Duologues

This lesson forms an introduction to the question ‘Why do people fight?’. After a warm-up, students start the lesson with an improvisation performed on their own. This leads on to a discussion on what causes us to fight. Next, the students form pairs and develop a duologue based on the stimulus material. Finally, students show and evaluate their work.

Objectives

• To prepare a duologue.
• To participate in a discussion.
• To show the relationships between characters and how these develop.

Starter

Begin the lesson with a warm-up which encourages students to avoid being shy or embarrassed for the next exercise (improvising on their own). For example, ask them to walk around the room showing different moods or emotions. Encourage expression through the body. You may wish to use the emotion cards to choose the emotions they should act:

Battle cries: Emotion cards

Ask students to find a space in the room and to work on their own. Explain the following to the students, or, alternatively, put the presentation on an overhead projector:

Battle cries: Confrontation

Ask the students to act out the scenario, using sound and words. The use of an imaginary person will preclude violence.

What do you feel when you see this person? What did you do? Why did you do it?

Response

Start a discussion about what causes us to fight. Explain that during this lesson, the students will be looking at role plays about situations in which people fight. Ask the students to read through the handout and discuss the various situations. The handout will be needed throughout the lesson and all students should have access to it. You may wish to display it using an OHP/digital projector:

Battle cries: What causes us to fight?

What is fighting? Can you think of situations when people might fight?

Development

In pairs, students should choose one of the duologues on the sheet to work on. Each one suggests the possibility of a confrontation. Point out to the students that clues are given on the handout as to how the characters are feeling. Remind them to look include body language, facial expression, use of voice (volume, pace) and use of silence in their duologues. They should also consider how the characters feel about each other and the relationships between them.

How is your character feeling? How do you show this?

Extension task

Has the relationship changed between the pair? How? Why?

Plenary

Every pair should present their piece (or a section of it if there is not much time) to the class. The rest of the class should evaluate the work, making notes in the ‘Notes’ box on the handout for the appropriate duologue.

Did these scenes lead to fighting? Were there examples of fighting that you had not thought of?

Homework

Under ‘Cue’ on the handout, ask students to write the first line of their improvisation. They should also complete their ‘Notes’ boxes on the pieces they have seen during the lesson.