WORKSHOP LEARNING OBJECTIVE: Supproting English through exploring Romeo & Juliet via drama. Application of what they have learnt about Characterisation to Shakespearian text taking into account differences in dramatic elements: costume, language and movement. An introduction to some of the methods of Stanislavski This workshop also covers some of the Citizenship aims in the National Curriculum at KS3: Citizenship - National Curriculum KS3: Knowledge, skills and understanding Knowledge and understanding about becoming informed citizens Developing skills of enquiry and communication Developing skills of participation and responsible action (1b) about the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding (2a) to think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-base sources (2b) justify orally and in writing a personal opinion about such issues, problems or events (2c) contribute to group and exploratory class discussions, and take part in debates (3a) to use their imagination to consider other people's experiences and be able to think about, express and explain views that are not their own Drama Specific Aims: Realism in performance is encouraged as students develop a character in each of the above situations. Students understand the influence of theatre Students work to teach a message through performance Citizenship Specific Aims: Using their understanding of the rights and responsibilities they have to be "good citizens" and also to use theatre to encourage citizenship in others. 1
Lesson 1 (time: 1 hour) Aims: Evaluation of their work from last assessment and target setting. Making: Level 5 Performing: Level 5 Responding: Level 5 Using technical terminology to evaluate their work Understanding the differences between different interpretations and offering a preference. Differentiation: Refer to scheme Activity 1 Read and discuss levels and where their work fits within the theory. Discuss skills levels that are different (ie: not capped at level 5 with throy, but dependent on performance in assessment and throughout term) Activity 2 Complete self evaluation sheets until Response Activity 3 Watch and discuss performances. Teacher to point out glaring errors and means of improvement. Activity 4 Fill in Evaluation (response) section. Plenary: - Discuss and write 3 targets for next term. none 2
Lesson 2 (time: 1 hour) Aims: Learning the story of Romeo & Juliet Making: Level 4 Performing: Level 4 Responding: Level 4 Understanding the story of R & J and breaking it down into it s key scenes. Using Still Image creatively. Differentiation: Refer to scheme Activity 1 Warm up (5-10 mins) Breathing/articulation exercises. Still images showing certain things: Love, hate, family feuds etc. Activity 2 Review Targets what are you aiming to do this term? Activity 3 Tell story of Romeo & Juliet (attached) break down (with class) into 5 key scenes Activity 4 In groups selected under names: Paris, Mercutio etc. create Still Images of those key scenes and get a sculptor to describe what is happening. (NB: Those who have not had level signed off need to complete this task NOW) Activity 5 Dramatise one of those scenes starting from the image. Teacher to give feedback and advice for next lesson (Evaluation) Aim met Acting: Expressive voice, face, gesture Interpretation believeable (appropriate) Technique: No backs, good use of space, no corpsing Plenary Research name of group (may have already done this). None 3
ROMEO & JULET SUMMARY (lesson 2) The play opens with the servants of the Montague and Capulet families quarreling and fighting in the streets of Verona, Italy. The two families have been enemies for as long as anyone can remember. Romeo, son of Lord Montague, accidentally finds out about a ball given by Lord Capulet and plans to attend uninvited. Romeo and his friends Mercutio and Benvolio put on masks and attend the ball, where Romeo meets the beautiful Juliet and falls instantly in love. Later that night Romeo goes to Juliet s balcony, and they exchange vows of love. Romeo enlists the help of Friar Laurence, who agrees to marry them in secret. On the same day as he marries Juliet, Romeo gets into a fight with Juliet s cousin Tybalt. Mercutio intervenes and Tybalt kills Mercutio. Romeo is so angered that he kills Tybalt. Romeo is banished and Juliet is told she has to marry Paris. The Nurse helps Juliet to escape by plotting with the Fryer to create a potion that will make Juliet look dead. They will bury her, then Romeo can find her and they can run away. Juliet takes the potion, but Romeo never learns that Juliet is only faking her death. He goes to her tomb and kills himself. Juliet awakes and sees Romeo dead and kills herself with his dagger. Friends and Relatives of the Montague Family: Romeo Son of Montague who falls in love with Juliet Montague Head of the family who is at war with the Capulets and father to Romeo Lady Montague Wife to Lord Montague and mother to Romeo Mercutio A kinsman to the prince and a friend to Romeo Benvolio A gentle and peace-loving young man who is nephew to Montague and a friend to Romeo Balthasar A loyal friend and servant to Romeo Abram A servant of the Montague family Friends and Relatives of the Capulet Family: Juliet Daughter of Capulet who falls in love with Romeo The Nurse Juliet s friend and confidant Lady Capulet Juliet s mother wants her to marry Paris Capulet Head of the family, father to Juliet. Hates the Montagues 4
Paris Handsome, rich suitor to Juliet. The Fryer a Priest Tybalt Juliet s cousin hates the Montagues Samson/Gregory Servants to the Capulets 5
Lesson 3 (time: 1 hour) Aims: Imagery: Relationship of gestures and script (adding choreographed movements) Making: 5a,c Performing: 5a,b,c Responding: 5a Developing sharp gestures and thinking about appropriate imagery Differentiation: Refer to scheme all relate a geture to a word, most use symbolism; some justify their preferences Activity 1 Warm up (5-10 mins) Breathing/articulation exercises Give a word to describe them plus an action to describe word. Get into groups and do Character pose Activity 2 (10 mins) Sit in solemn silence. Discuss what other gestures could also work instead. Activity 3 (10 mins) Read "Two Households" give example of adding images to one line. (15 mins) Students to develop images for whole section and rehearse. Alsc think about interesting ways of staging ie: not in a row!!! Watch (10 mins) Teacher to give feedback and advice for next lesson (Evaluation) Aim met Acting: Expressive voice, face, gesture Interpretation believeable (appropriate) Technique: No backs, good use of space, no corpsing THEORY/PLENARY: Why chose certain gestures/staging None (did storyboard last week of key scenes) 6
Chorus - PROLOGUE Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend. 7
Lesson 4 (time: 1 hour) Aims: Playing against type developing a role from script Making: 5a,b,c,d Performing: 5a Responding: 5a Developing an intention for a character that is NOT you working the actor harder!! Applying this skill to script Differentiation: Refer to scheme all choose a role unlike them, most play it convincingly; some develop this role in it s entirety Activity 1 Warm up (5-10 mins) Breathing/articulation exercises Give script and ask which character I played. Discuss playing against type and how it helps the actor. Activity 2 read script and discuss context and characters Activity 3 Cast and make notes on voice, movement, gesture rehearse for performance. Teacher to give feedback and advice for next lesson (Evaluation) Aim met Acting: Expressive voice, face, gesture Interpretation believeable (appropriate) Technique: No backs, good use of space, no corpsing Plenary Discuss if the task was hard. Fill in table, and re-read script. 8
Lesson 5 (time: 1 hour) Aims: Developing the West Side Story script for assessment (characterization and overall technique) Thinking about the backgrounds of the characters Developing an empathy with the roles Showing this through costume and gesture. Making: 5a,b,c Performing: 5c Responding: 5a Using hot seating to analyse a role and assist portrayal Differentiation: Refer to scheme all use HS, some show in perf, a few go beyond hs to present a character with a complete background. Activity 1 Warm up (5-10 mins) Say character and do action that suits him Activity 2 Hot seating (15 mins) In groups hot seat character and make notes on your script about them on table, then in margin write title IMPROVEMENT to work on at home. Activity 3 rehearsal (30 mins) NO EVALUATION/PERFORMANCE Teacher to give feedback and advice for next lesson (make notes on script) Find costume, try to learn lines for assessment. 9
Lesson 6 (time: 1 hour) Aims: Developing the West Side Story script for assessment (characterization and overall technique) Thinking about the backgrounds of the characters Developing an empathy with the roles Showing this through costume and gesture. Making: Performing: 5 a,b,c Responding: Using hot seating to analyse a role and assist portrayal Differentiation: Refer to scheme all use HS, some show in perf, a few go beyond hs to present a character with a complete background. Activity 1 Warm up (5-10 mins) Say character and do action that suits him Activity 2 Hot seating (15 mins) In groups hot seat character and make notes on your script about them on table, then in margin write title IMPROVEMENT to work on at home. Activity 3 rehearsal (30 mins) NO EVALUATION/PERFORMANCE Teacher to give feedback and advice for next lesson (make notes on script) Find costume, try to learn lines for assessment. 10
Lesson 7 (time: 1 hour) Aims: Evaluation Making: 5 (all) Performing: 5 (all) Responding: 5 (all) Watching and evaluating their performances in line with the arts council levels Differentiation: Refer to scheme all give an opinion and show they know which level they are at, some compare their work with past work and that of others, a few also give target for improvement. Activity 1 Watch video fill in booklets re: what evidence they have for attaining a certain level Activity 2 Self evaluation of performance Activity 3 Teacher evaluation None 11
12