Stage 3 - Sydney Opera House

digital education programDISCOVERTHE STAGETEACHERS’ RESOURCES: STAGE 31 house:Ed 2012

digital education programDISCOVERTHE STAGETEACHERS’ RESOURCES: STAGE 32 house:Ed 2012

englishTS2.2Interacts effectively in groups and pairs,adopting a range of roles, uses a variety of mediaand uses various listening strategies for differentsituations.Indicators• listens to spoken presentations and responds appropriately• responds to different viewpoints in a discussionWS3.9Produces a wide range of well-structured andwell-presented literary and factual texts for awide variety of purposes and audiences usingincreasingly challenging topics, ideas, issues andwritten language features.IndicatorsJoint and Independent Writing• when necessary, records information from a variety of sources beforewriting• rereads work during writing to maintain sequence and check meaning,changing words and phrases or checking for errors• plans writing through discussion with others and by making notes, lists ordrawing diagrams• contributes to joint text construction activities• writes more involved literary textsChannel of Communication• discusses the similarities and differences between spoken and writtenlanguage• works with different text types using different channels of communication,e.g. poetry, dramatic performance• describe the factors that influence design• justify the decisions made in designing and making• justify the combination of materials and techniques in relation to theproperties required for specific end uses• describes the process of designing and making which can involveidentifying needs and wants, defining a design task, generating andselecting ideas, assembling or constructing products, systems orenvironments, and evaluating outcomes4house:Ed 2012

Lesson Content and Teaching/Learning Activities Resources Register1 Theatre Superstitions• Elicit from students their understanding of ‘theatre’. Discuss any experiencesstudents may have had attending or performing in theatre productions.• Elicit from students the meaning of ‘superstition’. Discuss commonsuperstitions 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 withthe theatre. Split students into small 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 thesuperstition they were given. Students should write their agreed meaningdown to share with the class.• Groups share their meanings and be given the correct reason behind eachsuperstition. Students need to have these ready to discuss in their digitalexcursion.Theatresuperstitiongroup cards–superstitionsand reason(to be put oncardboard ifdesired)Paper/JournalPencilsRubbers2 TECHNICAL ASPECTS Of THE THEATRE (RESEARCH TASk)• Students to work individually or in pairs and be selected to research either thevarious technical aspects of the theatre or Theatre History.• For the technical aspects of theatre, students should be encouraged to focuson:• Places in a theatre e.g. Greenroom, Dressing Room• Jobs in the theatre e.g. Director, actor, Stage Manager, Lighting,Ushers• For the Theatre History, students should be guided to focus on:• What was the first recognised ‘theatre’? The Theatre built in 1576 byJames Burbage• What are the most famous theatres around the world now and inthe past? E.g. The Globe Theatre, Sydney Opera House, RomanColosseum,• Why are theatres designed today the way they are?• The class should choose to collectively present their information eitherin a ‘book’ or on a large sheet of cardboard/paper. As students find newinformation they should continue to add to these resources their growingknowledge of ‘theatre’.Computer/InternetaccessJournal, paperor cardboardfor recordingideas3 STILL IMAGE (TAbLEAUx) PREPARATIONThe following activities focus on how the body can show expression bothindividually and in collaboration and balance with others. It is important to set upthe 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 movetoward one another. Line A would walk demonstrating that emotion whileLine B remains neutral. As they pass, the half of the pair in Line A ‘passes’the emotion to the pair of Line B who continues crossing the room in the samemanner that their Line A pair began while the Line A student completes theircrossing neutrally.• Line B is then given a turn to show and ‘pass’ the emotion.Guidelinesfor classroomdramaStill ImagePrompt list5house:Ed 2012

Lesson Content and Teaching/Learning Activities Resources Register3(cont.)bODY PART EMOTIONS• Ask students to find a space in the room to work through the followingactivities. Students are to show the given emotion using the body partselected.• Face - sadness• Hands - happiness• Knees - scared• Elbows – Nervous• Hands – anger• Face – surprised• Students are to work in pairs and show opposite emotions e.g. Face – happy/sad, Hands angry/scared. Ask pairs to come up with their own combinations.Guidelinesfor classroomdramaStill ImagePrompt list4 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 aboutinteracting with digital workshop. Topics you might like to cover include:• What is a digital workshop? It is the ability to experience something first handwithout leaving the comfort of your classroom. Digital excursions also giveyou the ability to go places that you couldn’t normally, e.g. behind the scenesor under the sea.• Being aware that the workshop presenters can hear and see everyone at alltimes, just like with any excursion and they are happy to answer questionsthroughout the experience.• Appropriate behaviour towards the workshop presenter and the other schoolsthat will be present on the digital workshop. Turn taking, speaking loudly andclearly etc.• Have fun and don’t be shy!5 PLAY bUILDING CHARACTER AND ROLE PLAYCHARACTER DEVELOPMENT• Students are to work in small groups (3-4 students). Each group is to be givena stimulus image (examples provided). Students should work through thefollowing 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 charactersHOT SEATINGNB. Hot Seating is an activity to assist the building and exploration of character and canbe used in the development of characters as well as learning about existing characters fromnovels or times in history e.g. Captain Cook or Harry Potter• A volunteer should be selected to take the ‘hot seat’. Students to ask themquestions about their character. These could include basic information (name,age) as well as more complex questions about likes, dislikes, relationships etcThis activity should be repeated for a number of volunteersROLE PLAY• Students should re-form into their original groups and discuss any new oraltered information that may have emerged in the hotseat activity.• Students to work on a short role play which demonstrates how each of thecharacters interact and how they are related to the stimulus image. Studentsshould be given at least 10 minutes to complete this section of the lesson.• Volunteer groups to perform their role plays.StimulusImages6house:Ed 2012

Lesson Content and Teaching/Learning Activities Resources Register6 PLAYbUILDING – SCRIPT AND SET OR COSTUME DESIGNThis could be divided into two lessons if desired.Students are to work in groups to develop a script (one page) as well as set orcostume design. This activity is part of the Playbuilding process begun in theprevious lesson. This lesson could be done within a 45-60 minute session orextended to 2-3 lessons if desired.• As a class discuss ideas regarding important aspects of set/costume designe.g. Realistic space for actors to work in, appropriate design for storyline,managing unique costumes, costumes that are functional, suitable for spaceavailable etc• Remind students of the key components of a script: Title, list of characters,brief overview of each character, scene heading, dialogue with characternames. Remind students they are recording the ‘spoken’ word as part of thescript and encourage informal language use.GROUP SCRIPT AND SET/COSTUME DEVELOPMENT• Students to work in their groups and reflect on their group’s still image,developed characters and storyline used for the role-play activity. They needto consider any special or unusual effects required and decide whether theywill design a set or costumes.• Provide students with a script example to remind them of the key componentsand layout. The improvised role plays should be used as the focus of the scriptwith students refining what was said.• Students to design a set or costumes for their script. This can be done onpaper or computer depending on available resources, time and level of studentskill. If time is limited, students could also be guided to write down ideas forverbally sharing with the class. If model set are to be built, all designs shouldbe drawn/planned prior to construction commencing.PERfORMANCE AND PRESENTATION• Groups to introduce their performance and design/costumes to the classjustifying their choices and describing how it links to their still image.• Students to perform their scripts to the class.Open boxesScraps ofmaterialColouredpencilsGeneral craftmaterials toassist with setconstructionGlue/StickyTape/Scissorsteacher’s overview and unit evaluation7house:Ed 2012

SYDNEY OPERA HOUSEDISCOVER THE STAGEGuidelines for Classroom DramaGOOD WEBSITES:Drama Resourcedramaresource.comDrama NSWdramansw.org.auTeach Kids Drama Stuffteachkidsdramastuff.com/index.htmlDrama in the classroom can be used to support learning in avariety of key learning areas by giving students the opportunityto explore ideas and issues in a meaningful and realistic manner.Drama has been considered to assist with the development ofself-esteem, communication skills, problem-solving abilitiesand in the development of focus and team building through funactivities.Incorporating drama in a primary school classroom presents anumber of challenges for teachers, but reaps many rewards for allinvolved when attempted. The following suggestions are designedto provide some food for thought in relation to doing drama in theclassroom and are intended as a guideline only.When doing drama in the classroom ensure:A clear work space is available for the drama activity.If desks can not be moved in the classroom, try to use the hall or outside open area.You talk to the students about the creation of a ‘safe space’. In this space students don’t laugh at each other, butsupport and encourage (forming a circle at the beginning and end of a session or sitting with eyes closed are simpleways to focus students for a drama session).You incorporate a reflection session at the end of every drama activity. This allows the students to consider what hasbeen done and take more meaning away from the activity than it just being fun (which it will be!).You are firm with the students. If a student does not follow instructions, they should be removed from the activity. Thiswill allow the other students to see that you as the teacher are assisting in maintaining the safe space for them to work.You always begin every drama session with a warm-up. This could include a focus activity, drama game or pure physicalwarm-up. There are good books and websites available with suggestions of warm-up activities and drama games.Don’t be afraid to participate in the activities yourself. The students like to see you as the teacher taking a role in anactivity. This can also allow you to help any improvisations or role plays flow and move forward more easily.(Dorothy Heathcote’s work on Mantle of the Expert and Teacher in Role discusses this in more detail).8house:Ed 2012

SYDNEY OPERA HOUSEDISCOVER THE STAGEDISCOVER THE STAGE RECORD SHEETyear:Term: 2012Student:mark: /40Percentage:Insert or glue sample of students contract work here or photoof them completing an activity from the Research Contract.Highlight the appropriate face below corresponding to studentsprogress for each criteria. =5 =3 =1Student interacts effectively in groups, adopting a range of roles and using variouslistening strategies for the different activities. Student uses technology effectively to research places and jobs in the theatre. Student takes on and sustains roles in emotion activities. Student sequences the action of the drama to create meaning for an audience withinthe still image group activities. Student builds the action of the drama using movement and voice skills as theydevelop characters. Student devises, acts and rehearses drama for performance through the playbuildingprocess Student develops and resolves the set/costume design task by planning, implementing,managing and evaluating the design process. Student produces a literary or factual research report and/or script through theresearch and playbuilding processes. 9house:Ed 2012

Still ImagePrompt CardsEmotion / SettingCOPY THESE ONTOCARD AND CUT OUThappybIRTHDAYCELEbRATIONsurprisedGOOD MARkAT SCHOOLworriedDOING PUbLICSPEAkINGexcitedLAST DAYOf SCHOOL10 house:Ed 2012

theatresuperstitioncardsCOPY THESE ONTOCARD AND CUT OUTbREAk A LEGNO WHISTLINGfLOWERS ON STAGETHAT SCOTTISH PLAYCHOOkASMIRRORSbAD LUCk TO WEAR bLUE UNLESS WITH SILVERDON’T LOOk THROUGH THE CURTAIN11 house:Ed 2012

theatresuperstitioncardsCOPY THESE ONTOCARD AND CUT OUTPeople threw money onto the stage if they liked the show, so when the actor bent theirlegs to bow and pick up the money, they broke the line of their leg.Before we had walkie-talkies people backstage used whistling to give cues. If someone waswhistling it could make a curtain come down at the wrong time that would muck up the show.Real flowers are too expensive and they would wilt under the lights.Don’t say MacBeth backstage at a theatre as it is considered bad luck. One thought isthat Shakespeare met with some witches to write the play they weren’t happy so cursed it.This started in Australia with dancers. If they danced well then they’d makemoney and be able to have chicken for dinner that night.People think it is bad luck to have a mirror on stage. It will reflect light into the audience’s eyes.Companies that were not doing well would wear blue to make people think theywere doing better as it was expensive to buy blue clothes.Don’t look through the curtain as you might see people you know,get really nervous and not perform well.12 house:Ed 2012

Stimulus Imagesprint in colour13 house:Ed 2012




Stimulus Imagesprint in colour17house:Ed 2012

Stage 3 - Sydney Opera House

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