T.I.E.

Lesson objectives & plenaries lessons 2-5

Lesson 2 Learning ObjectivesLesson 2 Learning Objectives

By the end of the lesson, pupils will have:By the end of the lesson, pupils will have: Participated in a whole class production Participated in a whole class production

based on the Dunblane Massacrebased on the Dunblane Massacre Considered the techniques used to realise Considered the techniques used to realise

(bring to life) the play(bring to life) the play Discussed and evaluated how effectively Discussed and evaluated how effectively

they could use these ideas in their own they could use these ideas in their own piece of dramapiece of drama

The Dunblane MassacreThe Dunblane Massacre• On the 13th March 1996, Thomas Hamilton, On the 13th March 1996, Thomas Hamilton,

a former Scout leader, walked into a a former Scout leader, walked into a Primary school in the small Scottish town of Primary school in the small Scottish town of Dunblane and opened fire in the Dunblane and opened fire in the gymnasium. Fifteen children aged between gymnasium. Fifteen children aged between 5 and 6 years old were killed along with 5 and 6 years old were killed along with their teacher, Gwen Mayor. He later turned their teacher, Gwen Mayor. He later turned the gun on himself, committing suicide. It the gun on himself, committing suicide. It remains the deadliest attack on children in remains the deadliest attack on children in United Kingdom history. United Kingdom history.

• Hamilton's exact motives remain unknown, Hamilton's exact motives remain unknown, though it is a matter of record that there though it is a matter of record that there were complaints to police regarding his were complaints to police regarding his suspicious behaviour towards the young suspicious behaviour towards the young boys who attended the youth clubs that he boys who attended the youth clubs that he ran. ran.

• The gym where the massacre took place The gym where the massacre took place was demolished on was demolished on 11 April11 April 19961996, and , and within two years the whole school was within two years the whole school was rebuilt. rebuilt.

The Grade 1 class at Dunblane Primary The Grade 1 class at Dunblane Primary School. School.

Most of the children in this photograph were Most of the children in this photograph were

killed in the shooting on 13 March 1996killed in the shooting on 13 March 1996

PlenaryPlenary

What was different about the way we What was different about the way we presented the story from how it might be presented the story from how it might be portrayed on T.V?portrayed on T.V?

What style would you say the drama was?What style would you say the drama was? How effective was the play as a piece of How effective was the play as a piece of

T.I.E. e.g. what did it teach the audience?T.I.E. e.g. what did it teach the audience? What drama techniques were used in it?What drama techniques were used in it? Has this given you any ideas for your own Has this given you any ideas for your own

drama piece?drama piece?

Lesson 3 Learning ObjectivesLesson 3 Learning Objectives

By the end of the lesson, pupils will By the end of the lesson, pupils will be able to:be able to:

Discuss some strategies to ‘hook’ Discuss some strategies to ‘hook’ their audiencetheir audience

Create the opening scene for their Create the opening scene for their dramadrama

Explore, identify and incorporate Explore, identify and incorporate Brechtian techniques into a role playBrechtian techniques into a role play

A few tips!A few tips! Today you will begin to devise your T.I.E. play. Here Today you will begin to devise your T.I.E. play. Here

are a few tips that you should think about!are a few tips that you should think about! Your play must be suitable for your target audienceYour play must be suitable for your target audience

E.g. is our play suitable for year 7s?E.g. is our play suitable for year 7s? The play must be educational and FACTUAL! The play must be educational and FACTUAL! Do not make anything up. You need to use your Do not make anything up. You need to use your

research and have a good understanding of your topicresearch and have a good understanding of your topic You should decide the STYLE and GENRE of your playYou should decide the STYLE and GENRE of your play

E.g. will it be naturalistic or OTT, symbolic or E.g. will it be naturalistic or OTT, symbolic or representational, a spoof, a comedy, a drama etc. representational, a spoof, a comedy, a drama etc.

It must be interesting and a well crafted piece of It must be interesting and a well crafted piece of theatretheatre You must think about your basic performance You must think about your basic performance

skills as well as creating an interesting and clear skills as well as creating an interesting and clear narrative.narrative.

The ‘hook’The ‘hook’

Q: What is the hook of a play?Q: What is the hook of a play?A: The hook of the play is how you A: The hook of the play is how you

engage your audience, make them engage your audience, make them interested and make them want to interested and make them want to

watch the rest of the playwatch the rest of the playYou need to hook your audience You need to hook your audience

within the first couple minutes so it is within the first couple minutes so it is important that the opening of your important that the opening of your play grabs their attention!play grabs their attention!

How to hook your audienceHow to hook your audience This will be down to individual groups to decide but This will be down to individual groups to decide but

a few suggestions might be…a few suggestions might be… Altering the narrative structureAltering the narrative structure

MysteryMystery NarrationNarration

Audience participationAudience participation Creating a strong atmosphere with lights and Creating a strong atmosphere with lights and

soundsound A monologueA monologue

FactsFacts Staging the play in an unusual way e.g. traverse, Staging the play in an unusual way e.g. traverse,

promenade, in the roundpromenade, in the round

Strong charactersStrong characters Any other suggestions?Any other suggestions?

Brechtian TheatreBrechtian Theatre

Bertolt Brecht was a German theatre Bertolt Brecht was a German theatre practitioner who was famous in the early practitioner who was famous in the early half of 20half of 20thth Century. He not only wrote and Century. He not only wrote and directed plays but changed the way that directed plays but changed the way that the theatre was seen and used.the theatre was seen and used.

He believed that the theatre should not He believed that the theatre should not simply be to entertain but that it should be simply be to entertain but that it should be used as an educational tool. used as an educational tool.

He is considered to be the person who He is considered to be the person who pioneered theatre in education.pioneered theatre in education.

Brechtian TechniquesBrechtian Techniques Placards to depict place & timePlacards to depict place & time

Direct addressDirect addressTitles of scenes projectedTitles of scenes projected

Music to distance the audienceMusic to distance the audience Factual informationFactual information

Actors on stage all the timeActors on stage all the time Stark/bright lightingStark/bright lighting

Multi-roleMulti-role Symbolic/representative objectsSymbolic/representative objects

Use of a narratorUse of a narrator Story not always chronological (non Story not always chronological (non

linear narrative)linear narrative) MORAL MESSAGE!MORAL MESSAGE!

Your taskYour task

You have 10 minutes to incorporate You have 10 minutes to incorporate at least 2 Brechtian techniques into at least 2 Brechtian techniques into

your workyour workWe will be watching some examples We will be watching some examples

of your hooks/opening scenes so of your hooks/opening scenes so please make sure you use your time please make sure you use your time

effectively!effectively!

PlenaryPlenary

What is a hook and why is it What is a hook and why is it important to have one?important to have one?

What has been added to your What has been added to your piece of drama by piece of drama by

incorporating the Brechtian incorporating the Brechtian techniques?techniques?

Where next?Where next?

Lesson 4 Learning Objectives

• Discussed what the problem and action scenes should achieve and begun to devise them

• Used their understanding of T.I.E. to help improve other groups work

The structure of your play

• To help shape your work it is sensible to have a clear scene structure.

• Your play will consist of 4 main scene1. The ‘hook/opening’ scene

2. The ‘problem’ scene3. The ‘action’ scene

4. The ‘resolution’ scene• Today we will be working on the

‘problem’ and ‘action’ scenes

The ‘problem’ scene

• In this scene you need to show the audience the issue that you are tackling and the effect that it has on your characters

• For example, if you are looking at the issue of bullying you would create a scene where the audience sees bullying taking place and how it makes the person being bullied feel

• You have 10 minutes to begin to devise this scene. Do not forget that some Brechtian and or drama techniques might make this more interesting! Off you go…

The ‘action’ scene• In this scene you need to show your

audience what action could and should be taken about the problem

• So if you were addressing the issue of bullying you might show the victim discussing the problem with a friend who then tells a teacher or the victim phoning a support line for advice

• This would be an excellent place for you to use your research information and include facts about the issue you are exploring!

Plenary

• What Brechtian/exploratory techniques has your group used today?

• What has your group achieved in this lesson?

• What are the strengths in your play so far?

• What targets does your group need to set in order to move forward with your project?

Lesson 5 Learning ObjectivesLesson 5 Learning Objectives

• By the end of the lesson pupils will have:

• Completed the devising process and polished their work to performance standard

• Decided what costumes, props, lighting and sound effects are required for their play

The ‘resolution’ sceneThe ‘resolution’ scene

• This scene will conclude you play and should therefore be memorable and highlight what you are trying to teach your audience

• It should show what happened to the characters after the ‘action’ scene e.g. after the victim of bullying took the action of telling a teacher, the bully was removed from the class and the victims time at school became more enjoyable

Brechtian Techniques – A Brechtian Techniques – A Reminder!Reminder!

• Placards to depict place & time• Direct address

•Titles of scenes projected• Music to distance the audience

• Factual information•Actors on stage all the time

• Stark/bright lighting• Multi-role

• Symbolic/representative objects• Use of a narrator

• Story not always chronological (non linear narrative

•MORAL MESSAGE

PlenaryPlenary

• Can you answer ‘yes’ to the following questions?• Have you devised the whole of your play?• Does it have a clear hook/opening scene,

problem scene, action scene and resolution scene?

• Does your play contain factual information?• Do you believe that your play will educate your

audience?• Have you decided what costumes, props,

lighting and sound effects are required for your play?