DISCOVER THE STAGE - Sydney Opera House

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Lesson Content and Teaching/Learning Activities Resources Register PRE-WORKSHOP ACTIVITIES 1 Theatre Superstitions • Elicit from students their understanding of ‘theatre’. Discuss any experiences students may have had attending or performing in theatre productions. • Elicit from students the meaning of ‘superstition’. Discuss common superstitions students may be aware of. E.g. • Friday the thirteenth is an unlucky day • If you walk under a ladder, you will have bad luck • At the end of a rainbow is a pot of gold • A cat has nine lives • An apple a day keeps the doctor away • Explain to students that there are a number of superstitions associated with the theatre. Split students into groups of 3-4 and give each group a ‘Theatre Superstition’ card (multiple groups will have the same superstition). Groups are to come up with what they believe is the meaning behind the superstition they were given. Students should write their agreed meaning down to share with the class. • Groups share their meanings and be given the correct reason behind each superstition. Students should have these ready to discuss in their digital excursion. Theatre superstition cards– (to be put on cardboard if desired) Paper/ Journal Pencils Rubbers 2 Technical aspects of the theatre (research task) • Students should work individually or in pairs and select to research either the various Technical Aspects of the Theatre or Theatre History. • For Technical Aspects of Theatre, students should be encouraged to focus on: • Places in a theatre e.g. Greenroom, Dressing Room • Jobs in the theatre e.g. Director, actor, Stage Manager, Lighting, Ushers • For Theatre History, students should be guided to focus on: • What was the first recognised ‘theatre’ (The Theatre built in 1576 by James Burbage) • What are the most famous theatres around the world now and in the past (E.g. The Globe Theatre, Sydney Opera House, Roman Colosseum) • Why are theatres designed today the way they are today • The class should choose to collectively present their information either in a ‘book’ or on a large sheet of cardboard/paper. As students find new information they should continue to add this information to their growing knowledge of ‘theatre’. Computer with Internet access Journal, paper or cardboard for recording ideas 3 STILL Image (Tableaux) Preparation The following activities focus on how the body can show expression both individually and in collaboration and balance with others. It is important to set up the space for a drama session (see attached guidelines). Sharing Emotion • Students form two lines facing each other across the room. One line is line A, the other line B. Give line A an emotion. On a given cue, both lines are to move toward one another. Line A should walk demonstrating that emotion while Line B remains neutral. As they pass, the half of the pair in Line A ‘passes’ the emotion to their partner in Line B who continues crossing the room in the same manner that their Line A pair began while the Line A student completes their crossing neutrally. • Line B is then given a turn to show and ‘pass’ the emotion. Guidelines for classroom drama Still Image Prompt cards 4 house:Ed 2012
3 Body Part Emotions • Ask students to find a space in the room to work through the following activities. First, students are to show the given emotion using the body part selected, as follows • Face - sadness • Hands - happiness • Knees - scared • Elbows – Nervous • Hands – anger • Face – surprised • Next, students are to work in pairs and show opposite emotions e.g. Face – happy/sad, Hands-angry/scared. Then ask pairs to come up with their own combinations. Guidelines for classroom drama Still Image Prompt cards POST-WORKSHOP ACTIVITIES 4 Preparation for interaction with Discover the Stage digital workshop (Omit if class has already done Discover the House) • Before the day of the excursion have a discussion with your class about interacting with digital workshop. Topics you might like to cover include: • What is a digital workshop It is the ability to experience something first hand without leaving the comfort of your classroom. Digital excursions also give you the ability to go places that you couldn’t normally, e.g. behind the scenes or under the sea. • Being aware that the workshop presenters can hear and see everyone at all times, just like with any excursion and they are happy to answer questions throughout the experience. • Appropriate behaviour towards the workshop presenter and the other schools that will be present on the digital workshop. Turn taking, speaking loudly and clearly etc. • Have fun and don’t be shy! 5 PLAY BUILDING Character and Role Play/Character Development • Students are to work in small groups (3-4 students). Each group is to be given a stimulus image (examples provided). Students should work through the following tasks to support the building of characters based on the given image. • Discuss the image: where is it, when is it, who is involved • Decide on the characters involved in the image: give them a name, an age, three key things about their personality • Decide on the relationship between the chosen characters Stimulus Images Hot Seating NB. Hot Seating is an activity to assist the building and exploration of character and can be used in the development of characters as well as learning about existing characters from novels or times in history e.g. Captain Cook or Harry Potter • A volunteer should be selected to take the ‘hot seat’. Students to ask them questions about their character. These could include basic information (name, age) as well as more complex questions about likes, dislikes, relationships etc This activity should be repeated for a number of volunteers Role Play • Students should re-form into their original groups and discuss any new or altered information that may have emerged in the hotseat activity. • Students to work on a short role play which demonstrates how each of the characters interact and how they are related to the stimulus image. Students should be given at least 10 minutes to complete this section of the lesson. • Volunteer groups to perform their role plays. 5 house:Ed 2012
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