Drama Production and Performance

1. Drama Production and Performance Ling Liang Church M H Lau Secondary School Ms. Caroline Fung

2. The Drama Process Drama is a process involving: • thinking, feeling, responding, talking, listening, role play, movement, writing and reading. • It is an on-going and extended effort to make a message clear (one practice or rehearsal can seldom achieve the best product).

3. Drama as a Process • The actor needs time and opportunity to think about and create, (alone or with others), the sequence and actions of a performance. • The skills of cooperative decision making are involved at the beginning, during and after; when it is revised effectively. • Finally, the actors can have confidence to present to the intended audience with the expectation of a positive response.

4. Stages in the Drama Process

5. Stage 1: Mastering the basics • Stimulate students in the module and develop vocabulary building strategies. ( use of films and reader theatres to develop awareness to the basic element of the play) • Introduce the Comic and Tragic Triangle in the plot study • Practise the use of stress and intonation.

6. Part 2: Script Writing • Teach students the different elements of a script. Transform a famous folk tale into script and introduce simple stage directions. • Practice writing a simple script. • Learn the assessment criteria of script writing.

7. Free download of scripts • Whootie Owl’s Free Fairytale Play Scripts: www.storiestogrowby.com • English Teaching Plays: http://home13.inet.tele.dk/dramakaj/language.html • Lazy Bee Scripts: www.lazybeescripts.co.uk

8. Role-Play of a Short Scene • Role Play a short scene in the group and reflect on one’s own performance. • Evaluate the group members’ performance using a set of criteria • Role-play feedback form

9. Questions before Role Playing • Should you speak from memory or hold the script? • How fast should you speak? • How should you handle the stress and intonation? • How can the voice be made clear and interesting? • How can eye contact be used? • How can facial expression be used? • How can gesture be used?

10. Role-play Feedback Form

11. Writing Short Scenes • To create short dramatic episodes based on a given situation. • To practice role-playing a short scene before the class. • To reflect on one’s own performance

12. Actor’s Experience • To enrich actors’ experience, brainstorm with students the verbal and non verbal cues which showing emotions, feelings and motivation. (tips: using video clips to identify different emotions, feelings or motivations with students)

13. Process Writing and Cooperative Learning Approach • To identify purposes, roles and context for different scenes of a drama and rewrite the scene in order to effectively convey the emotions, feelings and motivations of the characters involved in the scene. • Act out the scene and evaluate the group performance of the scene using the Rehearsal and Performance Feedback.

14. To do list for writing a script and putting on a play • As a group • Select a story • Write a skeleton of the story • Write the first draft of the script • Give and get feedback on the script using the Script Feedback Form • Rewrite the script as many times as it takes to get it right. • Give everyone a speaking part in the play • Role delegation • Carry out rehearsals • Give and get feedback on the rehearsals • Carry out a dress rehearsal • Give the performance • Get feedback from your audience • Evaluate your performance and what you have learned

15. Script Feedback Form

16. Overall Script Feedback • What did you enjoy about the script? • What other areas could be improved on?

17. Stage 3 Performing a Play • To understand and identify purpose, audience, roles and context for developing a script. • To practise completing a script by using appropriate linguistic, structural and rhetorical devices, a variety of structures and vocabulary and imaginative ideas. • To draft, revise and edit a script using a set of criteria both independently and collaboratively.

18. Casting and Rehearsal • Discuss the roles and responsibility of the group members and assign each one a speaking part. • Each group create a portfolio of the drafts of their script culminating with the final drafts to be submitted to the teacher for assessment.

19. Performance and Evaluation • Students learn to participate with others in planning, organizing and carrying a drama performance. • Students also learn to respond to the characters, events and issues in a drama text through putting oneself in the imaginary roles and situations in the story and participating in dramatic presentations. • Students evaluate their own and others’ rehearsal using a set of criteria.

20. Rehearsal and Performance Feedback Form • Give feedback on own or others’ performances. • Lines are memorised. • Pace and Stress are correct • Pronunciation is accurate • Body movement • Physical interactions are natural and appropriate. • Good flow of actions between the actors • Convey meaning and feeling through the correct use of intonation and stress • Eye contact • Facial expressions • Props and Costumes • Makeup

21. Drama is a reflective learning • To improve acting skills, actors should reflect on their acting through peer decision making, revising, rehearsing and performing finally to an audience. • Brainstorming is an important venue to discuss the actual topic. Decide on things as charades, debate, poem or play. • Discuss the style include fairy tale, drama, comedy, fantasy and science fiction.

22. Difficulties encountered • Time-constraints • Resources include enough space for rehearsals, financial set up include make up, props and costumes. • Sustain junior students’ interests as quality drama involve great effort and energy as well as commitment and devotion

23. Resolutions • Start planning early • Seek professional support • Keep things simple and basis • Cultivate a positive and threat-free learning environment. • Tailor the tasks for learners’ ability • Teachers are also reflective learners