Drama 10, 20, 30 - Model Unit

Procedures Teacher Notes

Steps 5 & 6: Refining/Scripting

Creating a Storyboard -- Whole Group
The students will:
work with increased competence in a large group to plan and participate in drama experiences
discover relationships and patterns in their dramatic art (CCT)
explore and express the purpose of their collective creation (C).

This particular group has made Scripting part of the Refining of their collective. Therefore, the steps are combined in the model unit. This adaptation of Berry and Rinebold's (1985) process points to the flexibility of the process.

The teacher arrives at class with twenty separate pieces of paper, on which are written the working titles of the twenty episodes, monologues, or segments that the students have chosen to include in their collective. The students organize these parts of their collective into a rough storyboard. This storyboard is displayed in the room. They also discuss various ways of linking episodes, finally agreeing that they will expand one of the monologues and use it as a bridge between episodes.

The storyboard is a visual representation of the "story" or organization of episodes in the collective creation. Manually moving episodes around can facilitate their organization, and the completed storyboard can be displayed in the classroom.

The subject of "Work" will be presented through the eyes of a an unemployed teenager who left school before completing grade twelve. The episodes will be connected to this young person's thoughts, and the monologue will be expanded to bridge the episodes. The student who originally wrote the monologue agrees to expand and script it and to act as narrator for the collective.

Collage -- Whole Group
The students will:
work with increased competence in a large group to plan and participate in drama experiences
explore various presentational styles in their work
express their ideas dramatically (C).

There are numerous methods of linking episodes in a collective creation. Berry and Rinebold (1985) give several examples. The students will decide what will work best for their collective.

The students work together as a whole group to create a collage of moments depicting working conditions during the Industrial Revolution. The collage begins and ends with a tableau, in which each character comes to life briefly to comment on the situation. One of the six monologues chosen to be included in the collective is incorporated into this collage. The teacher works as director to block the episode; the students contribute the dialogue.
The teacher offers to write a rough draft of the script for this episode. The students agree.

Meeting/Refining -- Whole Group
The students will:
sustain roles for an extended period of time
accept and respond to others in role
continue to develop commitment to their own roles and the roles of others
understand the relationship of script to performance
express their ideas dramatically (C).

A collage, as described here, is a series of staged "moments" related to the topic of the collective and depicting a range of perspective on that topic.

The students re-create the coal miners' meeting with one of the students taking the role of the union organizer. They work through the meeting together, deciding who will speak and when. The students who will deliver speeches at this meeting agree to script these speeches.

Interview, Prepared Improvisations/Refining -- Small Groups
The students will:
continue to develop commitment to their own roles and the roles of others
understand the relationship of script to performance
express their ideas dramatically.
For the next two classes, students work in small groups to refine and script the episodes dealing with job interviews and parental and societal expectations.

Writing and Revising -- Whole Group
The students will:
understand the relationship of script to performance.
Based on the storyboard, the teacher organizes the individual scripts turned in by the students and produces a working script for each member of the class. Prompted by suggestions from students, a minor re-ordering of episodes occurs. This script undergoes continual revision right up until performance time. A final, polished script is not produced for this collective creation.

Episodes involving the entire group may require an outside director and script writer. The teacher performs these functions here.

Steps 5 & 6: Refining/Scripting Creating a Storyboard -- Whole Group The students will: work with increased competence in a large group to plan and participate in drama experiences discover relationships and patterns in their dramatic art (CCT) explore and express the purpose of their collective creation (C).	This particular group has made Scripting part of the Refining of their collective. Therefore, the steps are combined in the model unit. This adaptation of Berry and Rinebold's (1985) process points to the flexibility of the process.
The teacher arrives at class with twenty separate pieces of paper, on which are written the working titles of the twenty episodes, monologues, or segments that the students have chosen to include in their collective. The students organize these parts of their collective into a rough storyboard. This storyboard is displayed in the room. They also discuss various ways of linking episodes, finally agreeing that they will expand one of the monologues and use it as a bridge between episodes.	The storyboard is a visual representation of the "story" or organization of episodes in the collective creation. Manually moving episodes around can facilitate their organization, and the completed storyboard can be displayed in the classroom.
The subject of "Work" will be presented through the eyes of a an unemployed teenager who left school before completing grade twelve. The episodes will be connected to this young person's thoughts, and the monologue will be expanded to bridge the episodes. The student who originally wrote the monologue agrees to expand and script it and to act as narrator for the collective. Collage -- Whole Group The students will: work with increased competence in a large group to plan and participate in drama experiences explore various presentational styles in their work express their ideas dramatically (C).	There are numerous methods of linking episodes in a collective creation. Berry and Rinebold (1985) give several examples. The students will decide what will work best for their collective.
The students work together as a whole group to create a collage of moments depicting working conditions during the Industrial Revolution. The collage begins and ends with a tableau, in which each character comes to life briefly to comment on the situation. One of the six monologues chosen to be included in the collective is incorporated into this collage. The teacher works as director to block the episode; the students contribute the dialogue. The teacher offers to write a rough draft of the script for this episode. The students agree. Meeting/Refining -- Whole Group The students will: sustain roles for an extended period of time accept and respond to others in role continue to develop commitment to their own roles and the roles of others understand the relationship of script to performance express their ideas dramatically (C).	A collage, as described here, is a series of staged "moments" related to the topic of the collective and depicting a range of perspective on that topic.
The students re-create the coal miners' meeting with one of the students taking the role of the union organizer. They work through the meeting together, deciding who will speak and when. The students who will deliver speeches at this meeting agree to script these speeches. Interview, Prepared Improvisations/Refining -- Small Groups The students will: continue to develop commitment to their own roles and the roles of others understand the relationship of script to performance express their ideas dramatically. For the next two classes, students work in small groups to refine and script the episodes dealing with job interviews and parental and societal expectations. Writing and Revising -- Whole Group The students will: understand the relationship of script to performance. Based on the storyboard, the teacher organizes the individual scripts turned in by the students and produces a working script for each member of the class. Prompted by suggestions from students, a minor re-ordering of episodes occurs. This script undergoes continual revision right up until performance time. A final, polished script is not produced for this collective creation.	Episodes involving the entire group may require an outside director and script writer. The teacher performs these functions here.