Devised Theatre by Megan Powell

Devised Theatre by Megan Powell

Objective: Students will demonstrate their ability to understand devised theatre and its process by creating a devised theatre piece to tour to elementary schools.

Class Level: Advanced

Main Concepts: Improvisation, creating characters, directing, devising, acting, designing.

1994 National Standards:

CONTENT STANDARD 1: script writing by improvising, writing, and refining scripts based on personal experience and heritage, imagination, literature, and history

CONTENT STANDARD 2: Acting by developing, communicating, and sustaining characters in improvisations and informal or formal productions

CONTENT STANDARD 3: designing and producing conceptualizing and realizing artistic interpretations for informal or formal productions

CONTENT STANDARD 4: Directing by interpreting dramatic texts and organizing and conducting rehearsals for informal or formal productions

Lesson Plans

Lesson 1: Introduction to Devised Theatre/Get to know you day

Students will demonstrate their ability to understand community and the ability to work together by participating in various activities and creating a definition of community.

Lesson 2: Community in Devised Theatre

Students will demonstrate their ability to further understand community by participating in active discussions throughout the lesson.

Lesson 3: Trust/Storytelling

Students will demonstrate their ability to tell stories by creating a soundless storyline and by coming up with a possible theme for the devised theatre piece.

Lesson 4: Choosing and Exploring a Theme

Students will demonstrate their ability to explore the chosen theme by creating a story that has to do with that theme.

Lesson 5: A day in the life of Elementary school

Students will demonstrate their understanding of their audience and storyline by writing down a story idea.

Lesson 6: Creation of Devised Theatre Piece

Students will demonstrate their understanding of the theme by creating a monologue for a specific character in the devised theatre piece.

Lesson 7: Creation of Devised theatre continued

Students will demonstrate their ability to tell stories by devising the middle section of their piece.

Lesson 8: Solidifying devised theatre story

Students will demonstrate their ability to solidify their ideas by creating the last section of their piece.

1: Introduction to Devised Theatre/Get to know you day

Objective

Students will demonstrate their ability to understand community and the ability to work together by participating in various activities and creating a definition of community.

Materials Needed

A large space

Lesson Directions

Gather everyone in a circle to play Samurai. This game will help them get warmed up.Everyone stands in a circle.One person is chosen as a sensei.Everyone bows while making a ninja sound.The sensei points with both hands to another person while making a ninja sound.That person, on the second beat, makes a ninja sound while clasping their hands together in the air above their heads.On the third beat, the two people on either side of the second beat person karate chop inwards toward the person in the middle—with a ninja sound of course!This middle person now points to a new person in the circle and the game continues.If you get off beat or miss a beat, you are OUT.

STEP 1:

Discussion-Tell the students that we will be starting a unit where we will be creating theatre. What is devised theatre? If they do not know explain that it is a form of theatre where the script originates not from a writer or writers, but from collaborative, usually improvisatory, work by a group of people. We will be creating theatre together. We will get the opportunity to share our devised piece with elementary school students. Keep in mind our audience as we make theatre. We will have to learn to work together, encourage one another and their ideas, problem solve keep an open mind, trust one another with our ideas etc. Before we do that we need to get to know each other better. Get to know everyone in the class, not just those you sit by. That is what we will be exploring today.

STEP 2:

Group Instruction- Gather the students in a circle and conduct the next activity. This activity will help the group begin to focus and get used to being close to one another. To get them comfortable with one another and level the playing field.

Switching Places-In a group, depending on how large the group is it can be split into two, have an individual stand in the middle. The people on the outside make eye contact, and through non-verbal communication, they are to switch places. The individual in the center has the job of moving into one of the spots of the person switching. This process continues for about 10 min and then in the last minute, asks them to make as many switches as possible.

STEP 3:

Group Practice-These next set of activities are for the students to get to know each other and break the ice a bit more.

Group walk the space- try to keep the whole group in your sight, don’t turn your back to anyone. At any point someone can stop and the whole group must try to stop with them. This game continues while another starts:

Affinity Groups: place yourself in groups without talking based on what you’re wearing on top.Combine two or three of those groups. Make sure you know each other’s names.Place yourself in groups based on what you’re wearing on bottom. Repeat by splitting into groups based on shoes. Repeat by splitting based on eye color.

Where I’m From- Whole group stands in a circle. Person in center finishes prompt, “Where I’m From”. Everyone who that prompt applies to must find a new spot in the circle. Whoever doesn’t find a new spot stands in center.

STEP 4:

Transition- Discuss with the class what was that experience like for them? Did they learn new things about each other? What did they learn? What did they observe about people? What can be gained from this activity? Did you learn something about yourself? What?

STEP 5:

Group Practice- Gather the students back together and have them come up with a definition for community. You will use this definition throughout the next weeks as you create theatre together. First write the word community on a piece of paper and have them just shout out words that they think of when they see the word community. Then have them discuss what it means to them. A possible definition could be, “A group of people working toward a common goal.”

STEP 6:

Group practice-Once the students have an established definition of community ask the students why community in this class is important. Ask them what is valuable about having community? Basically the students need to know if they don’t have community and they aren’t willing to work together they won’t be able to create theatre together.

Assessment

They can be assessed by their definition of community. At the end of the lesson you want to the students to feel more comfortable around each other. They can also be assessed by their participation in the activities and the discussions.

2: Community in Devised Theatre

Objective

Students will demonstrate their ability to further understand community by participating in active discussions throughout the lesson.

Materials Needed

Large blocks (2-3),

2-3 blankets

Lesson Directions

(non competitive games that help them work together)

Count to 10 game/ count to 20: To get them warmed up and focused. Each person will have to say two numbers.

Heads up Heads down- Everyone begins with heads down in a circle. When caller says “Heads Up,” look for someone else’s eye contact in the circle. If you catch someone’s glance, remove yourself from the circle.

STEP 1:

Group Discussion-Get out your definition of community and read through it before you begin the next activities.Ask if their definition has changed or they still agree with it. Post it on the wall, so it can be seen throughout classes.

Next have a discussion about why the students think it might be important to create a devised piece and take it to an elementary school?Have a real discussion about this for a few minutes.

STEP 2:

Group Practice-These next set of activities are for the students to get to know each other and break the ice a bit more. These next activities will help build trust in each other and again build relationships.

Finger Follow-

Get the class into two vertical lines. Line 1 closes their eyes. Tell the students “We’re not going to play any tricks on you while your eyes are closed. Now stick your finger out like you’re ringing a doorbell.”

Line 2 chooses a partner from Line 1 with eyes closed. Line 2 touches fingers with Line 1 and begins to lead their blind partner through space. This should be more like a dance than a simple lead/ follow. Give and take. Blind partner should stop when their partner stops, turn when their partner turns, play with levels and space.Hold. Blind person now opens eyes, while leader closes. Game continues with reversed leader/ follower.

This activity will help them build trust. Sometimes we couldn’t decide who was the follower and who the leader- element of unity. Safety. Focus on partner was very intimate, but still low pressure.

STEP 3:

Transition/Discussion-Ask the class what was that like? What was it like being the leader or the follower? What was hard about it, easy? Was it hard to not know who was guiding you? If you knew who was leading you, how did you figure it out? What was this game about to you and why? Possible answers: this game was about…“ trust, space, connection, movement, intuition, choice, cooperation, community, responsibility, choice.

STEP 4:

Group practice-Once again these games will help develop community, something that we will continue with through the next few weeks.

The Block Game-

Divide the class into teams.Each team needs a block or some other large, heavy object.Each team first chooses one of their members to race from one point of the room to the other, carrying the block.Whichever team member arrives first wins.On the way back, that team member, or another team member if desired, must race back with the block, but carrying it without using their hands.These two races are then repeated with the entire team carrying the block (first with hands, then without).

Which was easier, carrying the block by yourself or with a team? How did you decide together how to get the block across?What made this easier or harder?

Folding the Table Cloth-

Each family must stand on a tablecloth or large blanket.They then must fold that blanket in half, with all of them still on it.No one can step off the blanket in this entire activity.They then fold it in half again and then again until it is quite small, but with the entire family still finding a way to all be on it.Whichever family can fold their blanket/tablecloth the most times and still be on it wins!

STEP 5:

Group Discussion-What was difficult about this activity?What made it easier?How did you come up with ideas to accomplish the task before you? What does this have to do with community? Does your definition change? Is it strengthened?

Assessment

At the end of the lesson you want to the students to feel more comfortable around each other. They can be assessed by their participation in the activities and the discussions.

3: Trust/Storytelling

Objective

Students will demonstrate their ability to tell stories by creating a soundless storyline and by coming up with a possible theme for the devised theatre piece.

Materials Needed

Colored butcher paper,

tape,

permanent marker

Lesson Directions

Heads up Heads down- Everyone begins with heads down in a circle. When caller says “Heads Up,” look for someone else’s eye contact in the circle. If you catch someone’s glance, remove yourself from the circle.

STEP 1:

Group Practice-Have the students get into partners and conduct the activityYes and GameDivide into pairs. One person begins by making an “offer” (putting forward an idea) and the partner replies with a sentence that begins "Yes, and…" Try not to block your partner’s ideas, which can so often happen in improvisation. Instead, build on each other's suggestions. As soon as confidence develops, you can add in actions. Use the space as much as possible.

A: It's raining

B: Yes, and I've got a large umbrella

A: Let’s shelter under it

B: Yes, and the wind is blowing us into the air

A: We are flying over the sea

B: Yes, and we have landed on an island…

And so on. It can be a very liberating game, especially as we don’t often get the chance to say “yes” to everything! A key concept is that participants should avoid trying to push their own idea at the expense of their partner's. You can also try the game with both of you saying “Yes, and…” The literal “Yes” can be dropped completely as soon as acceptance of each others’ ideas begins to become more automatic.

STEP 2:

Transition-Ask the students what happened during the activity? What was their experience? Give some examples of things you saw that had to do with saying yes to anything! Tell the students that in devised theatre everyone will have lots of ideas. We need to learn to say yes to them and see if they work. We can’t shut out ideas right away. Everyone needs to feel like they can share an idea.

STEP 3:

Group Practice-Have the students get into new partners, someone that they haven’t been with yet. Have them each take turns telling a story about family. They each have 1min to tell their story to their partner.

STEP 4:

Discussion-After each person has had a chance to go ask them - what is a story? How can we tell stories? How can we communicate with a story? Have partners share each other’s stories. What happened when they were telling the story? Was this easy or hard for you to think of ideas? We are all a walking story and we tell it every day. How are people reading it? Help the students know that there are many ways to tell a story besides talking; dancing, sounds, movement, poems, monologues, etc.

STEP 5

Group Practice-Conduct the activity Random Sound Story. Once the class has become familiar with improvisation techniques, they can begin devising short scenes.Random Sound Storyenables the group to come up with some starting points and a simple structure for a devised story. Work in small groups of 4 - 6. The groups are asked to invent a selection of random sounds - with each group member making one vocalized sound. Next, the group decides on a sequence in which these sounds are made and practices it. Each group performs its sound sequence in turn to the whole class. Now the groups are asked to make up and rehearse a story in which these sounds occur - in the sequence already decided upon. The story could be narrated or acted, or a combination of both.

STEP 6:

Group Practice-Have each group perform their random sound story for the class. See - a story can be told from the foundation of sound effects!

STEP 7:

Modeling/Group Discussion-Gather the students together where you have posted up the butcher paper on the wall. Remind the students once again about the target audience of elementary school children. Write the word “School” on the top of the paper. Have them say whatever comes to their mind when they hear the word school. Write down as many ideas as you can. Try to hear words that they may be really passionate about or have interesting stories about and star them for next class time.

Assessment

Students can be assessed by their random sound story and their participation in activities.

4: Choosing and Exploring a Theme

Objective

Students will demonstrate their ability to explore the chosen theme by creating a story that has to do with that theme.

Materials Needed

Note cards (1 for each student)

Lesson Directions

Conduct the warm up game Samuari. This will get their body and voices moving.

STEP 1:

Group practice-Gather everyone in a circle and conduct the activityFind your mother like a little penguin.Everyone stands in a circle. Count off pairs 1, 2, 1, 2, etc.The 2’s form a circle inside the circle and face their 1.The 2’s are then asked to make a noise that they can repeat without laughing.Then everyone is asked to close their eyes and move around the room silently.Then the 2’s are instructed to make their noises and the 1’s are instructed to find them.Hold hands when you think that you found your mother.Next repeat this exercise except have all the students stand in a circle with their eyes closed and while making their noise listen to the person on their right. Have them repeat that with the left side. Then have themwalk around silently with eyes closed. Then have them try to move around and find their mother again and get back into the order of circle they were in.