Transcript Explorative strategies

Teechers
Y
1.Teechers
Objectives:
By the end of the lesson you will :
• Know about the opening scene of Teechers by
John Godber.
• Be able to explore drama from text through
the use of role play and understand what role
play is.
• Have explored thought tracking and devised
the use of narration through the drama that
you created.
1.Teechers
The opening scene. (Read the first three
pages of the play).
• Who are the characters in this section of the
play?
• What are the characters in this section of the
play?
• Where is this part of the play set?
• When is this part of the play set?
• What is happening in this section of the play?
Role play: Three teachers who are in a staff room.
They are on their lunch, they are talking about the
events of their morning with each other.
2.Teechers
Objectives:
• To understand and explain character.
• To know Act 1 of the play Teechers by
John Godber.
• To understand the objectives and
motivations of Hobby, Gail and Salty
through the use of Hot Seating.
2.Teechers
List all of the characters in the play
Teechers.
What is character?
What are the contents of a character?
Mentality?
(Attitude)
Physical attributes?
Behaviour
Age?
Gender?
History?
Objectives
In scene (?)
In the whole
play?
Voice?
There are not enough actors for all of the
characters.
What could you do to show a change of
character?
Movement?
Costume/props?
Voice?
Interaction between characters?
Read from ‘Morning’ on the third page of
the play to the end of Act 1.
2.Teechers
Hot seat: Hobby, Salty and Gail.
What open questions can you ask of the
above characters to understand their
objectives and motivations?
E.g. Why are you doing this play?
Homework
• Complete booklet to page 7.
3.Teechers
• Recap Act 1.
Objectives:
• Explore and understand ways in which you can
quickly show a change of character through
movement and voice.
• Demonstrate the relationship between
characters through voice and movement.
• To identify areas in the script where
characters are narrating.
3.Teechers
• Gail ‘Loud and bossy, attractive and full of
enthusiasm’.
• Salty ‘A school leaver, bright and fresh faced,
rather dirty in appearance’.
• Hobby ‘Shy. Should be very large, must be
bigger than the other two. She is doing the
play despite herself’.
• Oggy Moxon ‘The cock of the school, looks
much older than he actually is, the school
bully in a modern age’.
3.Teechers
• Movement – What are the physical
characteristics of the characters that
you are playing? (Movement, posture,
facial expression, gesture).
• Is your character male or female?
• What mental influences are their on
your character’s movement?
• How is your character feeling?
3.Teechers
• Voice – What are the vocal
characteristics of the characters that
you are playing? (Volume, accent, pitch,
pace, timing, emotion).
• Does anyone have an accent?
• What physical influences are their on
your character’s voice?
• Does anyone have a cold?
3.Teechers
‘Back of the Sports Hall’ Act 1, from
Gail: The cock of Whitewall High……
to
Hobby: Who? All the staff……
4.Teechers
Objectives:
• Know and understand Act 2 of Teechers
by John Godber.
• Demonstrate understanding of the
playwright’s intentions through set
design.
• Demonstrate understanding of the
whole play through a written response.
Set
‘Nothing is required in the way of set except
for three plastic briefcases, old newspapers
for the staffroom scenes, a broom for Doug,
and two chairs and two open-top desks for
various other settings…character
differentiation is helped by the use of funny
noses…’
What was John Godber’s intention through
the above statement about set?
How can this play be staged
without changing the set for
different scenes?
Scene
Where is the
scene?
scene
How many different
scenes are there?
What is needed for the
set in this scene?
What is needed for the
set in this scene?
Symbols?
Time?
Place?
Objects?
Sound?
Music?
Light?
Colour?
Where is
the scene?
What can be on stage in all the
scenes?
Set?
Objects?
Where will the audience be?
Symbols?
Time?
Place?
Objects?
Sound?
Music?
Light?
Colour?
Set
Split Screen/split stage
•Hall/Classroom
.
Morning.
Staff room
Corridor
Levels
Stage areas can be split by levels and or space.
Space
Themes
Characters
Feelings
Location
Teechers
Endings
First Thoughts
Time
Issues
Style
What was your first response/impression
of the play?
Which character do you remember the
most?
Why?
What is it about?
When is it set?
Who wrote it?
Teechers
Homework
• Bring in any props or costume that will
help you to quickly show a change of
character.
• Complete booklet to page 15.
5.Teechers
Act 1- First 6 pages – School Hall, A number of
corridors, A corridor and The Form room.
• Objectives:
• To demonstrate character and story through the use
of costume/mask/props, set, expression, voice and
movement.
• Identify and demonstrate who a character is speaking
to.
• To select appropriate incidental music and lighting
and be able to justify those selections.
• To demonstrate an understanding of the cultural,
social and historical context of the play through
costume, sound and props.
5.Teechers
• Mask/costume/Props
• Act 1- First 6 pages – School Hall, A number
of corridors, A corridor and The Form room.
• Use this section of the script to focus on
using costume/mask/props as well as voice and
movement to show changes of character.
• Identify where a character is also a narrator.
How could you clearly show this to an
audience?
5.Teechers
Act 1- First 6 pages – School Hall, A
number of corridors, A corridor and The
Form room.
Using the above section of the script map out the
movement and use of set in the performance space.
Where would music be appropriate?
How is time and culture an important factor in music
choices?
What lighting is needed for these scenes?
How might time be an important factor in lighting
choices?
Homework
• Students should learn their roles in the
extract of Act 1
• Complete booklet to page 17.
6.Teechers
Objectives
• To demonstrate performance skills that
are consistently high and make good use
of voice, movement, characterisation,
pace, style and timing, as well as staging.
• To communicate the intentions of the
playwright.
• To analyse drama in performance, using
appropriate language and theatre
vocabulary to suggest improvements
6.Teechers
Act 1- First 6 pages – School Hall, A
number of corridors, A corridor and The
Form room.
• Rehearse and Perform