Comic-book theatre

Students create still images to represent the main themes in Macbeth. In small groups, they develop a series of still images about the rise and fall of an ambitious person. They join these still images together with, for example, mime, improvisation, speech and movement. At the end of the lesson they show and evaluate their work.

Objectives

• To develop an understanding of the main themes in the play.
• To devise a piece of drama using a variety of techniques.

Starter

Organise the class into groups of four or five. Explain that they should develop a series of still images based on a theme such as loneliness, ambition, power, failure or success. These are some of the key themes of Macbeth. Give a time limit for the activity.

How can you convey meaning using the body, facial expression, eye focus, shapes, heights and levels? Do the still images revolve around one person?

Response

Now ask the groups to create five still images to tell the story of the rise and fall of an ambitious person. This can be a real or an imaginary person, and they should include characters other than the ambitious person in the frame. You may wish to ask the class to form new groups for variety or differentiation. The following guidance may also be used:

Shakespeare: Comic-book theatre

Ask each group to present their work to the class. Use the following questions to help develop their understanding:

Is this person real or fictional? What causes the person’s downfall? What are the other characters’ reactions to the rise and fall of this person?

Development

Groups should now create an improvised scene where, at the beginning, the ambitious person is persuaded to do something they know is wrong, but which will give them power. Inform the students that there should be no physical contact between the characters. The main task is to persuade, not to threaten!

Who is the persuader? What influence do they have over the main character? How do they persuade the main character? What type of language is used (physical or verbal) and how does it persuade the main character?

Explain that they should join the still images from the starter and the improvised scene together, using appropriate techniques, such as mime, improvisation, speech and movement. The students should be able to draw on skills and techniques already covered in Year 9. However, you may want to remind them about, for example, the use of narration or using a clearly defined movement to move between the still images. Alternatively, you could give them a list of techniques to consider.

How can you join the sections together so that there is a clear and smooth transition between each one?

Plenary

Groups show and evaluate their work.

Are the roles clearly defined? Can you see how the attitudes might change as the drama develops? Which techniques were used? What effects did they have?

Homework

Ask students to complete a storyboard showing the key still images in their devised piece:

Shakespeare: Storyboard