World Theatre

Overview of SOW

This scheme uses world theatre to teach performance skills. Students then use
these skills to perform a verse from Hamilton

( Click the link below to take you to each lesson, PPTs for each lesson are linked in
the Titles)
Lesson 1 African Storytelling
Lesson 2 Greek Theatre
Lesson 3: Chinese Theatre
Lesson 4: Brazil
Lesson 5: Rehearsal
Lesson 6: Performance
Lesson 7 - Christmas Special

Lesson Skills Homework/

Assessment

1.Storytelling - African Voice

2. Chorus - Greece Movement H/W Research into

another World Theatre

3. Chinese Theatre Gestus, set

4. Image Theatre - Brazil Space

5. Rehearse All of the above H/W Rehearse and

learn lines

6. Perform and evaluate Assessed on

performance and
evaluation of
performance

7. Christmas Special Create a Pantomime

that uses the skills
learned from World
Theatre.

Groups of 6 or 7 students.
 Lesson 1
African Storytelling

Resources: Anansi script. Cut into 4 sections. Each group gets a page

1. Lesson Objective: To use the skills of West African Storyteller to perform an

African folk story

Starter
1) If not done give back books and make sure written targets. Stick in new
learning journeys. ( 5 mins)
2) Show information on powerpoint ( 5 mins)
3) Watch 2 mins of video of African Griotte looking at how they use gestures and
voice ( 5 mins) https://www.youtube.com/watch?
time_continue=1&v=TBAvYaEcuM0&feature=emb_logo
4) Call and response Kumala - African Song. Start quietly and build in
https://www.youtube.com/watch?v=d1o7bTHmQgE
There is a gap for them to repeat it. I would then lead it again changing my
pitch, pace and power for each call and response. (See AGD if you want help
with this, or alternatively do your own vocal warm up)
( 5 mins)
5) Go through overview of Anansi on PowerPoint and Give out extracts and get
them to read their extract and allocate lines (Teacher to help suggest that
other character’s voices (like the leopard) said by another person. ( 10 mins)
The script is in 4 parts so each group gets a part of the story to read .
6) Practice delivering that section using vocal techniques and gestures. Ask
students to help direct each other with ideas. ( 10 mins)
If time you could add instruments to aid the story telling, adding a beat for
rhythm, or sound effects.
7) Hear the story in full and evaluate use of voice, gestures. ( 10 mins)
8) Plenary: Why are stories important ? How griots have influenced modern
society - they are the basis for rap and hip hop music. There is a video of a
good storytelling rap on PPT from Hamlton, if you have time.
https://youtu.be/0D3zz6byFT4
9) Griots are the origin of rap and hip hop, after the storytelling was
migrated to Jamaica it adapted from there.
10)Written plenary task( 10 mins)

remote learning on powerpoint

 Lesson 2 Greek Theatre
LO: Introducing the context of Greek Theatre & new terminology
LO: to explore and experiment with choral techniques to convey meaning

Starter: What do students already know about Greek theatre? Show them a picture
of Amphitheatre. How might that affect the acting. ( 5 mins)

Main: Explain the story of Oedipus, on PPT ( 5 mins)

Exercise 1: As a class, recap on vocal skills: Pitch, pace, pause, tone and
emphasis.
Do a call and repeat on some of the lines from the chorus extract to show variation of
pitch, pace etc. .( 5 mins)

Look ye, countrymen and Thebans, this is Oedipus the great,

He who knew the Sphinx's riddle and was mightiest in our state.
Who of all our townsmen gazed not on his fame with envious eyes?
Now, in what a sea of troubles sunk and overwhelmed he lies!
Therefore wait to see life's ending ere thou count one mortal blest;
Wait till free from pain and sorrow he has gained his final rest.

Exercise 2: Then explain new techniques - echo, unison & canon ( 5 mins)

In groups ask them to vocally deliver this chorus using unison, echo/ canon

Exercise 3: With student back In a circle model unison movement, by following the
teacher, emphasis on it being slow and big to make it easier to be synchronised.
( Could watch the video on the PPT for other movement
ideashttps://youtu.be/CIwfCxkZ5Wk) ( 5 mins)

They could use this unison movement, or they may want to add some canon
movement too.

Add movement to their choral scene. ( 10 mins)

If time/ for high achievers: Pair up with another group to clarify intentions & probe
into reasons behind choices - leading to development.

Plenary: Choose some groups to perform - ask them to explain the intentions of
their choices - select audience members to evaluate whether those intentions were
successful & why. Select students to give clarifying and probing feedback. ( 10 mins)

Plenary write up & homework explanation ( 10 mins)

If time there is a video of chorus in Hamilton they can look at on PPT

https://youtu.be/9PSkmrqtbJs

Homework: Research another World Theatre and create a poster with facts and
images. Try and give students a specific one to look at, so get a range.
https://www.youtube.com/watch?v=U96m8inKt24 - Italy - commedia dell’arte
https://www.youtube.com/watch?v=9sSLz5t7a5M - Polish - Grotowski- poor
theatre
https://www.youtube.com/watch?
v=xiiaed3puhY&list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee&index=34 -
Norway realism
https://www.youtube.com/watch?
v=uMzuxuA1POU&list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee&index=35 -
Russian Naturalism
https://www.youtube.com/watch?
v=oc3dWwbctw4&list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee&index=24 -
Japan, Kabuki, Bunraku
https://www.youtube.com/watch?v=5lp-HBv-
3bA&list=PL8dPuuaLjXtONXALkeh5uisZqrAcPKCee&index=25 - Indian
Kathakali

Lesson 3: Chinese Theatre

4 groups

Lesson Objective: create the moves and gestures of characters from Chinese
Theatre and to learn the story of The Chalk Circle
Task is for you to show that you can create the correct moves and gestures for stock
characters.

Introduction – Second Slide (5 minutes)

What is Chinese Opera?watch video https://youtu.be/9ulXSsM3eYw

How can we recognise Chinese Opera? – Third Slide (3 minutes)

Ask students what are the features of Chinese Opera. Then show the below
examples on the slide:

● Minimal set
● Elaborate Costume
● Makeup
● Martial Arts
● Stock characters
● Symbolic Colour
● Stylised Action

Next Slide - Introduce stock characters (archetypal characters) (brief intro to discuss
not act)

First Activity – Fourth Slide (10 minutes)

Ask pupils to move around the room, walking at first using all the space available.
Then ask them to take on different characters such as teacher, head teacher, prime
minister, pensioner etc. THEN, ask the students to add a significant gesture.

Discuss with the students the characteristics of these characters? What is the
purpose of gesture, body language and movement?

Gesture – Ninth Slide - Tenth Slide (10 mins - including video)

Gestures and movements were dictated by the role of the character as well as the
mood and situation.

Show Video on Gesture.

Hand gestures also made use of “rippling water sleeves” – the silk sleeves to your
undershirt that extended several inches beyond your fingertips:

▪ To repulse someone, you literally threw your sleeve towards them with an
angry glare before turning your head away.
▪ Bending forward slightly and holding your water sleeves at face height,
quivering them, is a sign of fear.
 ▪ Weeping can be indicated by bending your head slightly and holding the
tip of a sleeve in the other hand and bringing it near your eye, as though
you are dabbing tears with a handkerchief.

Chalk Circle Twelfth Slide (5 mins)

Plot overview of Chalk Circle
Allocate each group a still image from the PPT of the plot.
See them and discuss how gestures and archetypal characters are shown.
Bring the still images to life, making sure they are focusing on clear gestures
and archetypal characters. Use music ( linked on PPT)

See them

Learning journey on PPT.

Hamilton - Eleventh Slide (Five minutes)

Comment on how gesture is used in the video. https://www.youtube.com/watch?
v=POHVE9uCNAY

Pleanry - Final Slide (5 mins).

Lesson 4: Brazil

To use image
LO:

theatre to explore
Brazilian theatre of
 the Oppressed.
Starter:
Show information on Boal, and Image theatre video.

Main:

Task 1

Build an image. Put out a couple or rostra to encourage use of levels. Ask one
student to come in and create an image of the field at lunch time. One at a time get
other students to add to the image, considering levels and proxemics, they should
think about what they can add to the scene.

Dynamise it by adding sound effects or thought tracks.

Task 2 - Model

Recap on stage space - discussion or ideally use one group to model an example of
how space could be used to show someone it oppressed. Who would be centre
stage, who on a lower/ higher level etc.

Show Scenario on PPT: A year 7 pupil has made friends with a group of year 9 students.
One day they convince them to intimidate another vulnerable, young student into giving
over their mobile phone. The year 7 pupil does it as they are desperate to be accepted and
also slightly scared of the year 9s. This leaves the victim feeling completely devastated.

Model, 1 person is the oppressed year 7, they with the the help of th teacher arrange
the year 9s around them to show how they feel oppressed.

Add some sound to this, a word

Evaluate for use of space. How the oppressed felt.

Then ask the audience to take turns to remould this into a more positive experience
for the year 7 changing people’s positions and facial expressions.

Explain in real Image theatre, this would be done with someone who had
experienced oppression and it would help them to try and find a solution to their
problems.

Task 3 Give out information about Hamilton and ask them to use image theatre
to build an image with sound effects to show how Hamilton is oppressed.

Show new scenario:

Group 1: Image
Alexander Hamilton’s home town is ruined by a hurricane.
Group 2: Image
Hamilton’s dad leaves and mum dies.
Group 3: Image
Arrives a lonely immigrant in New York
Group 4: Image
Hamilton is not allowed to fight in the revolution as he is needed as a writer.

If time they could then add movement and vocals to this - dynamise it, and then
change it to a positive image - what Hamilton did id on the PPT

Plenary: How do you think Boal has inspired modern theatre - Cardboard
citizens in UK - using theatre to give people a voice.

Learning Journey - on PowerPoint

Lesson 5: Rehearsal

Learning Objective: To use skills learned in global theatre and apply to Hamilton
script.

Starter: Explain story behind Hamilton (on PPT) Watch the clip and ask student to
identify how Hamilton has been influenced by these global theatres. ( 5 mins) MIght
be nice to show some good examples of homework research too, tat they could use.

Task 1: Give each group a script so they know which section of the song is theirs.
Then watch the video of the lyrics with the words, so they know what happened in
the whole song and it is the story of Hamilton’s life. This should also help them with
the rhythm they should aim for. ( 5 mins)

Task 2: Ask groups to allocate lines, considering which ones should be said
individually and which as a chorus. (10 mins)

Task 3: Give the class 1 minute to find a line that would be good for a still image and
create a still image for that line. ( 2 mins)

Task 4: Find another line they could add a choral movement to. ( 5 mins)

Task 5: Remind them of status, gesture and minimal props from Chinese theatre,
ask them to rehearse trying to include the elements of these global theatrical styles.
Is there anything from their individual research they did for homework they can use.
(15 mins)
Could watch another group and give them feedback based on the criteria in their
books.

Plenary: Learning journey - see PPT

Go over criteria and ask them to learn lines and rehearse.

Lesson 6: Performance

Starter: Go over criteria and explain what we are looking for and watch start of
Hamilton clip again to see how well they are using their physicality.

Task 1: Ask students to all individually show a gesture they use. Pick a good one
and evaluate/ direct to extend the movement, make it big, outside of your body, a
committed gesture.

Task 2: Ask the class to show their still image moment. Pick one, look at focal
points, stillness, facial expression, how can we improve to make sure we are
effectively using physicality.

Task 3: Ask the class to show a moment of choral movement. Pick one and look at
synchronicity, extension of getsure, attention to detail, like which foot leaving on.

Task 4: Rehearse

Task 5: Perform ( you could get them to perform twice to give you time to mark
everyone, as it is a lot of students performing in a small amount of time)

Teacher to give oral feedback and students write down WWW and EBI.

Plenary: Evaluate effective moments.

Learning journey: Evaluate one moment you thought was effective, and one thing
you would do to improve.

Lesson 7 - Christmas Special

Starter: Ask groups to think of a well known pantomime fairy story/ or a Christmas
story.
Main: Ask them to have a narrator who can engagingly tell the story, try to include
still image, choral movement and stock characters in your performance.

Rehearse

Perform Evaluate.