavebeenpersuadedtofollowsuitandhavecheatedintheirschoolassessmentsorcoursework.Webelieveonlyanumberofstudentsareinvolved,butasyetweareunsurewho,soatthismomentintimeyouareallguiltyuntilprovedotherwise.Penaltiesforcheatingcanincludedisqualificationfromtakinganyexamforuptofiveyears.TheHeadwillbehereshortlytointervieweachofyou,separately.(Teachergivesoutpaperandpencils).Inthemeantime,Iamgivingeachofyouapencilandsheetofpaper,youcandooneoftwothings.Firstly,youcanwritedownthenamesofpeoplewhoyouthinkareinvolvedincheating,ifyoudothis,IpromisethatyouwillnotbedisqualifiedfromtakingyourGCSE’s,evenifyouarealsoprovedguilty.Orsecondly,youcandecidetowritenothingonthesheetofpaperIhavegivenyou,butbydoingso,youwillbeautomaticallydisqualifiedfromtakinganyofyourGCSEexams…whetherornotyouareguiltyofcheating.So,whatareyougoingtodo?”Teachergivesstudentsfiveminutestodecidewhattheyaregoingtodo,thencollectsthepapers.Oncethepapershavebeencollectedtheyareread.
“Ihaveproofherethatcertainindividualsareindeedinvolvedincheating.”
Teacherripsthesheetsofpaperintosmallpiecesandexplains:“Therehasbeennocheatingintheschool.Thiswhole‘cheating’accusationhasbeenahoax.Iwantedyoualltoexperience,firsthand,beingaccusedofsomethingyouareinnocentof.WhathappenedinSalemwascomparable,excepttheywerenotthreatedwithdisqualificationfromexams,butwithdeath.”
Asksudentsiftheynowbetterunderstandthefeartheadolescentgirlsfelt,whentheyhadbeencaughtdancingandconjuringwithTituba?
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TASKONE
Individually-5minutes
Writedownhowyoufeltduringthepreviousexerciseandhowdidthosefeelingsmanifestthemselvesinyourbodymovement,facialexpressionsandgestures?Didyoushuffleonyourchair,blinkrapidly,lookdownatthefloorawkwardly?Whatcanyourememberabouthowyoureactedtothesituationyouwerein?Thesedetailswillhelpyouwhenwritingyouranswersfortheperformanceexamquestion.
TASKTWO
InGroups-20minutes
Onepersontakesontheroleofasuspectedwitch.Onepersontakesontheroleofthejudge.Therestoftheclassaresplitintothreegroups.Onegroupactsasthedefenceforthe‘witch’,theotherastheprosecutorandtherestasthejury.Giveeachgrouptimetomaketheirarguments.Eachgroupputsforwardtheircasetothejuryandtheoutcomewillthenbedecidedbythejudge.
TASKTHREE
TwoGroups-15minutes
SeverepunishmentwasimposedonthosewhowereseenasobstructingGod'swork.Anyoneaccusedofwitchcraftwouldbesubjectedtovarioustortures.Onesuchtorturewastohavetheirrightthumbboundtotheirleft-toe,thenaropeattachedaroundtheirwaist,beforebeingthrownintheriver.Iftheyfloatedtheywerepronouncedguilty,iftheydrownedtheywerepronouncedinnocent.Otherpunishmentsincludedbeingputinthestocksandspaton,tiedtowhippingpostsandwhipped,orputonaduckingstoolanddrowned.
Teachersplitstheclassintwoandexplains:
Groupone’staskistocomeupwithnewideasfor‘punishments’whichcouldbeimposedonthoseaccusedofwitchcraftduringtheperiodtheplaywassetin.
Grouptwo’staskistocomeupwithnewideasfor‘punishments’whichcouldbeimposedonthoseaccusedofwitchcraftinthepresentday.
Youhavetenminutestocomeupwithideasandthensharethemwithclass.
FINISHER
WholeGroup-5minutes
Askstudentswhatnewthoughtsorunderstandingstheyhaveaboutthesituationthegirlsfoundthemselvesinandlisttheiranswersontheboard.
HOMEWORK
Teachergivesouthomework
Writeadiaryentryassomeonewronglyaccusedofbeingawitchthenightbeforehisorherpunishment.Handinatthenextclass.
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LESSONOBJECTIVE
Toextractrelevantinformationfromthetextanddevelopanabilitytointerpretmeaningfromthescript.(Thistaskmaytakeanumberoflessonstocomplete).Resources:Playtext,pens,Handout3.
WARMUP
Wholeclass-5minutes
WhenyouwriteaboutTheCrucibleinyourexamyouneedtobeabletousethecorrectterminologywhendescribingareasofthestage.Thestageinatheatreisdividedintovarioussectionsandnotatedfromtheactor’sperspective,lookingouttowardstheaudience.Inthespace,markoutalargebasicthruststagearea;usechairs,ties,blazers,jumpers…anythingtomarkitouteffectively.Intheexercise,trytoidentifytheareayouareinstructedtogoto.Youwillbeginthegamecentrestagefacingtheaudience.(Dependingonthenumbersplaythegameineitheronelargegrouporinsmallgroups,whileotherswatch).Anyonewhostandsinthewronglocationmustsitouttherestofthegame.Thelastpersononthestageisthewinner.Allstudentsupstageleft.Allstudentsdownstagecentre.Allstudentswithbrowneyescrosstodownstageright.Allstudentswhosefirstnamesstartwith‘B’,crosstoupstageleft.Allstudentswithasistercrosstocentrestage.Allstudentswithapetcrosstocentrestageleftetc.PlaythegameonceortwiceuntilthereisawinnerTEACHERINTRODUCTIONToreallygettogripswithascript,youhavetoreaditthoroughlyandexamineandextractimportantinformationwhichwillgiveyouvitalcluesastothehistorical,socialandculturalworldtheplayissetin.Allthisinformationwillhelpyouunderstandwhycharactersmakethechoicestheydo,andwhatwasandwasn’tacceptablebehaviourinthatculture.Inthislesson,takethetimetoreadthroughthetextandextractvitalinformation.
TASKONE
Wholeclass-45minutes
GivestudentsHandout2.Asyoureadthroughthescript,youwillhavetimetofillinHandout2,withkeyinformationaboutthescenes.Thesesheetscanbeusedtohelpyouwriteexamquestionsonactinganddesignandusedlaterforrevisionnotes.So,takecaretofilltheminneatly,withplentyofdetail.Itwillmakethereadingfarmoreentertainingifyouexperimentandusetheappropriateaccentsforeachcharacter.Castpartsandbeginreadingtheplay.Makesuretogiveasmanystudentsaspossibleagoatreading.Stopreadingwhentheplaystartsinanewlocationandgivestudentstimetofillintheirsheets.
FINISHER
Volunteers-10minutes
Askvolunteerstolistontheboardwhattheyhavediscoveredinthescriptthattheydidn’tnoticebefore.
HOMEWORK
Teachergivesouthomework
CreateanA4pagediaryentryfor‘adayinthelife’ofoneofthecharactersintheplay.Remembertousetheappropriatelangueandhistoricalreferencesoftheperiod.
LESSONFIVE
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Handout2.Writeintheboxesinformationonkeyscenes.
KEYSCENESKeyScenes Where&When Page Characters Lighting&Sound
EffectsStaging&Props
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LESSONSIX
LESSONOBJECTIVE
Toresearch,exploreandanalysecharacters.Resources:Handouts2and4(makeplentyofcopiestocoverallthecharacters),boardmarkerandpens.
WARMUP
WholeClass-5minutes
Studentshandinhomeworksetattheendofthelastclass.Formalargecircle.Teacherwhispersarumouraboutsomeoneinsociety.Forexample:DonaldTrumpandHilaryClintonfellinloveduringtheAmericanelectionandsheismovingintotheWhiteHouse.Therumouriswhisperedfrompersontoperson,untilthelaststudentdeliverstherumourbacktotheteacher.Therumouristhencomparedtotheoriginalone.Dothisacoupleoftimestoshowhowgossipandrumourscanmorphintosomethingcompletelydifferent.
TEACHERINTRODUCTION
Teacherexplainsthattheactivitiestheyperformedinthepreviousclasshelpedstudentstoimmersethemselvesintothecultureoftheplay.Themoreweinvestigateandexploretheworldofthecharacters,themoreweunderstandthestoryfromtheirviewpoint.Inthislesson,theyaregoingtoextractinformationabouteachcharactertohelpstepinsidethecharacter’sshoes.TASKONE
Classsplitintosmallgroups-45minutes
GivestudentsHandout3andreadthroughit.Eachgroupwillinvestigateacharacter.Somecharactershavelotsofinformationaboutthem,othersonlyalittle,ifany,soyouwillhavetouseyourimaginationandinventfactsandbackstories.Thesesheetswillbeusefulwhenpracticingwrittenexamresponsesandforrevisionnotes.
FINISHER
WholeClass-10minutes
Studentspresenttotheclassnewinformationtheyhavefoundoutaboutacharacter.
HOMEWORK
Teachergivesouthomework
FindandprintoffatleastthreetheatrereviewsfrompreviousorcurrentproductionsofTheCrucible.
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Handout3
CHARACTERPROFILES
CHARACTER
CharacterObjective:Whatisthecharacter’sgoal?Whatdotheywanttoachieveinthesceneorintheplayasawhole?
PHYSICAL:Posture/FacialExpressionCharacterisation/Status/BodyTension/Gestures,Gait/BodyLanguage/Space/Proxemics/Positioning/Movement/Pacing/Repetition/Mime.Whatdoesthisconveytoanaudience?
VOCAL:Tone/Pitch/Pace/PauseProjection/Inflection/Articulation/Repetition/Volume/Accent/Fluency/Emphasis.
COSTUME:Style/Colour/Fabric/Textures.Whatdocostumesconveytoaudience.
FACTSFROMTHETEXTABOUTACHARACTER:
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LESSONSEVEN
LESSONOBJECTIVE
Tocreateanddevelopcharacterinterpretations.Resources:Chair,Handouts4&5,paperandpens.
WARMUP
Volunteers-10minutes
Avolunteerneedstositcentrestagetobe‘hotseated’onthecharactertheyinvestigatedlastclass.Therestofyoucanjoinin,askingquestionsifyouputyourhandupfirst.Prompt:Whatisyourjob?Wheredidyougotoschool?Whatareyourfears?Whatareyourambitionsetc?
TEACHERINTRODUCTION
ThewrittenexaminComponent:1,SectionBSetTexton‘performance’willaskyoutowriteaboutanexcerptfromthetext,describinghowyouwouldperformoneofthecharacter’sintheplay.Yourgoalistowriteabouttheexcerptasifyouwereplayingthatrole.
That’swhyitisimportanttoreadandanalysethescriptinordertolearneverythingyoucanabouteachcharacter.InpreviousclassesyouhavelookedattheperiodTheCruciblewassetin.Youhaveextractedfromthescriptinformationaboutthecharacters,havemadechoicesabouttheirphysicalandvocaltraitsandnowyouaregoingtoconsolidateallthatresearch,soastomakethemthreedimensional.
TASKONE
WholeClass-10minutes
Researchingacharacterinformshowyouapproachtheirlines.Thescriptwillonlygiveyousomuchinformation.Yourjobistocreateathreedimensionalcharacterthatbringsthedialoguealive.Creatingabackstorywithinformationfromthescriptandyourownideas,helpsyoudothisbecauseitmakesyoubelieveinthecharacter’spastandgivesthecharacterasenseoftruth.Chooseacharacterfromtheplayanddecidewhentheirtime-linebegins.Forexample,ifyouchooseAbigail,youmightdecideherstartingpointisfromwhenElizabethsackedher.Youcangointoasmuchdetailasyouwant-themoredetailed,themoreinterestingyourcharacterwillbe.TASKTWO
Splitclassintopairs-15minutes
Nowyouhavedoneatime-lineandextractedlotsofinformationfromthescript,youneedtoletyourimaginationdotherestofthework.Thefollowingexerciseiswhatalotofactorsusetohelpthem‘getintocharacter’andwillhelpyouestablishhowtoapproachthetext.GivestudentsHandout4andreadthroughit.Withyourpartner,chooseascenefromtheplaywithtwocharactersandeachtakeonarole.ReadthescenecarefullyandthenfillinHandout4fromthecharacters’perspective,makingitasdetailedasyoucan.Usetheinformationyouhaveextractedfromthescript,yourresearchandelementsyouhavemadeupyourself.
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TASKTHREE
WholeClass-20minutes
Youarenowgoingtotakeallthatresearchandplanningandmakethecharacterscomealive.Findaspaceintheroomandcloseyoureyes.Visualiseyourcharacterandanswerthefollowingquestions,asthatcharacter.(Givestudentstimetoexplorethequestionsasked)Wherearethey?Whenisit?Whattimeisit?Wherehavetheyjustbeen?Wherearetheygoing?Whatistheirobjective?Howaretheygoingtoachievethatobjective?Nowslowlywalkaroundtheroom.Whatpartofthebodydoesthecharacterleadfrom?Whatisthepaceoftheirwalk?Dotheyhavelongstridesorshortstrides?Howdotheyspeak?Whatlanguagedotheyuse?Dotheyhaveanaccent?Dotheyhaveahigh-pitchedvoice?Dotheystutter?Stopsomeoneandmakeconversationusingthevoiceyouthinkyourcharacterwoulduse.Nowwalkaroundtheroomandfindsomeoneelsetochatto.Spotlightstudent’swork.
FINISHER
Volunteers-5minutes
Placeachairinthecentreoftheroom.Thechaircannotbeleftemptyformorethanfiveseconds.Whoeversitsonthechairwillbe‘hot-seated’,askedquestionsabouttheircharacter,andmustansweranyquestionthrownatthemincharacter.Anyonecanaskaquestion.TeacherPrompt:Whoareyou?Whoareyourfriends?WhatdoyoudislikeaboutSalem?
HOMEWORK
Teachergivesouthomework
GivestudentsmultiplecopiesofHandout5.Create‘roleonwall’profilesforthemaincharacters.Handinatthenextclass.
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Handout4
KEYACTINGQUESTIONS
Chooseascenewithtwocharactersfromtheplay.Eachtakeontheroleofacharacter,readthesceneandthenfillinthesheetfromthecharactersperspective,usinginformationyouhaveextractedfromthescript,yourresearchandelementsyouhavemadeupyourself.
WhoamI?Writeaboutyourbackground.Whereyouwerebroughtup?Whataboutyourfamily?Wheredidyoulive?Whatisyourcharacter’sbackground?Whatisyourfunction?(Protagonist,Antagonist,Confidante)Whatisyoursocialstandinginthecommunity?
WhereamI?Areyouinthechurch?Whatdoesthechurchlooklike?Whatisthedesignlike?Isthereasmell?Isithotorcold?Isitlightordark?Howdoyoufeel,asyousitonthebenches?Thegeographyofwhereyouareimpactsonyourbehaviourandthewayyouactandreact.Thinkaboutthecold,greywintersinSalemandhowthatmighthaveaffectedpeople’smoodsandmentalities.
Whenisit?Thetimeofdayandtimeofyearimpactonhowyouact.Areyousweating?Ifso,youneedtoshowthattoyouraudience.Areyoucold,shivering?Again,youneedtoconveythisinformationtotheaudience.Theperiodofwhenitissetwillimpactonwhatyouarewearing.Ifyouarewearingalongdress,thenyouwillsitdifferently.Ifyouareinbigheavyboots,thenyouwillwalkdifferently.
WherehaveIjustcomefrom?Whatyourcharacterhasjustdonebeforethescenewillmakethemchoosespecificactingchoices.Ifyoujusthadarowwithyourfriend,thenyourbehaviourinthenextscenemightshowthis.Itisimportantthatyouknowyourpreviouscircumstances,soastoplaythenextscenetruthfully.
WhatdoIwant?Thisisreallyimportant!Whatisyouroverallobjective?Whatdoyouwanttoachieveintheplayorinascene?Whatdoesyourobjectivesayaboutyou?Havinganobjectiveisreallyimportant,itgivesyouajobonstage,soyoudon’tstandtherejustwaitingforyournextline.
WhathappensifIdon’tgetwhatIwantrightnow?Youneedtoconveytotheaudiencetheimportanceofwhatwillhappen.If,forexample,oneofthecharactersisaccusedofwitchcraft,whatwillhappen?Thestakesarehigh!
HowwillIgetwhatIwantbydoingwhat?Youneedtoknowhowyouaregoingtogoaboutgettingwhatyouwant.Areyougoingtopersuadesomeoneorperhapsthreatenthem?Howwillthatpersonreacttoyouifyoudothesethings?
WhatmustIovercomeEverycharacterhasahurdleorobstacleinthetexttoovercome.Whatobstaclehasyourcharactertoovercome?
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Handout5
CHARACTER-ROLEONWALLWritedowneachcharacter’sphysicalandvocaltraits,mannerisms,gesturesandfacialexpressions.Wheredotheyleadfrom?Thinkaboutaccents,tone,pitchandgestures.Addasmuchdetailaspossible.
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LESSONEIGHT
LESSONOBJECTIVETolearnhowtoscoreatext,usingbeats,vocalinflectionandtransitiveverbs.Resources:YouTubelinks,playtext,acanofbeans,atinofsoup,anythingwithcookinginstructions.Printofforsendthefollowinglinktostudentstohelpthemwiththeirhomework.http://www.hollandharmony.dse.nl/edu/2015-handouts/2015-Cy_Wood-Acting_objectives.pdf
WARMUP
Volunteers-10minutes
Teacherplacesacanofbeans(orsimilar)onatableandasksforavolunteer.Youmustpickupthecanandreadthecookinginstructions.Teachersasksthevolunteertoreadtheinstructionsinoneofthefollowingways…TeacherPrompt:Fear,hope,despair,joy,relief,disdain,longingetc.Discusswithstudentshowthisexercisehelpedtheperformance.
TEACHERINTRODUCTION
Bynowyoushouldhaveagoodknowledgeaboutthecharactersintheplayandhowtheythinkandreacttovariouscircumstances.Todaywearegoingtolearnhowtodevelopourcharactersevenfurtherbyscoringthescript,dissectingitandbreakingitdownintoeasychunks,sowecanmakethelanguagecomealive.Scoringascriptmeanswenotate(scribble)importantnotesonthepage,suchaswherethereisanew‘beat’orwhereweblockorhowwestressoremphasiscertainwords.So,grabapencilandopenyourscripts.Todaywewillbelookingat‘beats’,‘vocalinflection’and‘actioning’.
TASKONE
Volunteers-15minutes
Ascriptisbrokendownintoacts,withintheseactsarescenesandwithinthesescenesareunits.Unitsareshiftsorchangesthattakeplaceduringascene,suchasanewcharacterenteringorachangeoftheme.Duringatwo-minutescenetheremaybeasmanyassixorsevenunits.Eachunitwillcontainanumberofdifferent‘beats’.Whatdoesthismean?Well,everytimethereisachangeofmoodorthoughtinascript,wecallthisa‘beat’.Todaywearegoingtoscoreourscriptwithbeats(seebelow)whichwillhelpbringthescripttolife.Thereisnorightwayorwrongwaytodoit.Italldependsonhowtheactorapproachesthescript.So,don’tworryaboutgettingitwrong;that’swhyweareusingpencils,soyoucanalwaysrubthingsout.Thechoicesyoumakenowmightchangeinarehearsalroom,sonothingispermanent.Teacherdemonstratesontheboard.Everytimethereisanewbeat,weputaforwardslash(//).Forexample:Mum:Ican’tbelieveyoutrashedyourbedroom?Whywouldyoudothat?To‘beat’thissentenceyouwoulddothefollowing:Mum:Ican’tbelieveyoutrashedyoubedroom//Whywouldyoudothat?
Teacherasks:WhydoyouthinkIplacedthebeatsthere?Prompt:Mumindicatesherdisappointment,thenhasanewthoughtandinsistsonananswer.A‘beat’inascriptisapointduringascenewhereanewactionbegins.It’swheneithernewinformationisintroducedoraneventhappenswhichchangeswhattheactorisdoingandthushisorherthoughtprocessshifts.
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WatchthefollowingvideooftheOldVic’sproductionofTheCrucible.https://www.youtube.com/watch?v=Lezq6v4o2Q4(1min17secs)Inpairs,openyourtextsatthesceneyouhavejustwatchedinAct1anddiscusswithyourpartnerwhereyouthinkthebeatsshouldgo(twoforwardslashes).Remember,it’swherethereisachangeofthoughtorshiftofmood.Doittotheendofthescene.Givestudentstimetomarkthebeats,thenspotlighttheirwork.
TASKTWOWholeClass-10minutes
Nowwearegoingtolookatvocalinflection.Anyideaswhatthatis?Vocalinflectioniswhenyouchooseawordorphraseinthescriptthatyouwillinflectoremphasiseorstresstoconveyacertainemotion.Teacherwritesthefollowingontheboard:WHYdoyoudothistome?WhydoYOUdothistome?WhydoyoudoTHIStome?WhydoyoudothistoME?
Turntothepersonnexttoyouandpracticeallfoursentencesstressingthewordthatisunderscored.
Whateffectdothesedifferentstressesmake?BelowisanextractfromTheOldVic’sproductionofTheCrucible.Listencarefullytowhatwordsarebeingstressed.https://www.youtube.com/watch?v=Lezq6v4o2Q4(1min17secs)
Backinpairs,returntothetextandnowunderlinethewordsorphrasesyouthinkareimportant-wordsyouwantthecharactertostresstomakesuretheaudienceandothercharactersregisterthem.
Givestudentstimetomarkuptheirscripts.Spotlightstudents’work.
TASKTHREEWholeClass-15minutes
Youhaveputthetextintobeats,underlinedimportantwordsandnowyouneedtoworkouthowyouaregoingtoaffecttheotherpersonwithwhatyouaresaying,inordertoachievewhatyouwant.Thisiscalled‘actioning’.Todothisyouneedtochooseatransitiveverb-that’saverb,whichisactive(whichmostverbsare).Thisverbisthenyour‘action’foraparticularline.Ifyouhavetimetoactionawholescene(everyline),thenyouwilluseawiderangeofverbs.Againthereisnorightorwrong,justtrytomakeimaginative,variedandinterestingchoices.Greatactorsdothisnaturallyandintuitively.Herearesomeactiveverbs:toundermine,charm,control,deceive,seduce,destroy,cajoleandflatter.(Teacherwritesthemontheboard)Canyousuggestmoreactiveverbsandaddthemtotheboarduntilthereareafairfew.ConsiderJohnandElizabeth’scharactertraits.Bythisstageyoushouldhaveagooddealofbackgroundinformationaboutbothofthemandtheworldtheylivein.So,inthefollowingexercise,yourchoiceofverbsshouldbeinfluencedbyyourknowledgeofthecharacterandmoreimportantlybyhisorherobjective,eitherintheplayorinthescene.Useyourkeyactingquestionssheetstohelpyou!Forexample:Johnisamanofgoodmoralfabricandheiskindhearted,soheprobablywouldn’tdeliverhislinestohiswifeElizabethinadismissive,angrymanner,wouldhe?
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Byusingthese‘action’words,theseactiveverbs,eachactoristryingtomaketheactortheyareperformingwithreactinaparticularwayandnotjustreelofflinesrobotically.Asstatedearlier,itisimportanttomakestrongchoicesandifyoucommittoyourchoicesthen,whenitcomestotheperformance,thedialoguewillbemoredynamicandcolourful.Thistechniquetakesalotoftimetodo,soit’sbesttojustdosomekeyscenes.Thepay-offisworthit,especiallywhenyouwritefortheperformanceexam.Pairupandreadthroughthesceneyouhavebeenworkingonagain.Thistimeyoushould‘action’thelinesyouunderlinedearlierandthenpracticereadingthroughthedialogueusingyouractionwords.Teachergivesstudentstimetoexploretheexercise.Suggesttheyusethekeyactingquestionssheetsfromlastlessontohelpthemrememberthecharacterobjectives,asthiswillalsoinfluencethechoicestheymake.
FINISHERWholeClass-10minutes
Spotlightstudent’sworkandask…Howdoyouthinkgivingdifferentactionsandemphasistothesamelinesdrasticallychangesascene?
HOMEWORKTeachergivesouthomework
Scoretwokeyscenesfornextweek’sclass.Printofforgivestudentsthefollowinglinkfortheultimateactionverblist.http://www.hollandharmony.dse.nl/edu/2015-handouts/2015-Cy_Wood-Acting_objectives.pdf
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LESSONNINE
LESSONOBJECTIVEToresearchsetdesignandpropsinpreparationforyour‘stagerealisation’.Resources:YouTubelinks,Handout6.
WARMUPSplittheclassintwo-5minutes
Collecthomeworkfromlastlesson.Studentshaveoneminutetocreateeachstagingconfigurationthatteachercallsout.Theyareonlyallowedtousetheirbodiesoranyclothingtheyarewearing-shoes,ties,jumpersetc.Theteamtogettothreepointsfirstwins.TeacherPrompt:Thruststage,prosceniumarch,flexiblestage,theatreintheroundandarenaetc.Awardtheteamwhogetstothreepointsfirst.TEACHERINTRODUCTIONThedesignquestioninthesettextwrittenexamquestionrequiresyoutoconsiderjustonedesignfeature-eitherlighting,sound,costumeandmake-uporsetandpropsdesign.Inthislesson,youaregoingtoexploresetdesignandpropsandexploreideasyoucanusetohelpcreateyourownstagerealisation.Thedesignquestionmayaskyoutoeitherdesignaset,propsoritemsoffurnitureforanextractfromtheplay.Alltheresearchdonepreviouslywillbeofenormoushelp,butnowyouneedtofocusonotherelementsofthesetandpropdesignquestionsuchassettings,locations,scale,colour,textures,entrancesandexits,backdrops,gauzesandtransitionsetc.Youneedtoshowtheexaminerhowyourresearchandknowledgeoftheperiodandtheplayinformsyoursetandpropsdesign.Asetdesignmaybecomplexorsimple.Itmayusealargeamountofsceneryorverylittle.Itmayhavedifferentlevels, contain trap doors, ramps and awhole host of other devices. Set design and props convey themes andmessages to anaudience. For example, the furnishings, textures, colours andprops can convey to anaudiencedifferentworldsandsocialstatus.So,astagesethastoberelevanttotheplaytextandshouldreflectthedirector’sthemes,messagesandvisionoftheplay.
TASKONEWholeClass-10minutes
Whatisthefunctionofasetdesignerandpropmaker?TeacherPrompt:Toestablishforanaudiencewhereandwhentheactionistakingplaceandtocreateatmosphereandmood.Toresearchtheperiod,thearchitecture,thefabricsetc.Thesetdesignersjobalsoincludes:Makingsuretheaudiencecanclearlyseethestageactionandthatnofurniture,screensorsetareobstructingtheview.Forexample,cantheaudienceseeBettywhensheislyingonthebed?Designershavetomakethesetaccessibleandsafefortheactorstoworkon.Consideration has to be given to any themes and messages the writer and director want to convey to theaudience.Theyhavetodecideifthedesignwillbesymbolic,abstract,minimalornaturalistic.Theyhavetoresearchtheperiodoftheplay,makingsureeverythingisinkeepingwiththeperiodtheplayissetin.Watchthefollowingvideowhereasetdesignerexplainstheirjob.(3mins35secs)https://www.youtube.com/watch?v=OLw-QapkxnAHerearepropmakersexplainingtheirjobs.https://www.youtube.com/watch?v=mLq0wuoPS8g(1min44secs)
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TASKTWOWholeclass-15minutes
Setdesignandpropsareessentialcomponentsofanytheatreproduction.Setscanbeextravagantandonahugescale;theycanbenaturalisticandevenlooklikeareallocation;theycanbeabstract,usinginnovativematerialsandconcepts;theycanbestarkandminimal.AnexcellentexampleofanoriginalandminimalsetisPeterBrook’s‘whitebox’setforAMidsummerNight’sDreamin1971(1min42secs)https://www.youtube.com/watch?v=1CkN9k6S3JsNowlookattheworkofadesignerwhothinks‘outsidethebox’whenitcomestostagedesigns.KatrinBrack’sdesignsareveryextravagant,butyetminimalandpareddown.(5mins38secs)https://www.youtube.com/watch?v=qlh-0QWk3kgStagesetdesignscancleverlyprovidethecontextoftheperiod,throughsimplepropsandcleverideas.Asimplesearchongooglewillgiveyouaplethoraofexamples.https://www.google.co.uk/search?client=safari&rls=en&q=google+images+the+crucible+stage+set&ie=UTF-8&oe=UTF-8&gfe_rd=cr&ei=5pK8V76lM87v8Afa34qwCQYoudon’thavetoconsidergoingdownjustahistoricalroute.IvoVanHove’sproductionstarringSaoirseRonan,BenWhishawandSophieOkonedo,tookadistinctivelymodernapproach.https://www.google.co.uk/search?q=ivo+van+hove+the+crucible&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjkn_XfotjOAhWmJMAKHd9RC78Q_AUICCgB&biw=999&bih=640
TASKTHREEInpairs-25minutes
GivestudentsHandout6.Youneedtothinkabouteachlocationintheplayandhowthefurnitureandpropswillbearrangedfortheactorsonstagetouse.ReadHandout6together.Inpairs,gothroughthetextusingthissheettolisttheacts,scenes,pagenumber,locations,scenerequirementandprops.Gleanasmuchaspossiblefromthescriptaboutthetime,moodandatmosphereofeachscene.Allthisinformationwillimpactondesignchoices.Givestudentsplentyoftimetogothroughthescript.
FINISHERWholeClass-5minutes
Thedesignquestionmayaskyoutodesigneithertheset,thepropsoritemsoffurnitureforanextractfromtheplay.So,nextweekyouwillbecreatingyourownideasboardsanddesigningyourownset.Whatkindofimagesdoyouthinkmightbeusefultobringinfornextweek’sclass?Listideasquicklyontheboard.TeacherPrompt:Furniture,tables,chairs,woodenbedsetc.
HOMEWORKTeachergivesouthomework
Collectimagesasdiscussed.Lookinoldantiquecatalogues,googleimagesetc.
Makesuretohaveglueandscissorsforthenextlesson!
*Teacher:Linksforimagesfornextweek’sclass‘stagedesignandprops’arelistedbelowandneedprintingout.
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Resourcesforlesson10.AmericanPilgrimHomes1692https://www.google.co.uk/search?q=american+pilgrims+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjD7LGjq4rPAhVLJMAKHesGC3YQ_AUICSgC&biw=1240&bih=641#tbm=isch&q=american+pilgrims+homes+1692ColonialPilgrimHouseInterior1692https://www.google.co.uk/search?q=colonial+pilgrim+furniture+1600&client=safari&rls=en&biw=1240&bih=641&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjpme23qYrPAhXJAsAKHS25CoQQ_AUICCgD#tbm=isch&q=colonial+pilgrim+house+interior+1692ColonialPilgrimHomes1600shttps://www.google.co.uk/search?q=salem+massachusetts+homes+17th+century&client=safari&rls=en&biw=1240&bih=641&source=lnms&tbm=isch&sa=X&ved=0ahUKEwibjJy3qIrPAhUILcAKHam6AoQQ_AUIBigB#tbm=isch&q=salam+witches+the+crucible+massachusetts+homes+17th+century&imgrc=LvQlCRBmdfFvaM%3AColonialPilgrimHomeshttps://www.google.co.uk/search?q=colonial+pilgrim+homes+massachusetts+america+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj-uPO8qorPAhVIDcAKHYVMCVoQ_AUICSgC&biw=1240&bih=641PilgrimsBedrooms1692https://www.google.co.uk/search?q=colonial+pilgrim+furniture+massachusetts+america+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi3hevZqorPAhVsJsAKHV0oAGEQ_AUICSgC&biw=1240&bih=641#tbm=isch&q=Pilgrim+bedrooms+1692
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Handout6
LOCATIONS/SCENESSHEET
LOCATIONS/ACTSCENE/PAGE
KEYREQUIREMENTS/PROPS
TIME/MOOD/ATMOSPHERE/SPACE
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LESSONTEN
LESSONOBJECIVETocreate,anddevelopa‘stagerealisation’.Resources:Scissors,glue,A3Paperorcard,colouringpencils,Handouts7,8&9(makemultiplecopiesofHandout8,soeverystudenthasatleastfivecopieseach).
WARMUPWholeClass-5minutes
Gatherallthepictures,photocopiesandimagesyouhavecollectedforhomeworkanddiscussfindings.
TEACHERINTRODUCTIONAswediscussedlastclass,thefunctionofasetdesignerandpropmakeristoestablishforanaudiencewhereandwhen theactionistakingplaceandtocreatemoodandatmosphere.Asetdesignmaybecomplexorsimple. Itmay use a large amount of scenery or very little. Set design and props convey themes and messages to anaudience. For example, the furnishings, textures and dark colours might convey to an audience the sparseexistence of the Puritans. So, a stage set has to be relevant to the play text and should reflect the director’sthemes,messages and vision of the play. Today, you are going to consolidate all your research by creating an‘ideas’boardforeachscene.
TASKONESmallgroups-15minutes
EachgroupwillhaveanA3sheetandaselectionoflocationstocreateamoodboard.Youarenotdesigningthestagesetyet,justincorporatingelementsandpropsfromtheperiodwhichmayinfluenceyourstagesetdesign.Remember,thedesignquestionmayaskyoutoeitherdesignaset,propsoritemsoffurnitureforanextractfromtheplay.Cutoutandgluetheimagesyouhavecollected.Don’tworrytoomuchaboutscale.Youcanwritebriefnotes.Makesuretoreadthescript,asthesamelocationsreappearwithdifferentrequirements.Oncestudentshavecompletedtheirboardstheycanshareandtalkthroughtheirideaswiththerestofclass.Pinboardsontheresearchwall.
TASKTWOWholeClass-10minutes
Asetdesignerwouldnormallycreateagroundplanandthenascalemodeloftheproduction.Youarenowgoingtocreateyourowngroundplananddesign.First,youneedtounderstandhowtousea‘keyplan’.Akeyplanismadeupofstandardsymbolswhichhelpsthedesignercommunicatewiththeactors,director,lightingdesignerandmasterstagebuilderwherethedoors,entrancesandexitsshouldbe,sotheycanbelitandnotblockedbypiecesofset.GivestudentsHandout7andreadthroughit.
TASKTHREEWholeClass-25minutes
GiveeachstudentHandouts8&9andreadthroughthem.Youwillspendtherestofthisclassworkingonyourowndesigns.Givestudentstimetoworkontheirideas.
FINISHERWholeClass-5minutes
Teacherspotlightsstudentstosharetheirstagedesignideas.
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HOMEWORKTeachergivesouthomework.
Studentstofinishtheirstagedesignrealisationforallkeyscenesforthenextclass.
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Handout7KeyPlanUsethetemplatebelowtocreateyourdesignforallkeyscenes.Makesuretofollowthechecklist;it’stheretohelpyou!
1. Where?2.When?3.Staging?4. Keyterminology?5.Actorsexits&entrances?6.Sight-lines?7.Props?8.Clearlylabeleverything.9.Usesymbols
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Handout8Thingstoconsider
1. Whatstagingwouldyouuse?2. Anaturalisticset–looksexactlyliketheactuallocation.Anabstractorsymbolicset-representsthelocationordisplaysmajorthemes.Apermanentset-doesn’tchange,possiblybitsoffurnitureandpropsadded.
Achangeableset-changessignificantlyfromscenetoscene.Acompositeset-consistsoftwoormorelocationsbeingonstageatonetime.
3. Wherearethesightlines?Thisisabouttheaudience’sviewofthestage.Checktheaudiencecanseetheactionwherevertheyaresat.
4. Wherewillthepropsandsetbestoredandwheredotheactorsgofortheirveryquickchanges?(Offstagearea)
5. Lookatyourlocation/scenesheetyoufilledinearlier.Seehowmanyscenesyouhavecalculatedthereareandwheretheytakeplace.
6. Rememberstageleftandstagerightarealwaysfromtheactor’spointofview,facingtheaudience.7. Whendoesthescenetakeplace?Year,season,month,timeetc.8. What typeof staging? This shouldbe clearly labelled, includingwhere the audience is sat and remember
sight-lines.9. Makesurethesetissafeandfunctionalfortheactorstoperformon.10. Try tomakeyourdrawingsclearandeasy tovisualise.Youcanusephotosand images tohelpyoucreate
yourrealisation.11. Considersettings,locations,scale,colour,textures,entrancesandexits,backdrops,gauzes,transitionsand
showtheexaminerhowyourresearchintotheperiodinformsyourdesign.12. Usekeyterminology,asthiswillgainyoumarksinthewrittenexam.So,getusedtousingthemnow.13. Labelactorsentrancesandexitsclearly.14. Makeshortsuccinctnotesofanyimportantinformation.
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Handout9Template
Audience
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LESSONELEVEN
LESSONOBJECTIVE
Toresearchcostumes,accessoriesandmakeupinordertocreateaninspiringoveralldesign.Resources:YouTubelinks,Handouts10&11.
WARMUP
WholeClass-5minutes
Teacherspotlightsstudents’homeworkonstagedesignsandasksthemtopresentsomeoftheirideastotheclassandeitherpinthemontheresearchwallorhandinformarking.TEACHERINTRODUCTIONWhatdoyouthinkthefunctionofacostumeandmake-updesigneris?Listtheirideasontheboard.TeacherPrompt:Thefunctionofacostumeandmake-updesigneristoestablishinformationaboutacharacteronstagethroughthatcharacter’scostume,hairandmake.Usingtheseelements,designersdemonstratewhereandwhenthecharacterisperforming.Costumeandmake-updesignersworkcloselywiththedirectortomakesureacohesiveandartisticallyinterestinglookiscreated.Youwillneedtodissectthescripttoworkouthowmanycharactersneedcostumeandmake-updesign,makingsureeachcharacter’slookisappropriatetothestatus,ageandperiodtheplayissetin.Youneedtoindividuallycreatesketchesanddesignboardsdisplayingresearchofcolours,fabricsandcostumedesigns,makeupandwigs,soyouwillhaveathoroughunderstandingandrealisationofyourcostumeandmake-updesigns.
TASKONE
WholeClass-15minutes
Watchthefollowingvideostoinspireyou.LookatthecostumesinDirectorBeckyHope’sproductionofTheCrucible.(4mins1sec)https://www.youtube.com/watch?v=iGx_PGGQF2UThisishowonedesigner,LexLiang,approachedcostumedesign.(2mins4secs)https://www.youtube.com/watch?v=CFTeGaolK6QTheperiodcostumesinthisdarkproductioncanbeusedinanynumberofplaysandmusicals.http://www.looking4costumes.com/shows/crucible.htmlThecostumedesignerWojciechDziedzic,forIvoVanHove’sBroadwayproductionofTheCrucible,tookadifferentapproachtothecostumedesignandwentagainstusinghistoricalcostumes.Dziedzicwentforamorecontemporaryapproach.Hebelievedthatnobodyshouldstandoutinthiscommunityandthatthecostumesshouldnotbemonotonousincolourandthereshouldbevariation.Hisisaneutral,asexualworld.Dziedzicmadesubtlechoices,likeputtingJohnProctorinajumperandtherestofthemenfolkinjackets.Whydostudentsthinkhedidthat?ImagesforDziedziccostumesforTheCrucible.https://www.google.co.uk/search?q=the+crucible+ivo+van+hove+costume+design&client=safari&rls=en&biw=1240&bih=640&tbm=isch&source=lnms&sa=X&ved=0ahUKEwja4KaP4NfOAhVsL8AKHdLZCzgQ_AUIBigBMake-updesignalsoentailsalotofresearchastheyusewigs,hair-piecesandmakeupforperioddrama’sandpossiblytheuseofprostheticsandspecialeffects.Itisimportanthairandmake-upishistoricallyaccurateandthatdiscussionswiththeactoranddirectorstakeplacetomakesureeveryoneishappywiththeresults.
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TASKTWO
Wholeclass-10minutes
Teacherlistscharactersontheboard:AbigailWilliams,JohnProctor,ElizabethProctor,Tituba,ReverendParris,DeputyGovernorDanforth,JudgeHathorneetc.Brainstormsuggestionswhichconveytoanaudiencecostumesaboutthecharactersintheplay.TeachersPrompt:ElizabethProctorinawhitecapandshawltodenotepurity,honesty,etc.TASKTHREESplitintopairs-25minutes
Whenansweringthedesignquestions,youshouldshowtheexaminerdesignswithlotsoforiginalitywhichdemonstrateyouhavedoneresearchandhaveknowledgenotjustoftheperiod,butoftheplaytextitself.Useplentyofkeyterminologyandtechnicaltermstogetyourideasacross.GivestudentsHandout10.Inpairs,fillinthetemplatewithasmuchdetailasyoucan,oncharacters’costume,hairandmake-up.Feelfreetolookattheresearchwallandatyourpreviousnotesforinspiration.Thingstoremember:Theperiod.Whatdoyouwanteachcharacter’scostumetoconveytoanaudience?Fabrics,coloursandtextures.Skirts,shawlsandshirts.Shoes,boots.Personalprops,etc.Hair-styles,wigsetc.
FINISHER
WholeClass-5minutes
TeachergivesstudentsHandout11,readsthroughitandexplainsthatstudentsshouldcreatecostume,make-upandhairdesignsforspecificcharacters.
HOMEWORK
Teachergivesouthomework
Studentswilldesigncostumesforthefollowingcharacters:AbigailWilliams,JohnProctor,ElizabethProctor,Tituba,ReverendParris,DeputyGovernorDanforth,JudgeHathorne.
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Handout10
COSTUME&HAIR&MAKE-UPDESIGN
CHARACTER HAIR&MAKE-UP COSTUME&PERSONALPROPS
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Handout11
COSTUMEDESIGN
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LESSONTWELVE
LESSONOBJECTIVE
Toresearchlightingandsoundinordertocreateaninspiringoveralldesign.Resources:Handout12.
WARMUP
WholeClass–5minutes
Handinhomework,makingsureallstudentnamesareonallthesheets.Studentsstandintwolines.Numbereachlineofstudentsthesame.Teacherholdsatieandcallsoutanumberandthosetwostudentsmustcomeandgetthetie.Firstonewhogetsthetiewithoutbeingtaggedbytheotherpersonwinsthepoint.
TEACHERINTRODUCTION
Whatisthepurposeoflightingonastageintheatre?TeacherPrompt:Tolightuptheactors,toaidtheaudiencesotheycanseewhat’sgoingon,tocreatemoodandatmosphere,tocreatetension,tofocustheaudiencetolookatonespotonthestage,tocreatedifferentseasonsetc.Itcanalsohelpcreatespecialeffectslikefire,silhouettesandshadows,denoteperiodsintimeusingcandlesandaidtransitionsbetweenscenes.
TASKONE
WholeClass-25minutes
Watchandmakenotesonthefollowingvideos:Basicstagelightingpositions.(1min16secs)https://www.youtube.com/watch?v=WVNO5f0TaLs&list=PLiUotGv3Z-s8TxSPjyf6GXq3dlUO4VdeR&index=3Creatingawashlightonastage.(1min31secs)https://www.youtube.com/watch?v=A4pg69_vOTY&list=PL64036DFCCCD1093E&index=3Usingfollowspotsintheatre.(1min27secs)https://www.youtube.com/watch?v=o5I7S5n7FZA&index=4&list=PL64036DFCCCD1093EMovinglightsintheatre.(1min31secs)https://www.youtube.com/watch?v=yCByNEigEJM&list=PL64036DFCCCD1093E&index=5HowdoyouthinklightscanbeusedinTheCrucible?Writeideasontheboard.TeacherPrompt:Betty’sbedroomcouldbedarkandshadowytocreateasombermood.Ashaftoflightthroughthewindowlightsupthebedperhaps,tohighlightBettyonstage.Maybechangecolourtosimulateasunrise,movingfromadeepbluetoabrightorange,asJohnProctoriscarriedofftobehanged.GivestudentsHandouts12&13andreadthroughthem.
Inpairs,choosemomentsfromtheplaywhereyoucanuselightingtocommunicatemood,atmosphere,timeofdayoryearandtransitions.Fillincolumns1&2onHandout14withyourideas.
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TASKTWO
WholeClass-25minutes
Whatisthepurposeofsoundonastage?TeacherPrompt:Tounderscoretheaction,amplifysounds,createambiance,aidtransitionsbetweenscenesetc.WatchandlistentosounddesignerRichardHammarton’sclipofTheCrucible.(3mins30secs)https://www.youtube.com/watch?v=JbiKXlasj8kHowsoundcanbeusedinTheCrucible?TeacherPrompt:Singing,shrieks,musicalunderscore,whispers,shouting,screaming,babbling,repetition,birdsong,howlingetc.Inpairs,choosemomentsfromtheplaywhereyoucanusesoundtocommunicatemood,atmosphere,timeofdayoryearandtransitionsetc.Fillincolumns1&3onHandout12withyourideas.
FINISHER
WholeClass-5minutes
Teacherspotlightsstudents’work.
HOMEWORK
Teachergivesouthomework
Research5typesoftheatrelightsandwhateffecttheycreateonstage.
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Handout12Lightinghasanessentialfunctioninastageproduction.Itcanemotionallyenhanceaperformanceandcreatemoodandatmosphere.Whendesigninglighting,rememberthatthebeamsofthelanternsneedtooverlap.However,thecentreofthebeamoflightshouldbefocusedontheactoratshoulderheighttoavoidsimplylightingthefloor.Belowisabasiclistoflightingusedfortheatrestages.Thelightingspacecanbedividedintoagrid,allowinglightingtoblendtogethertoeffectivelylightthewholespace.
LIGHTING
LANTERNS&GELS 5BASICLIGHTINGPOSITIONS EFFECTSFloodlight:Afixedbeamoflightproducingastrongfloodoflightingwithasoftwash.Thesecanalsobeplacedonthefloor.
Frontlighting:Setoverheadat45degreestoilluminatefacialexpressionsandbluroutanyshadows.
Visibility:Whatdoesthedirectorwanttheaudiencetosee?
Parcans:Anintenseovalshapedpooloflight.Edgesarenotsharpbutunfocused.
Downlighting:Cancreateawashacrossthewholeperformancespace.
Naturalism:Demonstratenightordaywithwarmandcoldcolourfilters.
Profilespot:Forhighlightingindividualperformers.
Backlighting:Separatesaperformerorpropfromthebackgroundtocreatea3Deffect.
Texture:Gobosarestencilswhichsitoutsidethelightingcasetoenableprojectionsofshapessuchaswindows.
Fresnel:Aspotlightwithasoftedgewhichcoversalargeareaallowingbeamanglecontrol.
Highsidelighting:Placedata30-60degreeangle,highlightsthetoppartofthebody-ideallyhead,neckandshoulders.
Mood:Highlightsscenetransitionsandmoodwithcolouredfilters.Aneffectivewaytoconveyemotionormood.
Gel:Colouredgelsplacedinfrontofthelightingcasetochangethecolourofthelight.
Sidelighting:Idealfordanceperformances.Highlightsthearms,torso,legsandthesideoftheface.
Movement:Conveyadramatic,fast-pacedscene.
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Handout13
LOCATIONS/SCENESSHEET
1.LOCATIONS/ACTSCENE/PAGE
2. LIGHTINGEFFECTS/MOOD/ATMOSPHERE/TONE/TRANSITIONS
3.KEYSOUNDEFFECTS/MUSIC
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ACKNOWLEDGMENTS
LESSONONE
(3mins18secs)https://www.youtube.com/watch?v=AWeZ5SKXvj8McCarthyismhttps://www.youtube.com/watch?v=n-s6xqd9T8w(4mins38sec)-McCarthyism&TheCruciblehttps://www.youtube.com/watch?v=MtTm4dTmmLU(1mins38secs)TenthingsyoushouldknowaboutArthurMiller’sTheCrucible.https://www.youtube.com/watch?v=4oNX5dIbUmo(8mins13secs)https://www.awesomestories.com/asset/view/Salem-Witch-Trials-Early-AccusationsNewEngland(2mins55secs)shttp://www.history.com/topics/salem-witch-trialsForadetailedexplanationoftheactualhistoryofthetrialswerecommendtwobooks:TheSalemWitchTrials:ADay-by-DayChronicleofaCommunityUnderSeigebyMarilynneK.Roach(TaylorTradePublications)andAStormofWitchcraft;TheSalemWitchTrialsandtheAmericanExperiencebyEmersonW.Baker(OxfordPress)
LESSONTWOPoppets(5mins20secs)https://www.youtube.com/watch?v=x1IfP8iQstwhttps://www.youtube.com/watch?v=x1IfP8iQstwPoppets(5mins20secs)https://www.youtube.com/watch?v=eTkDGpHWGMQ
LESSONEIGHT
Verblist.http://www.hollandharmony.dse.nl/edu/2015-handouts/2015-Cy_Wood-Acting_objectives.pdfOldVic’sproductionofTheCrucible.https://www.youtube.com/watch?v=Lezq6v4o2Q4(1min17secs)
LESSONNINE
PeterBrook’s‘whitebox’setforAMidsummerNight’sDreamin1971(1min42secs)https://www.youtube.com/watch?v=1CkN9k6S3JsKatrinBrack’sdesignsareveryextravagant,butyetminimalandpareddown.(5mins38secs)https://www.youtube.com/watch?v=qlh-0QWk3kghttps://www.google.co.uk/search?client=safari&rls=en&q=google+images+the+crucible+stage+set&ie=UTF-8&oe=UTF-8&gfe_rd=cr&ei=5pK8V76lM87v8Afa34qwCQIvoVanHove’sproductionstarredSaoirseRonan,BenWhishawandSophieOkonedoandtookadistinctivelymodernapproach.https://www.google.co.uk/search?q=ivo+van+hove+the+crucible&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjkn_XfotjOAhWmJMAKHd9RC78Q_AUICCgB&biw=999&bih=640AmericaPilgrimHomes1692https://www.google.co.uk/search?q=american+pilgrims+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjD7LGjq4rPAhVLJMAKHesGC3YQ_AUICSgC&biw=1240&bih=641#tbm=isch&q=american+pilgrims+homes+1692ColonialPilgrimHouseInterior1692https://www.google.co.uk/search?q=colonial+pilgrim+furniture+1600&client=safari&rls=en&biw=1240&bih=641&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjpme23qYrPAhXJAsAKHS25CoQQ_AUICCgD#tbm=isch&q=colonial+pilgrim+house+interior+1692ColonialPilgrimHomes1600shttps://www.google.co.uk/search?q=salem+massachusetts+homes+17th+century&client=safari&rls=en&biw=1240&bih=641&source=lnms&tbm=isch&sa=X&ved=0ahUKEwibjJy3qIrPAhUILcAKHam6AoQQ_AUIBigB#tbm=isch&q=salam+witches+the+crucible+massachusetts+homes+17th+century&imgrc=LvQlCRBmdfFvaM%3A
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ColonialPilgrimHomeshttps://www.google.co.uk/search?q=colonial+pilgrim+homes+massachusetts+america+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj-uPO8qorPAhVIDcAKHYVMCVoQ_AUICSgC&biw=1240&bih=641PilgrimsBedrooms1692https://www.google.co.uk/search?q=colonial+pilgrim+furniture+massachusetts+america+1692&client=safari&rls=en&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi3hevZqorPAhVsJsAKHV0oAGEQ_AUICSgC&biw=1240&bih=641#tbm=isch&q=Pilgrim+bedrooms+1692
LESSONELEVEN
BeckyHope’sproductionofTheCrucible.(4mins1sec)https://www.youtube.com/watch?v=iGx_PGGQF2UTLexLiangapproachtocostumedesign.(2mins4secs)https://www.youtube.com/watch?v=CFTeGaolK6QTheperiodcostumesinthisdarkproductioncanbeusedinanynumberofplaysandmusicals.http://www.looking4costumes.com/shows/crucible.htmlImagesforDziediccostumesforTheCrucible.https://www.google.co.uk/search?q=the+crucible+ivo+van+hove+costume+design&client=safari&rls=en&biw=1240&bih=640&tbm=isch&source=lnms&sa=X&ved=0ahUKEwja4KaP4NfOAhVsL8AKHdLZCzgQ_AUIBigBWWDCostumedesignerDziedzicondesigningTheCrucible.http://wwd.com/eye/design/the-crucible-costume-designer-wojciech-dziedzic-broadway-10400325/-Looking4costumes.comhttp://www.looking4costumes.com/shows/crucible.html-
LESSONTWELVE
Basicstagelightingpositions.(1min16secs)https://www.youtube.com/watch?v=WVNO5f0TaLs&list=PLiUotGv3Z-s8TxSPjyf6GXq3dlUO4VdeR&index=3Creatingawashlightonastage.(1min31secs)https://www.youtube.com/watch?v=A4pg69_vOTY&list=PL64036DFCCCD1093E&index=3Usingfollowspotsintheatre.(1min27secs)https://www.youtube.com/watch?v=o5I7S5n7FZA&index=4&list=PL64036DFCCCD1093EMovinglightsintheatre.(1mins31secs)https://www.youtube.com/watch?v=yCByNEigEJM&list=PL64036DFCCCD1093E&index=5RichardHammarton’sclipofTheCrucible.(3mins30secs)https://www.youtube.com/watch?v=JbiKXlasj8khttp://www.ushistory.org/us/3d.asp(AmericanHistory)