Get up, stand up
(Based on an activity described by Gisela Reynolds, Global Link DEC)
Summary information:
Age range:
8 – 13
Curriculum links:
Literacy – persuasive writing; drama
Time needed:
Two 60 minute sessions
Group size:
Whole class
Setting:
Hall, classroom or open space outside
Key vocabulary:
Improvise, peer pressure, optimistic, pessimistic
Sustainable learning outcomes:
Pupils will:
- appreciate different viewpoints;
- know how peer pressure works, and some ways of standing up to it;
- be able to use persuasive, constructive argument.
Method:
Interactive improvisation
Preparation:
The forum theatre format is designed to encourage audience participation through improvisation, so pupils should be briefed about improvisation and the need to react in role. You might also need to talk about the characters from Winnie the Pooh, what pupils know about them and how they represent very different personality types.
Resources needed:
Resource Sheet 4 and agreed copies of the play scenario and character outlines created in session one, ready for session two.
Procedure:
Session One:
- Tell pupils that they are going to write and perform a play about a young person who tries, without success, to inspire a group of young characters and adults to take action against consumerism.
- Give out copies of Resource Sheet 4 and use it to develop the pupil’s ideas about the characters - their attitudes and opinions, ways of talking, body language. Pupils might decide to add other personality types based on real or fictional people they know.
- Agree how the play opens, what happens next, and then it closes. It can be quite short.
- Ask for volunteers to take the different parts and act out the ‘plot’ as an improvisation.
- After the first improvisation, discuss the action and characters (not the pupils who played them) and how the play might be improved.
- Record all of this in preparation for the next session.
Session Two:
- Hand out copies of where pupils got to with the script and characterization. Hold a brief discussion to agree any changes or additions.
- Invite volunteers to enact the play.
- Discuss the play with the audience – What was _____ trying to achieve? What could s/he have done differently?
- Invite all of the pupils to take part in a few drama warm-up exercises, e.g. walking in a relaxed / angry / busy / confident manner. The pupils then return to their seats and are told that the play will be performed again (at a quicker pace).
- Explain that they can stop the play at any point, and take on the role of the person trying to persuade others to support her views about consumption.
- Discuss the issues raised by the play and the contributions from the pupils. The class could create a list of tips about dealing with peer pressure or standing up for your beliefs.
Extension:
The class could perform this play for another class or the whole school, inviting the same participation and feedback.
Evaluation:
Ask pupils to make a journal entry recording:
I learned ... from taking part ...
I felt ...
I now know a lot more about ...
Next I would like to ...