Transcript A Journey - Part 4

KS3 Drama – A Journey – Part 4
KS3 Drama
A Journey – Part 4
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For more detailed instructions, see the Getting Started presentation
Flash activity. These activities are not editable.
Video
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Sound
Teacher’s notes included in the Notes Page
Web addresses
Accompanying worksheet
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Learning objectives
Explore different types of journeys, including
the Odyssey by Homer, to think about how
they could be conveyed through drama.
Use a variety of props in unusual ways to
create exciting improvisations.
Experiment with sound and lighting to create
different dramatic effects.
Draw maps to plan your drama about a journey.
Practise using movement to convey settings
and sensations.
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Maps
Maps help people to work out where they are going and the
best route to use. Drawing a map will help you to plan your
journey drama.
You could draw your map onto:
a suitable floor using
coloured chalks
a large paper flipchart
an interactive whiteboard.
Maps generally only use two dimensions, so why not use
three dimensions in your map? Or make a map of emotions
or actions rather than physical places.
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Map of emotions
A map of emotions explains the various states of tension that
a character feels in a drama in the order in which they occur.
Start:
boredom
anxiety
curiosity
confusion
joy
End:
calm
worry
relief
anger
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fear
jealousy
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Map of emotions
Working in groups of three, make your own map of emotions,
containing seven emotions structured in a logical order.
Improvise a simple
scene, such as
eating a meal in a
restaurant or waiting
to see the dentist,
using the sequence
of emotions on your
map to structure it.
Now use your map of emotions to structure
an improvisation of a more thrilling scene.
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Map of actions
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Map of symbolic places
A map of symbolic places, representing feelings rather than
physical locations, could structure your journey. Here are a
few examples of symbolic places:
Forest of unknowing
River of tranquillity
House of despair
Sea of hope
Castle of courage.
Invent some symbolic
places of your own and
mark them on a map.
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Overcoming obstacles
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Recording the journey
It is important to keep a record of your journey for posterity.
Famous travellers usually keep a journal of their experiences,
which are illustrated with photographs when published.
The record you make of your journey could include some of
the following media:
photographs
diary entries
films
sound recordings
letters
drawings
souvenirs
stamps in your passport.
Look at the following slides to see a few
examples of how you could record your work.
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Writing in role
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Writing in role
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Creating a photo album
A collection of photographs from your journey will make an
excellent souvenir of your travels.
Experiment with the settings
on your digital camera to see
if you can create effects that
will capture the atmosphere
of the different places you
visited on your journey.
For example, slowing the
shutter speed will blur the
background and emphasize
the foreground or subject.
Try editing your photographs in Photoshop
to make them look older or more exciting.
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Using music
Music from other cultures, or music played on instruments
that are not western in origin, can be powerful stimuli for
performances about journeys.
Close your eyes and listen to the recording.
Can you tell which
country this piece
of music is from?
When you listen
to it, what setting
or emotion does it
make you think of?
How could you use music effectively
in your drama about a journey?
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Using music
Choose five pieces of music to conjure up the different
stages of your journey. If there are any musicians in your
group this is a great opportunity for them to use their skills.
Depending on where
your journey takes you,
you might decide to
include an element of
dance in your drama.
Perhaps you meet some
dancers who show you
a few steps to teach
you about their culture.
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Promenade theatre
Traditional theatre imprisons the audience in their seats, but
you could take them on a journey to make them feel involved.
You could take them on a tour
of a building and have a scene
performed in each space. A guide
could lead them, or they could
have maps. To make it really
unconventional, you could give
the audience different routes.
The convention of moving
an audience around is
called promenade theatre.
How could you use promenade theatre
in your drama about a journey?
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Unit evaluation
You have learnt to use the following skills and techniques:
Collective mind
Promenade theatre
Grammelot
Sound effects
Lighting
Use of props
Mapping
Use of space
Mime/movement
Voice work
Music
Writing in role
Write an evaluation describing how you made
use of one of these techniques in your work.
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Useful websites
History for Kids
http://www.historyforkids.org/learn/greeks/religion/greekrelig.
htm
Punchdrunk promenade theatre company
http://www.punchdrunk.org.uk/about.htm
Scottish Arts
http://www.scottisharts.org.uk/1/artsinscotland/drama/feature
s/archive/themepromenade.aspx
Welfare State International
http://www.welfare-state.org/pages/aboutwsi.htm
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