Prepared improvisation

This lesson begins with a discussion of different kinds of text. It introduces the text used in this project and looks at different versions of it. There is a rehearsal using the text as the basis of the piece. Students show their work to the class at the end of the lesson for evaluation.

Objectives

• To understand how context can change the scene.
• To develop drama from initial text.
• To develop a character which is different from themselves.

Starter

Ask the students to form pairs. Show them the following two-line scene:

A and B could be any of the following roles. Students should choose two pairs and work on both. Remind them to consider the use of voice, movement, gesture, facial expression, body language and space:

• Teacher to student.
• Parent to child.
• Child to parent.
• Friend to friend.
• Nurse to deaf patient.

The roles and lines are provided on the following presentation. (B’s response is deliberate, to allow for a greater range in meaning and tone):

Text: Roles

Some pairs should show their scene to the class. As a class, discuss the differences between the scenes in the examples seen.

How can you show the differences between these situations? Were the differences between the scenes clear? Could they be clearer? How did the characters react to each other?

Response

Start a discussion of what ‘text’ could be. A full description is provided at Teaching: Projects. Use a selection of the scripts below with the students. The variety of text allows for some differentiation:

Text: Skeleton scripts

In pairs, students should create two different scenes just using these lines. They could change their meaning by, for example, using different characters, including interactions between the characters, or varying their tone of voice, facial expression or body language. The emphasis should be on how the characters change in their relationship to each other.

How do the characters react to each other? How can you show this clearly?

Development

Ask students to form small groups (although the script is only for two characters, it will be developed later to include more). They should then rehearse their script, perhaps using the ideas in the extension task:

Extension task

In their groups they should develop the skeleton script into a longer piece of drama by improvising around the script they have and including all the students in each group. The teacher should keep circulating to ensure that there is progression and concentration. Remind students that the type of language from the script should be carried over into their improvisation.

How do you rehearse? What are the qualities of a good rehearsal? Are there clues in the skeleton script that can give you ideas?

Extension task

What happened before the script begins? How did the characters react?

Plenary

Students should show their work to the class and evaluate each other’s performances.

How were the lines used? Was the difference between the script and your own words clear? Did the improvised sections suit the style of the script?

Homework

Ask students to make notes about the script they have been given on the following handout:

Text: Responding to a script