Transcript T.I.E lesson 2-6

T.I.E.
Lesson objectives &
plenaries lessons 2-5
Lesson 2 Learning Objectives
 By the end of the lesson, pupils will have:
 Participated in a whole class production
based on the Dunblane Massacre
 Considered the techniques used to realise
(bring to life) the play
 Discussed and evaluated how effectively
they could use these ideas in their own
piece of drama
The Dunblane Massacre
• On the 13th March 1996, Thomas Hamilton, a
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former Scout leader, walked into a Primary
school in the small Scottish town of Dunblane
and opened fire in the gymnasium. Fifteen
children aged between 5 and 6 years old were
killed along with their teacher, Gwen Mayor.
He later turned the gun on himself, committing
suicide. It remains the deadliest attack on
children in United Kingdom history.
Hamilton's exact motives remain unknown,
though it is a matter of record that there were
complaints to police regarding his suspicious
behaviour towards the young boys who
attended the youth clubs that he ran.
The gym where the massacre took place was
demolished on 11 April 1996, and within two
years the whole school was rebuilt.
The Grade 1 class at Dunblane Primary School.
Most of the children in this photograph were killed
in the shooting on 13 March 1996
Plenary
 What was different about the way we
presented the story from how it might be
portrayed on T.V?
 What style would you say the drama was?
 How effective was the play as a piece of
T.I.E. e.g. what did it teach the audience?
 What drama techniques were used in it?
 Has this given you any ideas for your own
drama piece?
Lesson 3 Learning Objectives
By the end of the lesson, pupils will be
able to:
 Discuss some strategies to ‘hook’ their
audience
 Create the opening scene for their drama
 Explore, identify and incorporate Brechtian
techniques into a role play
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A few tips!
Today you will begin to devise your T.I.E. play. Here are
a few tips that you should think about!
 Your play must be suitable for your target audience
E.g. is our play suitable for year 7s?
 The play must be educational and FACTUAL!
Do not make anything up. You need to use your research
and have a good understanding of your topic
 You should decide the STYLE and GENRE of your play
E.g. will it be naturalistic or OTT, symbolic or
representational, a spoof, a comedy, a drama etc.
 It must be interesting and a well crafted piece of theatre
You must think about your basic performance skills as
well as creating an interesting and clear narrative.
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The ‘hook’
Q: What is the hook of a play?
 A: The hook of the play is how you
engage your audience, make them
interested and make them want to watch
the rest of the play
 You need to hook your audience within
the first couple minutes so it is important
that the opening of your play grabs their
attention!
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How to hook your audience
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This will be down to individual groups to decide but a
few suggestions might be…
Altering the narrative structure
 Mystery
Narration
 Audience participation
 Creating a strong atmosphere with lights and sound
 A monologue
 Facts
Staging the play in an unusual way e.g. traverse,
promenade, in the round
Strong characters
Any other suggestions?
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Brechtian Theatre
Bertolt Brecht was a German theatre practitioner
who was famous in the early half of 20th Century.
He not only wrote and directed plays but
changed the way that the theatre was seen and
used.
 He believed that the theatre should not simply
be to entertain but that it should be used as an
educational tool.
 He is considered to be the person who pioneered
theatre in education.
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Brechtian Techniques
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Placards to depict place & time
 Direct address
 Titles of scenes projected
 Music to distance the audience
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Factual information
 Actors on stage all the time
 Stark/bright lighting
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Multi-role
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Symbolic/representative objects
Use of a narrator
 Story not always chronological (non linear narrative)
 MORAL MESSAGE!
Your task
You have 10 minutes to incorporate at
least 2 Brechtian techniques into your
work
 We will be watching some examples of
your hooks/opening scenes so please
make sure you use your time effectively!
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Plenary
 What is a hook and why is
it important to have one?
 What has been added to
your piece of drama by
incorporating the
Brechtian techniques?
 Where next?
Lesson 4 Learning
Objectives
• Discussed what the problem
and action scenes should
achieve and begun to devise
them
• Used their understanding of
T.I.E. to help improve other
groups work
The structure of your
play
•
To help shape your work it is
sensible to have a clear scene
structure.
• Your play will consist of 4 main
scene
1. The ‘hook/opening’ scene
2. The ‘problem’ scene
3. The ‘action’ scene
4. The ‘resolution’ scene
• Today we will be working on the
‘problem’ and ‘action’ scenes
The ‘problem’ scene
• In this scene you need to show the
audience the issue that you are tackling
and the effect that it has on your
characters
• For example, if you are looking at the issue
of bullying you would create a scene
where the audience sees bullying taking
place and how it makes the person being
bullied feel
• You have 10 minutes to begin to devise
this scene. Do not forget that some
Brechtian and or drama techniques might
make this more interesting! Off you go…
The ‘action’ scene
• In this scene you need to show your
audience what action could and
should be taken about the problem
• So if you were addressing the issue
of bullying you might show the
victim discussing the problem with a
friend who then tells a teacher or the
victim phoning a support line for
advice
• This would be an excellent place for
you to use your research information
and include facts about the issue
you are exploring!
Plenary
• What Brechtian/exploratory
techniques has your group used
today?
• What has your group achieved in this
lesson?
• What are the strengths in your play
so far?
• What targets does your group need
to set in order to move forward with
your project?
Lesson 5 Learning Objectives
• By the end of the lesson pupils will have:
• Completed the devising process and
polished their work to performance
standard
• Decided what costumes, props, lighting
and sound effects are required for their
play
The ‘resolution’ scene
• This scene will conclude you play and
should therefore be memorable and
highlight what you are trying to teach your
audience
• It should show what happened to the
characters after the ‘action’ scene e.g.
after the victim of bullying took the action
of telling a teacher, the bully was removed
from the class and the victims time at
school became more enjoyable
Brechtian Techniques – A
Reminder!
• Placards to depict place & time
• Direct address
• Titles of scenes projected
• Music to distance the audience
• Factual information
• Actors on stage all the time
• Stark/bright lighting
• Multi-role
• Symbolic/representative objects
• Use of a narrator
• Story not always chronological (non linear narrative
• MORAL MESSAGE
Plenary
• Can you answer ‘yes’ to the following questions?
• Have you devised the whole of your play?
• Does it have a clear hook/opening scene,
problem scene, action scene and resolution
scene?
• Does your play contain factual information?
• Do you believe that your play will educate your
audience?
• Have you decided what costumes, props,
lighting and sound effects are required for your
play?