Scheme of Work: Melodrama Year: 8 Lesson: 1

Aims: Learning Objectives:

 To introduce pupils to the genre of Melodrama Drama:
 To introduce pupils to the idea of exaggerated Know and understand:
acting  The basic conventions and context of Melodrama
Be able to:
 Act in an exaggerated style, akin to Melodrama

Resources: ‘Genre’, ‘Melodramatic’, ‘Victorian’ ‘Exaggerated Acting’ - cards for word wall

Key Words: Genre / Melodramatic / Victorian / Exaggerated Acting

Order Task: Description of task:

and
timing of
task:
 To aims and objectives
 Ask pupils if they remember what the word genre means
 Tell pupils we are going to look at Melodrama. Does anyone know what
it is?
1. 5 mins Introduction  Refer to term Melodramatic
 Tell pupils it is a Victorian style of theatre, where there is often a very
over the top storyline, and everything is acted in a very over the top way,
with lots of emotion – people aren’t just upset but desperately upset.
There is always a baddie, but good always wins in the end.
 Give example of old silent movies with wicked villains and
heroes/heroines.
 Write conventions on board
 Exaggerated miming – link to year 7 work
 Pupils find a space, and mime the following in very exaggerated way
2. 10 mins Warm-up using a scale of 1-10
 Cleaning teeth
 Eating spaghetti
 Getting dressed – routine
 Students find a space and label themselves A and B
 A enters the performance space and tells B how good they look.
 B replies with a positive comment e.g. ‘Thank you, that’s really nice..’
and then the line ‘but is there any more?’
Is there  A says yes and leaves the performance space
3. 5 mins more?  A then re-enters and says the same sentence but exaggerating the emotion
 This continues until A can go no further and says ‘No’ to the question ‘Is
there any more?’
 Students swap over
 Evaluate what had to change in terms of physicality and vocality as the
emotion increased.
 Six students sit on chairs facing an audience
 The first student has to look up and react as if they have seen something
4. 10 mins levels of fantastic behind the audience.
emotions  The first student does this at a level 1 and then passes the focus on to the
next student who increases the emotion
  This continues until the last student
 If the emotion can go bigger then it is passed back down the line again
 Exercise is repeated but with different emotions e.g. disgusted,
fascinated, happy, upset etc.
 Evaluate what had to change in terms of physicality and vocality as the
emotion increased.
 In pairs, pupils must improvise the following scenes, first at a level 2 then
a level 10:
 In a restaurant, B, a waiter accidentally spills customer A’s drink
5. 20 mins over the top  A and B are going for a walk when B accidentally steps on an ant
reactions  A is running a charity raffle. B has won a tin of baked beans and is very
pleased – this last improvisation could be explored without the use of
voice
 If time ask students to think of their own scenario
6. 5 mins Evaluate  Discuss what has been achieved in the lesson
 Re-cap style of acting
 Scheme of Work: Melodrama Year: 8 Lesson: 2

Aims: Learning Objectives:

 To introduce pupils to the characters of Drama:
Melodrama Know and understand:
 The different characters in Melodrama
 The term “Stock Characters”
Be able to:
 Act as a variety of these characters

Resources: ‘Stock Characters’, ‘Villain’, ‘Hero’, ‘Heroine’, ‘Aged Parent’ ‘Gesture’ – cards for
word wall

Key Words: Genre / Melodramatic / Victorian Style / Exaggerated Acting / Stock Characters / Villain
/ Hero / Heroine / Aged Parent / Gesture

Order Task: Description of task:

and
timing of
task:
 To aims and objectives
 Re-cap on skills and techniques from previous lesson
1. 5 mins Introduction  Ask pupils to recap conventions of Melodrama: over the top
storylines and acting, always a hero/villain, good always wins etc.
 Today we are going to look at the characters in Melodrama.
 Students stand in circle.
 Demonstrate character gestures and lines:
 Hero – Slap thigh, “I’ll save you!”
 Heroine – hand to head in a faint “Save me!”
 Villain = hands rubbing together “Now you’re mine!”
 Split group in half and sit down
 Explain rules:
Warm-up  Each group decides on a character that they will all be.
2. 10 mins Hero,  On the teachers command they stand in a long line facing each other,
Villain, take two steps forward so they are quite near each other
Heroine
 After a count of 3,2,1, the groups present their character
 One group will chase after the other depending on which character
has been chosen:
 Hero beats Villain
 Villain beats Heroine
 Heroine beats Hero
 If same character no-one chases
 The process is then repeated. The game ends when there are not many
players left on one side.
 Because the characters are always the same they are called “Stock
Characters”.
 There is always a Hero, a Heroine, a Villain, and to add some
3. 10 mins Character comedy, an old parent, and a comedy servant who always gets things
Exploration wrong.
 Pupils to find a space on their own. Teacher describes Heroine
character.
 Pupils stand as they think Heroine would stand.
  Pupils move round the space as Heroine.
 Spotlight effective ones, evaluate.
 Repeat for elderly parent
 For Hero and Villain, students are to work in pairs moulding each
other as to how they think the hero and then villain would stand.
 This is done with the characters standing in a circle facing outwards.
 The sculptors then move clockwise round the other characters so they
have a chance to view all of the sculptures.
 Evaluate similarities and differences.
 Explain that the actors of in the 1800’s were trained in the classical
style, which meant that they were given a set of movements to
express certain emotions. The audiences could easily understand
these movements; even if they did not understand the verbal
language, they could interpret the body language.
 Split group into half, write the following emotions or actions (in
bold) on the board.
 Half of the group are to face the audience and follow verbal
directions of how to stand.
 Audience have to guess which emotion/gesture the actors are
portraying.
 Swap actors and audience half way through.
 Grief – Head down, shoulders rounded, hands cupping the face.
Raising the shoulders up and down, with a sobbing noise, is optional.
 Fear – Face turned to the right side, with the right hand to the
mouth, fingers curled under touching the top of the palm.
 Horror – Eyes wide, mouth open, both hands to the cheeks with the
fingers extended.
Stock  Love Expressed (Male) – Chest held high, right hand crosses the
4. 10 mins emotion/ chest and rests on the upper left over the heart, then opens out to the
gestures right and the loved one.
 Love Expressed (Female) – Chest held high, head cocked a bit to
the side, opposite leg goes out with foot pointed, hands under the
chin, fingers entwined and bent at the first and second knuckles
(almost praying), hands go toward the loved one, smile on face.
 Evil Planning – One eyebrow up, the other down, a grimace on the
face and hands rubbing together, if it is a really good plan, the
fingers twiddle.
 Evil Sneaking – Shoulders hunched over, arm raised to cover the
nose on down, eyes free to shift around the room, legs bent on the
cross of the stage.
 Pride – Chest up, hands with knuckles to both hips, legs slightly
apart, a balanced look.
 Anger – Both hands shoulder high, eyebrows pushed toward each
other, face tense with a grimace, hands in tight fists.
 Overwhelmed – Chin up bringing the face to look up, one arm
dropped limp to the side, the other hand open with palm towards the
audience on the top of the forehead.
 Students into groups of 4 students. Label A, B, C and D
 A = Heroine; B = Parent; C = Hero; D = Villain.
5. 10 mins Stock status,  Introduce students to term proxemics explaining that the characters
emotion and had a strict hierarchy. Demonstrate proxemics.
lines  Groups to create their own frozen image using proxemics to show
the hierarchy of their characters.
  Students now think back to the emotions/gestures explored earlier
and choose one that fits their character.
 Tell pupils that each character would have certain lines that only that
type of character might say e.g. you wouldn’t get a Villain saying
“here I come to save the day!”
 Students now think of a line that suits their character and the
emotion/action they have chosen
 Show all and evaluate – how can we tell what sort of character they
are? Is it exaggerated? What skills are they using?
 Discuss what has been achieved in the lesson
6. 5 mins Evaluate  Recap what we have learnt about characters, and conventions of
melodrama
 Scheme of Work: Melodrama Year: 8 Lesson: 3

Aims: Learning Objectives:

 To introduce pupils to the structure and Drama:
common plot of Melodrama Know and understand:
 To introduce pupils to the type of language  The basic structure of a Melodrama
used in Melodrama  A common plot of Melodrama
Be able to:
 Work from a script to produce a melodramatic
piece

Resources: Scripts – ‘Trouble At The Old Toll House’, ‘Scene Structure’, ‘Hero/Heroine’, ‘Villain’,
‘Terrible Event’, ‘Villain winning’, ‘Happy Ending’, ‘Blocking’, ‘Formal Language’ – cards for
word wall

Key Words: Genre / Melodramatic / Victorian Style / Exaggerated Acting / Stock Characters / Villain
/ Hero / Heroine / Aged Parent structure / Gesture / Scene Structure - Hero/Heroine - Villain - Terrible
Event – Villain winning- Happy Ending / Blocking / Formal Language

Order Task: Description of task:

and
timing of
task:
 To aims and objectives
 Recap last lesson – stock characters;
1. 5 mins Introduction  Recap conventions of Melodrama – exaggerated acting etc;
 Explain that to get an idea of the type of storyline we will be working
on and performing a Melodramatic script ‘Trouble at the Old Toll
House’
 Character re-cap. Pupils in a circle;
 Pupils all choose a stock character and think of a line that character
might say;
2. 5 mins Warm-up  First pupil walks into circle as character, pauses in centre so we can
see what character s/he is, then walks up to another pupil and says
line as character. Then it is that pupil’s turn;
 Pupils sit down if they have had their turn
 Write plot structure on the board and explain that as well as stock
characters, stock lines, emotions etc. the plot structure always
remains the same as well e.g.
 A scene with the Hero and Heroine declaring their love
3. 5 mins Scene  A scene that introduces the Villain
Structure  A scene where something terrible happens (usually the Heroine
getting kidnapped)
 A scene where the Villain is winning and everything looks lost
 The happy ending.
 The play will have some variables e.g. the location, the terrible event
etc. the basic structure remains the same.
Introduction  Students are given a melodramatic script ‘Trouble at The Toll
4. 10 mins to House’
Melodrama  Ask for volunteers to read
script.  At end of reading ask students: to identify the stock characters; how
the villain is introduced; what the terrible event is; how the villain
nearly wins; what the happy ending is.
  Discuss language used e.g. formal and poetic.
5. 10 mins Group read  Students into groups of 4
through  Cast parts (Father and Mr Neemo same actor)
 Groups read script through again with parts
 Remind students of the process of blocking e.g. the physical
6. 10 mins Block Scene movements of the actors on stage
1  Actors block scene 1. (Hero and Heroine)
 Students who are not in the scene help to direct
 View one and evaluate
 Actors block scene 2. (The Villain)
 Students who are not in the scene help to direct
7. 10 mins Block scene  View one and evaluate
2  Discuss the convention of the aside that the Villain uses.
 Discuss how to achieve effective scene change e.g. split stage,
efficient stage management etc.
8. 5 mins Evaluate &  Discuss what has been achieved in the lesson.
Homework  Homework – learn lines for scenes 1 and 2
 Scheme of Work: Melodrama Year: 8 Lesson: 4

Aims: Learning Objectives:

 For students to continue working on
Melodrama script, exploring narrative,
language, character and acting style
Drama:
Know and understand:
 How to use rehearsal time effectively
Be able to:
 Adhere to conventions of Melodrama
 Communicate character effectively
 Use an exaggerated style of acting

Resources: Scripts, ‘Rehearsal’ – card for word wall

Key Words: Genre / Melodramatic / Victorian Style / Exaggerated Acting / Stock Characters / Villain
/ Hero / Heroine / Aged Parent structure / Gesture / Scene Structure - Hero/Heroine - Villain - Terrible
Event – Villain winning- Happy Ending / Blocking / Formal Language / Rehearsal

Order Task: Description of task:

and
timing of
task:
 To aims and objectives
1. 5 mins Introduction  recap last lesson – stock plot structure
 recap conventions of Melodrama – exaggerated acting etc;
 Students find a partner and a space
 Facing each other, pairs hold each others wrist to create a hole
2. 5 mins Warm-up  Two students are choose to be the fox and chicken
Fox and  The fox must chase the chicken
Chicken  The chicken can escape by running into a hole
 The person who has the chicken’s back to them, then becomes the
new chicken
 If the fox ‘tags’ the chicken they swap roles.
 Actors block scene 3. (A terrible event)
 Students who are not in the scene help to direct
3. 10 mins Block Scene  View one and evaluate
3  This is a good to scene to highlight how Melodrama would have been
taking seriously in its day. To us it seems like a comedy because of
the over-exaggerated style of acting, but many of the themes were
serious.
 Actors block scene 4. (The Villain is winning)
 Students who are not in the scene help to direct
4. 10 mins Block scene  View one and evaluate
4  Focus on the struggle between the Hero and the Villain – look at
ways that this can be achieved without becoming dangerous and so it
does not look messy
 Actors block scene 5. (A happy ending)
5. 10 mins Block Scene  View one and evaluate
5  Focus on the instant mood change; the implausible ending and the
end tableau
6. 15 mins 1st Rehearsal  Groups run through all scenes together
 Focus on entrances and exits, stage management, pace and flow
 Discuss what has been achieved in the lesson
7. 5 mins Evaluate &  recap what we have learnt about structure of melodrama;
Homework  Homework – learn lines for scene 3, 4 and 5
 Scheme of Work: Melodrama Year: 8 Lesson: 5

Aims: Objectives – by the end of the lesson students

 For students to explore melodramatic character,
genre, style and narrative through performance.
will:
Be able to:
 Use rehearsal time effectively
 Perform a piece of scripted Melodrama
 Identify performances and individuals that
demonstrate successful moments and
melodrama conventions

Resources: word wall, video and tapes, ‘Polishing’, ‘Performance’, ‘Evaluation’

Key words: Genre / Melodramatic / Victorian Style / Exaggerated Acting / Stock Characters / Villain / Hero /
Heroine / Aged Parent structure / Gesture / Scene Structure - Hero/Heroine - Villain - Terrible Event – Villain
winning- Happy Ending / Blocking / Formal Language / Rehearsal / Polishing / Performance / Evaluation
/Assessment

Order Task Description of Task

and
timing of
task:
Introduction  To aims of this lesson
1. 5 mins
 Re-cap on what was achieved in previous lesson;
2. 5 mins Warm-up  1-10
Rehearsal /  Groups to run through and polish performances.
3. 15 mins
polish  Teacher facilitates
 Refer to Melodrama word wall, re-cap on skills that should be displayed
throughout the performance
4. 10 mins Evaluation
 All students will be expected to evaluate the performances; as they are
watching they should be looking for successful moments.
 Present the pieces and video.
Performances
& Peer  Students evaluate, this can either be done with hands up or by picking
5. 25 mins
Evaluation students at random.
 At this stage ask for successful moments only
 Scheme of Work: Melodrama Year: 8 Lesson: 6

Aims: Objectives – by the end of the lesson students

 For students to evaluate their own work will
Know and Understand:
 The purpose of self-evaluation
Be able to:
 Watch their group performance and assess their
group and individual skills
 Develop targets for the next section of the
scheme

Resources: word wall, projector, video camera and tape, target sheet ‘Target Setting’ – card for word wall

Key words: Genre / Melodramatic / Victorian Style / Exaggerated Acting / Stock Characters / Villain / Hero /
Heroine / Aged Parent structure / Gesture / Scene Structure - Hero/Heroine - Villain - Terrible Event – Villain
winning- Happy Ending / Blocking / Formal Language / Rehearsal / Polishing / Performance / Evaluation
/Assessment / Target Setting

Order Task Description of Task

and
timing of
task:
Introduction  To aims and objectives
1. 5 mins
 Remind students of the conventions of Melodrama that should have been
2. 10 mins Evaluation demonstrated to a good level in their performances
 Refer students to evaluation prompt sheet in handbooks
Watch Taped  Show videoed performances to class
3. 15 mins
Performances
Self-  Groups have time to discuss their own performances with the help of the
4. 10 mins
Evaluation prompt sheet
 Explain to students that after the break, they will be devising and performing
their own piece of Melodrama
 They now have time to discuss targets for this section of the scheme.
Targets for
5. 5 mins  They should be thinking about any improvements they can make as a group to
own script
ensure that rehearsal time is used effectively and the performance is of a high
standard.
 Fill targets in handbook
 Finish lesson with fun activity e.g. ‘Bang’, ‘Gates of Heaven’ ‘Anybody
6. 15 mins Game
Who’ etc.