Grade Eight: A Model Unit For Teaching Drama in Context

continued.

Prepared Improvisations -- Small Groups

The students will:

work effectively in small groups
contribute to the problem- solving, consensus building and decision-making inherent in drama work
demonstrate confidence and curiosity by assuming different kinds of roles in their drama work
confidently apply their thinking about the work to its further development

clarify their own motives and develop insight into the motives of others as they plan their improvisations (CCT).

The teacher says that since the last class, she has been thinking about their views on the outcome of the situation in which the valley dwellers find themselves. She suggests that they briefly review what they know. The students come up with the following list, which is recorded on chart paper.

The valley dwellers live happily and healthily in their valley, believing that they are the only people on earth.
A stranger comes into their midst.
They learn there are other people, perhaps not very far away, who live very differently from them.
They realize these other people have powerful technology that is both attractive and threatening.
They realize that this could complicate their lives.
They wonder what, if anything, should be done about this new knowledge.

The teacher says she has assigned each of them to a group of six or seven. She would like each group to create a prepared improvisation, including action and speech, in which they work either as a group of valley dwellers or a group of dome dwellers who realize that the other exists. The improv will explore the question of contact made between the two peoples and the nature of the contact. She reads the lists of assigned groups and asks them to set to work. The students work diligently for the entire period preparing their improvisations. The teacher circulates answering questions, listening, observing, taking notes and offering suggestions as required.

As the next class begins, the students request a little more time to rehearse their improvisations. The teacher agrees that they may have up to fifteen minutes if they need it. Then they will show their work to one another.

The four improvisations reflect the ideas which were expressed in the discussion during the previous class. The first begins with Lance Surveyor's finding his way back to the dome and arranging an audience with the top mandarins. He tells them that he has discovered a valley of plenty in which people live self-sufficiently in a natural environment. He says there is much there that could benefit the mandarins and the citizens of "The Great Dome". He tells them there is so much space that the population could be a hundred times as large and still the space would not be filled. He is subsequently sent back to the valley with a party of men to persuade the valley dwellers that they should share the valley with people from the dome who wish to join them.

Another improvisation begins with a farewell for Lance as he prepares to return to the dome. As the improv unfolds the audience learns that he has agreed to attempt to function as a kind of mediator and trade ambassador between the two communities. He takes a small party of valley dwellers with him. They carry some food stuffs and hand-woven garments, which Lance has ensured them will be viewed by the mandarins as tokens of good will.

A third improvisation uses a story theatre technique in which a student in role as the old woman narrates the story while the others mime the action. This improv begins in a way very like the previous one in which Lance and a small group of valley dwellers return in a spirit of good will to the dome. It ends, however, with a bleak view of the future in which a terrible battle is waged and the valley is ultimately ruled by ruthless dome masters who exploit the valley dwellers in their own land.

The final improvisation presents a contrasting and utopian view in which harmony prevails between the two communities. It begins with a negotiation, almost a formal debate, among three valley dwellers and three dome dwellers. The arguments presented describe positive aspects of each community, propose mutually beneficial ideas for barter and trade, and suggest contributions each community could make to ensure a prosperous and rewarding future for all.

As each improvisation is shown, the teacher and students discuss the ideas presented and relate them to earlier episodes of the work. Following discussion of the last improv, the teacher says she is pleased by the number of different views of the situation that were presented. As a class they have explored the extremes and have also come up with a couple of improvisations that allow the audience to decide for themselves what the final outcome might be. She congratulates them on their work.

The teacher now suggests that together they write a point-form description of the content of each episode of the drama from the opening, to the meeting with Lance Surveyor, to the four improvisations. She writes on the chart paper as prompted by the students. The students copy the outline into their journals. For next class they are asked to make, in their journals, a personal brainstorm list which identifies connections or parallels between their drama and the Columbus story. The teacher says this is an important assignment and they must bring it completed to the next class.(Note)

Reflection out of Role -- Whole Group

The students will:

demonstrate flexible critical and creative thinking when reflecting on the work publicly
recall and express responses to the work with interest and commitment
with confidence, initiate ideas which contribute to the focus and progress of their drama work
willingly accept the ideas of others

explore and develop empathy for all persons based upon an understanding of human needs and an ability to imagine themselves in the situations of others (PSVS).

As the next class begins the teacher asks the students to have a look at the brainstorm list in their journals so that they can contribute their ideas to a whole class list on chart paper. She gives them a few minutes and asks them to hand their journals in. She then asks them to contribute to the list at a rate that allows her to write down all their ideas.

They begin:

Dome dwellers had different or, in some ways, more advanced technology than valley dwellers.
Valley dwellers were aware this was so and were both fascinated and interested in how they might put the technology to use.
Valley dwellers grew food that was plentiful but unfamiliar to the dome dwellers.
Valley dwellers celebrated their harvest.
Valley dwellers and dome dwellers dressed differently.
Valley dwellers were curious about the stranger who came to the valley.
They were inclined to treat him well because of their values.
Both sides recognized that trade could be mutually beneficial.
Valley dwellers did not own their land, it "belonged" to all of them.
Valley dwellers recognized that they were dependent upon nature.
Valley dwellers, as a group, shared the resources offered by the valley.
Valley dwellers used consensus to make decisions.
The dome was over-crowded and the dome dwellers sought to expand their territory.
When contact was made with others they didn't know existed, things changed for people on both sides.
Valley dwellers were eventually exploited by the dome dwellers.
Lance Survey took a "rosy" story back to the mandarins at the dome.
When Lance Surveyor returned to the dome, several valley dwellers went with him.

(Note) The teacher says it appears as if their list might associate valley dwellers with the Indigenous peoples of the Americas -- dome dwellers with the Spaniards and perhaps, in the last point, Lance Surveyor with Christopher Columbus. She asks them whether it is clear to them that the interpretation (or "the history") of this situation would be different depending upon the particular perspective of the individual or the group who was writing or telling it. For example, she asks, "What are some of the implications suggested by the third improvisation which provided the view that, even though contact with one another began on an optimistic note, a horrible battle resulted and the valley dwellers were conquered by the dome dwellers?" One of the students says that obviously something went wrong, that they probably couldn't communicate very well. Also, maybe the mandarins were quite greedy and wanted more of what the valley dwellers had. Maybe they realized they could get it if they used force. Another student says the dome dwellers, or at least the mandarins, would become more comfortable and prosperous as the valley dwellers became more wretched. Another says that maybe the mandarins thought they were superior and knew what was best for the valley dwellers. Another suggests that the valley dwellers may have been robbed, not only of their freedom and their land, but also of their traditions. For example, he says maybe they would be forbidden to hold their harvest celebration or tell their story.

Reflection/Tableau/Tapping-in -- Whole Group

The students will:

become increasingly competent using a range of strategies within their dramas
sustain belief in the drama with confidence and concern

express thoughts and feelings verbally (C).

The teacher asks the group who did the third improvisation if they would please create a tableau which would clearly express their idea that the valley dwellers were conquered and ultimately exploited by dome dwellers. In response to a question, she suggests that the student who worked in role as the narrator participate in the tableau as a valley dweller. When the tableau is set, the teacher asks all the other students in the class to add to it one at a time. She says that whether they enter the tableau as a valley or a dome dweller will be determined by which role they portrayed in the improvisations they did last class. A hush falls across the room as the students complete this task. When the last student is in place, the teacher taps into the thinking of a number of them.

Writing in Role -- Individual

The students will:

become increasingly competent using a range of strategies within their dramas

demonstrate purposeful use of language when writing in role.

The teacher now asks the students to write three or four paragraphs in role as the person they depicted in the tableau. The writing is to be completed by the next class. She reminds them to write in the first person. She tells them that the writing should begin with a statement of who they are, continue with their personal account of Lance Surveyor's encounter with the valley dwellers, and end with their thinking about the situation portrayed by the tableau. (Note) She says they will be using this writing as they continue the drama in the next class and they may have the rest of this class to begin.(Note)

Teacher in Role/Students in Role/Meeting -- Whole Group

The students will:

initiate ideas which contribute to the focus and progress of their drama work
recognize that within their dramas the elements of theatre form can be manipulated to help achieve their intention

synthesize ideas gleaned from current discussion with prior knowledge and understanding (C).

The next class begins as the teacher in role as a museum curator welcomes the students as a group of archaeologists who are attempting to piece together the histories of valley dwellers and dome dwellers.(Note) She says she understands they have just discovered a cache of documents which they believe will prove to comprise a very important part of their research. She says she knows they are anxious to settle down to careful study of these documents but before they do so, she wants to discuss their recent excavations at both the valley site and the dome site. She knows the excavations have yielded some interesting evidence about the lives and times of each of these groups. She says she believes it is important for them to discuss their findings with the whole group and she asks who would like to begin. As the meeting unfolds, several students in role offer descriptions of various tools and small mechanical implements, as well as descriptions of dishes and shards which have been found. One claims to have discovered a trunkful of clothing which she and her colleagues believe may have been worn by the dome dwellers about the time of contact. Another has unearthed a small packet of rather faded photographs which he believes merits closer study. He says, if he is not mistaken, both valley dwellers and dome dwellers appear in these photographs. Another says he and two others found an open cave in the northeast corner of valley. They are anxious to return there to further photograph and study the petroglyphs that cover the walls in the cave. The teacher in role thanks the archaeologists for their hard work and says she is pleased to realize that within the next three to five years the museum may well be in a position to mount a show that will enable them to share their findings with the public. There is still, however, a great deal of work to be done and the most pressing task seems to be a careful look at the newly discovered documents. She says early reports about the documents suggest they may be personal journal entries of people who inhabited the valley sometime after contact had been made with the dome dwellers.

She says that they might begin their analysis of the documents by having each one of them study one piece of writing.(Note) She reminds them that the object of their work is to piece together something of the histories of both the valley dwellers and the dome dwellers. She asks those looking at the writing of valley dwellers to sit at tables on the left side of the room and those looking at the writing of dome dwellers on the right. She asks them to work in smaller groups of three chosen from those in their larger groups.(Note) She suggests they begin by having each member of the group of three read his or her document aloud to the others, then to appoint a recorder and to work together to come up with whatever they can about the history of the people from evidence contained in the writing.

As the students work, the teacher circulates answering questions and providing suggestions that enable the students to complete this task. When this task is completed by all, each group is asked to join with another group of like interest, to again appoint a recorder and to share and expand upon the history by bringing together the deductions of both groups. This being done, these larger groups of six join with another and again share and expand on their work. The appointed recorders for each of these large groups is asked to record the ideas clearly on chart paper. When the process is completed, one of the large groups of archaeologists has compiled an outline of the history of the valley dwellers; the other, of the dome dwellers. The teacher asks the students of submit all their work including their individual writing, the brief histories which came out of smaller group work, and the charts.(Note)

Reflection in Role -- Whole Group

The students will:

with confidence, participate in negotiation in groups of various sizes
demonstrate flexible critical and creative thinking when reflecting on the work
recognize stereotyping and bias, analyse why they occur and understand how discriminatory practices affect various groups and individuals (CCT)

learn through synthesizing new knowledge and personal experience (IL).

The students enter the room for the next class to discover the charts posted at the front of the room. The teacher in role enters a few seconds after them and addresses them again as archaeologists. She says she can see they are interested in one another's findings and she suggests that they all take a few minutes to study the work on the charts before they get down to further business. When they are all seated she asked what comments and questions they have about what they have read. Their comments indicate that they believe their study of the documents has been worthwhile as it has brought fresh information to light. However, when both histories are displayed together as they are here, it is clear that glaring discrepancies exist. In fact, they say, in some instances, it is difficult to believe that the accounts are about the same period and the same incidents.

Negotiation/Reflection Out of Role -- Whole Group

The students will:

with confidence, participate in negotiation in a large group
confidently apply their thinking about the work to its further development

understand how dramatic art can transmit or question cultural values, ideas and beliefs.

The teacher now indicates they are out of role and she asks the students to consider the work they have done in the last couple of drama classes. The discussion focuses on questions about the writing of history and how what is written depends upon the particular perspective of the writer. One of the students says she didn't realize how important it was to know something about writers of history and where they get their "facts". Another student remarks that not all recorded history is written history. He says he believes stories handed down by word of mouth from generation to generation can also provide accurate accounts of the past. Another says paintings and drawings are also means of recording lives and times of the past.

As the discussion winds down, the teacher says it is time to consider all of the work they have done since they began their drama about valley dwellers and dome dwellers. She asks them to make some decisions about whether they want to take the drama further. She asks them to refer to their journals while she posts three other charts.(Note) One of these charts lists the episodes of the drama to the end of the four improvisations, another identifies the parallels between the drama and the Columbus story, and the third is blank. The blank chart is posted under the chart which lists the episodes. The students and teacher complete it by listing the episodes which followed the improvisations to the end of the drama. The teacher asks whether anyone found anything listed in their journal that has not been included on the charts. The students shake their heads and the teacher comments that, although these charts represent a very rough storyboard,(Note) they do provide a reminder of the work done in the last ten or so classes. She asks whether the students have any ideas about what direction their work might now take.

One student says they did do the "cars" collective just before the break and he asks whether they have to develop a collective out of this drama. If not, he wonders, what they will have to do? The teacher says whether or not they do a collective based on this current work is a decision that must be made by the whole class. As for what they'll do if they decide not to develop a collective creation, they'll cross that bridge when they come to it.

One student says she really likes the museum display idea that the teacher mentioned in the drama. She says they could work on a few tableaux and create some of the kind of displays that are found in Wax Museums. Several students comment that they did something like that in a drama in grade six and it was both fun and easy to do. One of the students recalls that in that same grade six drama class, they used a storyteller sort of character who told stories about tableaux that somehow made the tableaux "come alive". The teacher interjects that they may have done a bit of story theatre. Another student says they could actually set up a museum-like display of artifacts and art works. He says he has a collection of found objects like rocks, shells, interesting pieces of drift wood, horses' teeth and tree fungi, some of which might be the sort of thing that the valley dwellers valued.(Note) Another student says they may be able to persuade the visual art teacher to let them work on a few things like murals representing the petroglyphs or clothing designs representing the garments that were said to have been found in the old trunk and they could use those as part of the museum display as well. Another asks whether the guest who worked in role as Lance Surveyor would be able to be in their collective

. The teacher says she is impressed by how quickly they have come up with ideas. She says she believes they could quite handily focus and shape these ideas toward a short collective creation. First, she says, they should consider whether they will all agree to do that. She says she'd like them all to give it some thought before next class. Between now and then, she will read their writing carefully to become more familiar with their thinking about the history as told by the people who were there. She says she thinks that if they decide to go ahead with this, the two views of history they've created will provide compelling contrasts for their work. She says they should also think about who they might like to do this work for, if they decide to do it at all. She says that, as the bell went a couple of minutes ago, they'd all better hurry to their next class.

Reflection Out of Role -- Whole Group

The students will:

become competent in making choices from among the processes, strategies and elements to direct the course and quality of their drama work
understand that co-operative effort is an essential ingredient in realizing satisfaction in drama work
understand how environmental, historical and social factors influence dramatic artists and their work
transform their reflections into strategies for action (IL)

establish arguments based on human rights, human needs or the needs of the environment when examining social issues through themes and concepts in drama (PSVS).

As soon as the class is seated, the teacher asks them if they've come to a decision about whether or not to develop a collective creation from their drama.(Note) There seems to be an equal number of "ayes" and "nays". When put to a vote, the "nays" take it by two. The teacher says that, although she would have been pleased to work on another short collective, she was prepared for this decision as well. She says they will not simply drop the work here but will spend the next three periods, as well as homework time, working on projects to bring closure to this drama. She now posts a chart which outlines the choice of projects to be completed by two weeks from tomorrow.

The "Valley Dwellers and Dome Dwellers" Drama -- Proposed Projects(Note)

Part A: Students will choose to complete one of the following projects:

In role as a direct descendent of the valley dwellers, write the story of your people from the arrival of Lance Surveyor into the valley to the present. (500-1000 words)
In role as a contemporary historian, write a brief history describing how the lives of both valley dwellers and dome dwellers changed after contact. (500-1000 words)
Research and write an essay about the role of the arts in the cultures of the Aboriginal peoples of the Americas. (500-1000 words)
Research and write an essay reflecting the impact of European contact on the Aboriginal peoples of Saskatchewan. (500-1000 words)
Write an essay which responds to the question: "Did Columbus exploit purposefully?"
Write a lengthy newspaper article about the significance of the work of the team of archaeologists at the valley site. (500- 1000 words)
With a number of your classmates, create six tableaux which represent photographs taken at the site. Write detailed captions for the photographs.
In groups of four or five create a story theatre piece that tells the story of what happened to the valley people following the arrival of Lance Surveyor. (Submit your script for approval as soon as possible.)
Create a portfolio of clothing designs representing the attire of both valley and dome dwellers at the time of contact. (A minimum of 5 designs is required.)
Polish your written monologue and prepare it for performance at "Variety Night".
Interview a dramatic artist from our community to discover why he or she is involved with theatre. (Submit your questions for approval as soon as possible.)
Carefully reflect upon the drama that we have just completed. Write a brief description of the drama structure, episode by episode. Identify the elements of theatre form within the work and analyse how each functioned within the drama.
Propose a project for yourself based on any of the work done on this drama. (Submit your proposal as soon as possible.)

Part B: All students will make at least two contributions, one made and one found, to a museum display of artifacts and other items which represent the cultures of the valley dwellers and/or the dome dwellers about the time of contact. Each contribution will be submitted with a brief statement describing its significance to the particular culture it represents. (These may be items of any kind including natural objects, artifacts, students own art works and writing, etc. These will be displayed in the showcase in the front foyer of the school. The visual art teacher has agreed to assist students who request help.)

The students read the chart and ask a few questions to clarify the assignment, and then the teacher suggests they set to work immediately to choose which of the projects they'll do. She says that she would like everyone to submit their choice to her in writing by the beginning of the next class. Of course, she says, she will be more than willing to give them whatever help and support they think they need over the next two weeks.(Note)

The work that results from this assignment is something of a collage of the choices that were offered. A small number of students do writing projects, several do the journalism project, three monologues are prepared, two groups do the story theatre project (one of these chooses to do theirs from the perspective of the dome dwellers), one does the portfolio of clothing designs, and two students interview local dramatic artists. One student proposes that she work as a kind of archivist who will gather, tag and record contributions to the museum display. To complete her project, the teacher suggests she writes a review of the show.

When all the work is complete, the class agrees that the assignments were a good way to end the drama. One of the students remarks that, although they didn't actually rehearse and perform a collective creation, much of the work they did could have easily have ended in one. Another student says that he can't believe how many good things he's hearing about their display. Others in the class nod in agreement and say that the display has drawn lots of attention to their drama class. One student says that a substitute teacher asked them what such a display had to do with drama. The class says they think they were able to tell him.(Note)

Journal Writing -- Individual

The students will:

record their reflections on their drama experiences in their drama journal
expand their use of the language and vocabulary of drama when reflecting upon their work
demonstrate flexible critical and creative thinking when reflecting privately on their work
understand the various functions of drama; for example, as entertainment, social commentary, celebration, education, propaganda, etc.
reflect on their own dramas in relation to their lives, cultures and society
provide reasons (arguments related to principles and to evidence) for their responses and choices (CCT)

reflect upon how drama can document and interpret human experience and events (CCT).

The teacher thanks the students for all their work and says that, after one last journal entry, it is time to move on. She says it does seem like a long time since they had their initial discussion about the recorded events of 1492 and she hopes their understanding of that history has increased as a result of their work since then. She hands out the following list of questions and asks that they submit their journals next class with the questions answered.

1. What did I contribute to this drama?

2. What roles did I assume? Which did I enjoy most? Why?

3. What is the most interesting thing about what I did?

4. What problems did I have to solve while I was working? How did I solve them?

5. What did I do that was new for me?

6. What have I learned from this experience?

7. Which parts of the process did I find most beneficial? Why?

8. Which parts of the process did I find most challenging? Why?

9. What advice would I give the teacher if she were considering doing this drama with another class?

10. What would I like our next drama to be about? (Note)