Friday 18 September 2015

Haiku of my thoughts

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haiku of my thoughts/
a fresh way to explain them/
makes feedback anew//


Why not ask students to give their feedback on their colleagues' performances in the form of a haiku? They will have to choose their words carefully and present them in a creative way. The haiku will encourage them to distill their feedback into it's most important components.

How To Write A Haiku

Haiku Inspiration



Tuesday 8 September 2015

Artist Toolbox: Theatre Whispers (Telephone)

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As well as being hilarious, this is a great activity for practicing precise, expressive movement scores.

We have just started a unit on masks and I decided to use one of my favourite exercises as a lead into the unit and I found that it was of great use in explaining some key points- Theatre Whispers
based on the popular game Telephone or Chinese Whispers

Start by arranging your participants into a line running away from the stage with their backs turned to it. You probably don't want more than 10 people taking part each time as there is a bit of waiting time between turns. The rest of your group who aren't participating can watch the hilarity unfold.

The first participant in the line turns around and watches while you mime a story out on the stage. Something simple, like walking the dog and picking up poop, or posting a letter then realising too late that it doesn't have a stamp on it. The story should have some clear details but not be too long.

Once you finish the story, the first participant repeats it exactly, action for action, while the second person watches and tries to learn the score. Then they repeat it for the third and so on...

Usually what happens is that by the time you reach the end of the line, the participants before have forgotten parts, or reproduced them in a different or sloppy way and the action has completely changed. After the final participant has reproduced the score, show them the original and all together you can laugh about how different it is.

 As well as running this game just for fun, it's also great for focusing on precision as participants try to copy the movements exactly, focusing on elements like their facial expressions, tension in the muscles and trying not to imprint their own personal characteristics on the score. You can even stop/start the exercise and ask the audience to comment on what is changing.

And when someone showering becomes someone dancing, or someone drinking in a disco becomes someone eating a steak dinner, it's very funny!

Finally, here are some simple story ideas that you can use for starting points:
-a farmer trying to catch a chicken which has escaped
-waking up, doing a workout and then showering
-burying a treasure chest
-making a fried breakfast
-sitting in a disco waiting to be asked to dance, then dancing
-walking the dog, not picking up its poop, walking around the block and then standing in the poop on the way back
-posting a letter, realising it's missing something and trying to break the postbox open to get it back
-making a packed lunch, packing your school bag and leaving the house


Monday 7 September 2015

1 + 1 = 2! (Building Up To Devising)

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Getting started in a devising project can be difficult. A group of students who are given a broad stimulus or a task can have trouble getting past the ideas stage and into making.

Here's my 3-step tip for drama teachers to get their students kick-started into action:

1. One Is The Loneliest Number
Start with individuals spread out around the room, sitting or laying comfortably in their own space. Present them with your stimulus, topic or idea and allow them their own time to think about it. What does it mean to them? What images come to mind? Which words would you associate with that?

The more time students have to visualise at this stage, the easier ideas will come to them when you begin. 

After sufficient reflection time, ask them to prepare, on their own, a short response. I usually ask for one sentence of dialogue or a list of 3 words and a movement or frozen image. Keep the response simple, easy to manage. Playing music during this time helps students to feel like they can stand and speak to try out their ideas. Give them 2 minutes to come up with something.

2. One Plus One Is Two
Pair students up and ask them to share and then combine their material. They shouldn't add or subtract too much material at this stage, just find an interesting way to structure their material. For example, they could complete their movements simultaneously while reciting the list of words. Or alternatively, they could repeat one movement 8 times, then follow it with a mini dialogue constructed out of their sentences, etc, etc. 
Give students a short amount of time to do this 4/5 minutes is usually enough. A deadline speeds up progress. Their material does not need to be polished as it's going to change again in the next step.

3.Two Plus Two Is Four
When their time is up, pair up pairs and ask them to present their material to each other. Then they start to build a 1 minute presentation from their material. At this stage they can have more creative control over the component parts. Developing and building the material they previously made, they can use this list of verbs to help them process their ideas further:

Change
Scale
Subtract/Add
Animate
Distort
Contrast
Contradict
Hybridize
Repeat
(for more like this refer back to my post on Richard Serra's verb list)

Perfection at this stage should still not be too much of a concern. This is about organising some initial ideas into a format which can be viewed by other makers in order to receive feedback and after to develop it further.

After 20-30 minutes, ask the groups to present (informally) their compilations. The audience should give feedback on what the presentation made them think about, what they liked, what they would like to see more of, etc.

Your students should now have got past the stagnant discussion phase and be kick-started straight into the generating/developing ideas stage! Now let them work more intensively on their devised performances ...