The aims are to:

• create a three-dimensional character using various stimuli
• discover how to devise a script.

By the end of this project, students are expected to be able to:

• create a realistic character
• produce a basic improvisation about a character
• write and develop a script based around the character and perform it.

The skills covered in this project include (but are not limited to) hot seating, prepared improvisation, role-on-the-wall, role play, still image and thought-tracking.

The techniques which are covered in lessons in this project include:

• hot seating
• mime
• performance
• rehearsal
• role-on-the-wall
• script-writing
• still image
• thoughts aloud.

The key words which are used in this project include:

• body language
• facial expression
• freeze frame
• hot seating
• mime
• motivation
• objective
• performance
• rehearsal
• role-on-the-wall
• script
• self-evaluation
• stereotype.

The text which students encounter during this project includes magazine images of people and a script.

This series of lessons has cross-curricular links with English.

Students should be assessed in this project on the extent to which they:

• create a character from a visual stimulus
• develop a character and perform it
• write and develop a short script
• evaluate their own work and that of others, looking in particular at realistic characterisation.

Web sites which could be used for further information on this topic include:

	Eric Meyer: Resources for Actors: Stanislavski

	Stella Adler Studio of Acting: Biography of Stanislavski

	Konstantin Stanislavski biography

This project meets the following recommendations from Drama in Schools (Second Edition) (Arts Council England, 2003). For a complete mapping, see Managing: Drama in Schools.

Level 3: Performing

• Act out improvised dramas and existing scripts, creating characters that are clearly different from themselves, and experiment with voice, gesture, costumes and staging

Level 3: Responding

• Both in and out of role, comment thoughtfully on the drama and suggest ways of improving it

Level 4: Making

• Establish a character, with control over movement and voice

Level 4: Performing

• Experiment with their voices and movement, to create or present different characters in performance