IB MYP Forum theatre unit by Jeremy Otto Extracted from ... - Ista

IB MYP Forum theatre unit by Jeremy Otto
Extracted from Scene 2011-12 March Issue 3

IB MYP Forum Theatre unit
By Jeremy Otto
Victoria Shanghai Academy
Year 9 Drama: Weekly Planning 2011-2012
IB MYP Drama unit Year 4 (Year 9)
unit Question: Is theatre a relevant way to solve problems
AOI: Human ingenuity because students will further develop their ideas on how human minds have infl uenced how we think, work and conduct
relationships and consequently results in mankind to have a desire to create, develop and change oppression.
Significant Concept: Society imposes constraints on people both consciously and subconsciously.
Assessment: Criterion A (Boal Collage), Criterion B (Forum Performance), Criterion C (Process Journal) and Criterion D (Personal Engagement)
Interdisciplinary Links: Humanities, Language A and B and Chinese.
Week
One
Two
Three
Four
Double Lesson (100 Minutes)
guiding Question: Hello, how are you
ATL Focus: Collaboration
• Rules and expectations
• Developmental Workbook
• Name Game
• Drama Games
• Re-cap freeze frames and use of space
• Introduce improvisation. Elements of Improvisation – examples from
Thank God You’re Here and Whose line is it anyway
guiding Question: What will I study and need to do in this
module
What is oppression
ATL Focus: Organisation
• Handout: Course overview
• Go through assessment
• PPT: What is oppression What is status
• Freeze Frames (FF): Create 3 FF that show different forms of status.
• Choose one FF and turn into a role-play.
• Choose one group and Hot Seat the characters (audience to watch
scene and then in DW brainstorm questions to ask)
• Refl ection. Key Questions:
1. What did you do today
2. What were your strengths during todays lesson (Consider the Learner
Profi le)
3. Have you experienced/ witnessed oppression If so, please explain.
4. Did you get any feedback back today on the work you have completed
today in class Record. How will this feedback help you
Developmental Workbook: Find a picture from a newspaper or the
internet that shows either a) an oppression or b) someone with higher status
guiding Question: What are issues of oppression relevant to me
How can we solve these problems
ATL Focus: Thinking
• Revise key terms of antagonist, protagonist and oppression.
• Read South China Morning Post (the article was a story written from the
perspective of a Filipino helper who was oppressed by her employer)
article in small groups.
• When reading, asks students to:
o In one colour- Highlight any words or phrases they do no
o
understand
In another colour- Highlight what their group believes are 5 key
sentences in the article.
• Share and discuss to check for understanding.
• Turn the 5 key sentences into into freeze frames.
• Present and share with class. Add music to create mood.
• Role Play: Students are to link the 5 freeze frames together to create a
role-play.
• Share with class
• Refl ection. Key Questions:
o
o
How relevant is this issue to you
How can this oppression be changed Explain.
guiding Question: How do I create a podcast interview that has a
clear point of view
ATL Focus: Information Literacy, Collaboration and Transfer
• Podcasts Lesson
• See handout
• Homework: Download and listen to at least two podcast interviews.
Single (50 Minutes)
guiding Question: How can I think on my feet
ATL Focus: Communication
• Giving and accepting offers and advancing the action.
• Theatre sport games
• Space jump and Experts
• Refl ection. Key Questions:
o What did I do today
o In terms of improvisation, what are my strengths
o What are my weaknesses How can I improve this
guiding Question: What is an antagonist What is a protagonist
ATL Focus: Information Literacy
• Technology Inquiry: 10 minutes. In groups, fi nd the meanings of
protagonist and antagonist. Students also need to provide 2 examples.
Each group to create an A3 poster of their understanding.
• Present and discuss as a class.
• Improvisation/ Role Play: Based on the stimulus provided, students are to
create a role-play that has a clear protagonist and antagonist.
• Students to share with another group. Other group watching to give
feedback. Key feedback question: Did their scene presented have a clear
antagonist and protagonist What could they do to improve this
• Refl ection alley (if time). No time asks students to complete in DW. Key
Question:
o What did we do today
o What was the feedback that I gave to the group I observed
o How can I use the feedback I was given
guiding Question: How do I create a podcast interview that has a
clear point of view
ATL Focus: Information Literacy, Collaboration and Transfer
• Podcasts Lesson
• See handout
Visual Collage Assessment Notification (Criterion A)
guiding Question: What do I need to do for our assessment
ATL Focus: Reflection
• Explain assessment
• Students to work on their assessment in groups using their computers.
36 Issue 3 | 2011-12 March | Scene

Week
Five
Six
Seven
Eight
Nine
Ten
Eleven
Double Lesson (100 Minutes)
Guiding Question: What is forum theatre
ATL Focus: Thinking
• Aim to give students understanding of forum theatre
• Students develop a role-play based on a stimulus.
• Create role play.
• Perform in front of class.
Formative Assessment: Interview and Portfolio
Guiding Questions: How do I engage with a stimulus
How can I ensure that my role-play reflects the stimulus
What is an anti-model
What are “spect-actors” and a “joker”
ATL Focus: Organisation, Collaboration and Transfer
• Formative Assessment Workshop. See Handout
Formative Assessment: Interview and Portfolio
Guiding Questions: How do I engage with a stimulus
How can I ensure that my role-play reflects the stimulus
What is an anti-model
What are “spect-actors” and a “joker”
ATL Focus: Organisation, Collaboration and Transfer
• Formative Assessment Workshop. See Handout
Assessment Notification (Criterion B, C and D)
Guiding Question: What is my assessment and what do I need to do
ATL Focus: Organisation
• Hand out assessment
• Go through rubric
• Form groups
• Show Celtx (Computer based script writing program)
• Choose Stimulus (must be chosen this lesson)
• Process journal (Handout)
• Create an action plan with students with interim deadlines
Guiding question: Is my oppression clear and are there clear
antagonists and protagonists
ATL Focus: Collaboration
• Script writing and rehearsal in groups
• Peer and teacher feedback
• Remind students that their process journals will be checked the following
week.
Guiding question: Does my acting reflect my characters and the
oppression that I need to show
ATL Focus: Thinking
• Memorize script
• Performing for others and the class for feedback (feedback forms)
• Solutions to the problems
Forum Theatre Presentation Due (Criterion B and D)
• Students perform assessment in groups.
• When finished, ask students to write their reflection for their final entry
for their process journal.
Single (50 Minutes)
Guiding Question: How is our assessment going
ATL Focus: Reflection
• Drafts due.
• Student and teacher feedback on work.
Visual Collage Assessment Due
Formative Assessment: Interview and Portfolio
Guiding Questions: How do I engage with a stimulus
How can I ensure that my role-play reflects the stimulus
What is an anti-model
What are “spect-actors” and a “joker”
ATL Focus: Organisation, Collaboration and Transfer
• Formative Assessment Workshop. See Handout
Formative Assessment: Interview and Portfolio
Guiding Questions: How do I engage with a stimulus
How can I ensure that my role-play reflects the stimulus
What is an anti-model
What are “spect-actors” and a “joker”
ATL Focus: Organisation, Collaboration and Transfer
• Formative Assessment Workshop. See Handout
Guiding Question: Does my story/ script reflect my stimulus
ATL Focus: Thinking
• Students to write narrative arc
• Peer feedback on work
• Remind students that scripts need to be completed by end of the
following week.
Guiding Question: How is my group going What do I need to do
ATL Focus: Communication
• Independent student work
• Script writing and rehearsal
• Process journal check
Guiding question: What do you think
ATL Focus: Reflection
• Peer and teacher feedback
• Feedback forms
Hand in Process Journal (Criterion C)
Guiding Question: Can we answer our unit question
ATL Focus: Reflection and Collaboration
• Groups to create posters than answer question
• Present through “Drama” their responses
Forum Theatre Unit
Aim:
stimulus. Together, write 6-10 questions that the interviewer could ask
• To create a podcast that interviews a character from a stimulus.
the character/s. When you have done this, please show this to your
• To convey a point of view.
teacher. Only when your teacher is happy with this you may move
Guiding Questions:
forward. _______________ (Teacher Initial)
• How do I engage with a stimulus
5. Rehearse your interview. Once you are both satisfied with you
• How can I create a podcast interview that clearly shows the characters interview, create a podcast on Garage Band on your Mac.
point of view
6. When you have finished and you have shown your teacher, click
ATL Focus: Information Literacy, Collaboration and Transfer
SHARE, EXPORT PODCAST TO DISK. Choose MP3 ENCODER
Trans disciplinary Links: English Language A and B
under “Compress Using” and SPOKEN PODCAST under “Audio
Stimulus: SCMP Article: What is the meaning of fair
Settings”. Then click EXPORT. Please save to you desktop.
Instructions:
7. Please give a copy of your podcast to your teacher.
1. Watch the above stimulus.
8. Complete self-reflection (opposite page)
2. Form groups of 3 (maximum).
Homework:
3. Discuss (Answers must be recorded in Developmental Workbook): 1. Go to Mr Otto’s VSA learning site.
a. What oppression is being shown
2. Click on year 9 and download at least 2 other podcasts from your class.
b. Who are the antagonists and protagonists
3. Listen to the podcasts and be prepared to speak about them in your
c. What could have the protagonist done to prevent the oppression next Drama class.
d. Are there ways to solve this issue
NB Did you know that you can download the podcasts into your iTunes and
4. You are going to create an interview. One student is going to be transfer them to you iPods, iPhones or iPads etc Also, they can be added to
the interviewer and one student is going to be a character from the your android devices as well!
www.ista.co.uk Scene | Issue 3 | 2011-12 March 37

guiding Questions:
• How do I engage with a stimulus
• How can I ensure that my role-play refl ects the stimulus
• What is an anti-model
• What are “spect-actors” and a “joker”
ATL Focus: Organisation, Collaboration and Transfer
Trans disciplinary Links: English Language A and B
Stimulus: http://www.youtube.com/watchv=fNumIY9D7uY
Instructions:
1. Form groups of 4 (maximum).
2. Watch the above stimulus.
3. Discuss (Answers must be recorded in DW):
a. What oppression being shown
b. Who are the antagonists and protagonists
c. What could have the protagonist done to prevent the oppression
d. Are there ways to solve this issue
4. Create 4 freeze frames based on the stimulus. Photograph and print.
Stick these pictures into your DW. When you have completed this,
please show your work to your teacher. Only when your teacher is happy
with (including showing your discussion) this may you move forward.
_______________ (Teacher Initial)
5. Design a role-play. Your story must follow the narrative arc as learnt in
English Language A and B, except, you will not show any resolution. Draw this
diagram in your DW and fi ll in the blanks.
Introduction: Set
the scene (context).
Introduce Characters
and Setting
Building Tension:
Show an example of
the oppression take
place.
Resolution: In
forum theatre,
you do not see
this. This is for the
audience to decide.
6. Turn your planning into a role-play. When devising and rehearsing, please
ensure that your characters are clear, you have an obvious setting and that
you use the stage/ space correctly (no backs to the audience). You roleplay
needs to go for at least 1.5-2 minutes.
7. Digitally record your role play. Show your role play to another group and
ask for feedback on how to improve.
8. Write the feedback into your DW. Then in your DW write a refl ection of
how you can use this feedback to improve (one paragraph).
9. Once fi nished, show your teacher the following completed tasks:
Forum Theatre unit: Formative Assessment
Climax:
Show another
moment of the
oppression. Do
not show what
happens
Narrative Arc, Role Play, Recording of your role play and refl ection.
_______________ (Teacher Initial)
10. You are now ready to forum your work as per what Augusto Boal had
created. Please read the passage below on how forum theatre works.
Please highlight any words or concepts you do not understand. Find the
meanings of the words/ concepts you do not understand. You can do this
through the Internet or asking your teacher.
How does Forum Theatre work
Firstly, the audience is presented with a short play in which they follow the
journey of a character who is being oppressed in some way by other characters
in the piece. We observe as he or she deals with the situations presented in ways
that may not be the most effective. The play is presented in its entirety. Once
this is fi nished, the actors will begin the performance once again. This time round
an audience member will call out “Stop!” at the point when they see oppression
occurring, and will replace the actor playing the central character in order to
“try out” a different way of dealing with the situation. The actors in Forum
Theatre have to be skilled in responding to these interventions. The actors must
stay in character, and use their acting skills to sustain the audience member’s
intervention, while avoiding the trap of letting the person in role “win” when the
action being tried out is not realistic.
Other audience members in turn will try out their strategies for countering
oppression at various points in the play. We watch as the outcome changes in
each scene, depending on the actions and words of the “spect-actor” (Boal’s
term for the participating audience member) and the improvisation of the
actors. The aim is not to discover an ideal solution this would not be true to life
but to encourage the audience to analyse the situation, and to try out strategies
for change. The format encourages a positive and thoughtful approach to
social problems.
Who is the Joker
Forum Theatre performances are facilitated by a “Joker” who will explain the
concept of Forum Theatre to the audience, help out any volunteers who may
be having trouble dealing with the confl ict by suggesting alternate responses,
help keep the show moving, and keep the audience focused and attentive. The
Joker serves as a link between the action on stage and the audience, helping
the audience volunteers to sustain their interventions. The Joker must be
sensitive, avoiding being too controlling, while not allowing “magic” solutions or
letting an intervention go on repetitiously or pointlessly.
11. Run a forum theatre session with your teacher.
12. Complete the Self Refl ection below.
13. In your Developmental workbook, complete the following tasks:
a. Overall, how well did your group work and why Give examples.
b. Draw a “food” (eg. A pizza) that best describes your own personal
process. For example, I drew a fruit salad because during the week, I
had a lot of variety. The fruit salad has a lot of watermelon because…
c. What colour best describes the work you created and why
14. Show your teacher. _______________ (Teacher Initial)
ATL Self Refl ection (below)
Reflective Statements
I understand/ show understanding of the key concepts taught
in class.
I am confident with creating an interview.
I can work independently and part of a group.
I can use subject knowledge from English to inform my work.
I ask questions when I do not understand.
I can adhere to timelines.
I show initiative and can stay on task.
Unsatisfactory
Not at all
Satisfactory
Some
Good
Most
Excellent
All
S T S T S T S T
The street where I live…
Hong Kong is one of those places that even after 5.5
years of living here, never ceases to amaze me. The
city is at times overwhelming and a sensory overload,
but so rewarding in many ways. Every week there is
always something new I discover, whether it is a new
location or a restaurant that I have never seen or eaten
at before. There is truly a vibrancy and cultural diversity
that is exciting and amazing. There is always something
happening, whether it is the Hong Kong Arts Festival,
Rugby 7’s, concerts, drinks or dinners! Sometimes
ones social life in Hong Kong can be as hectic as school!
Our apartments may be small but the opportunities to
travel (basically most destinations are one fl ight away)
are excellent. Hong Kong can nudge you out of your
comfort zone but usually rewards you for it, so if you
come here you have to try the stinky bean curd, sample
the shredded jellyfi sh, brave the hordes at the city centre
horseracing and join in the dawn tai chi. On weekends,
you can escape the city limits and other experiences await
– watching the sun rise from a remote mountain peak,
hiking surf-beaten beaches or exploring deserted islands.
38 Issue 3 | 2011-12 March | Scene