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‘What’s the Grey Matter with Gregory?’Creative Plan – Final Version

Set UpAbronhill High School – a Scottish comprehensive in 1981 – appears to have been struck with an overwhelming bout of ‘flirtatiousness’ amongst the students. The authorities are currently unsure of how or why this has happened and are sending a group of scientists into Abronhill High to infiltrate the school undercover, observe behaviours and hypothesise as to what has befallen the students at the school.Audience – The audience are placed in the role of graduating scientists and sent into the school. On arrival, they will be given their roles within the narrative by 4 Liaisons from the Department for the Investigation of Amorous Disorders (D.I.A.D.).

Audience Arrival (up to 10.35am)DIAD Liaisons greet the audience and brief them outside the hall as they arrive, this is the point that we divide into workshop groups of 25 each and keep in the groups for later. Each group is assigned their own DIAD Liaison Officer who will brief them with following key info:

DIAD Liaison: Welcome DIAD scientists. First of all, congratulations. You have almost graduated and are ready to take up permanent positions at the Department for the Investigation of Amorous Disorders. This represents the final stage of your training. We have been brought here because something strange is going on with the students at Abronhill High School. Your first task will be to step undercover and observe the school children’s behaviour. The uniforms you are wearing are perfectly designed to help you slip into the life of the school undercover. Have any of you seen the last James Bond Film? What was it called (If anyone says something about ‘Spectre’, look quizzically at them as if they are slightly odd) Come on, it was only released 6 months ago? ‘For Your Eyes Only’? One of Roger Moore’s best in my view; far superior to his last one, that 70s space nonsense, Moonraker. Well anyway, the moment Bond’s Lotus slips underwater and transforms into that submarine, that’s what you will all be doing here at Abronhill High School. Metaphorically at least. Now assembly's about to start so let’s get a taste of life at Abronhill and see what exactly it is that we are dealing with. We will regroup after you have had a chance to make your initial observations. Are there any questions at this stage?

Key points to hit in this introduction: Audience have almost graduated from Department for the

Investigation of Amorous Disorders Today is the final stage of training

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Something strange going on here at Abronhill High School It is 1981 (kids might be reacting flirtatiously to the new hit

single ‘Don’t you want me baby’ by the Human League!) First you will observe students’ behaviour Your uniforms will help you go undercover in the school Any questions?All workshop groups are called through to the main hall for the

Assembly scene.

Assembly (10.35-10.50)Once the whole audience is sat and ready for the start of the show.

Two performers burst into the hall obviously having just been making out and see they have been busted by everyone in the

audience. Lots of noise from performers. Another performer comes on stage with boom box playing ‘Don’t you want me baby’ and the

rest of the performers start dancing with loads of energy and laughter. They dance through the hall and then break into a synchronised routine and take their seats in front two rows.

Ideally we will have music coming from the PA system in the hall to make it big and loud and the start of ‘the show’.

(Dance lesson from Dancin’ Kim https://www.youtube.com/watch?v=lYSCQc_OsLg

She has different dances on YouTube, take three of them and put them together to make the dance routine unless you want to make

your own!)

Headteacher: (Quietens the general hubbub going around the hall with a typically stern manoeuvre – when there’s quiet, he/she leaves a dramatic pause) Right that's quite enough of that; get that noise off. Now children, I will get straight to the rather ugly point... (leaves another dramatic pause, gathering the requisite bile to deliver these lines) I have never before in all my years seen such outlandish behaviour from those under my superv… (Suddenly distracted by something happening behind the curtain) Wait a minute … you two! Horrid pair. Get out here. (two girls come on stage from behind the curtain, they look tousled) Harriet and Nancy, what on earth do you think you are doing back there? Disgraceful. Now go on you silly little pair, get to my office immediately and sit yourselves either side of the entrance while you wait for me to arrive. (Back to the audience) This … redistribution of saliva is exactly the problem to which I am referring and it is simply not acceptable. (Returning to the assembled school and calming a little) Now. You have a long day of very vigorous learning … No, not yearning, Taylor, you

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https://www.youtube.com/watch?v=lYSCQc_OsLg

https://www.youtube.com/watch?v=lYSCQc_OsLg

silly small boy, unless you have a particular yearning for a thrashing in my office… A long day of learning stretches out ahead of you. I trust that reports from your class teachers will commend your behaviour to have been of the highest order. Today seems a fitting time to remind you of the motto on which our school stands: disce aut discede: Learn or Leave. I think it time for you all to consider whether you wish to learn or whether you wish to leave. The last thing is an announcement from Mr Anderson that football trials will be taking place this morning; why not try taking your vigorous energies out on a wee ball instead of one another’s faces for once. Right get to class.

As the Headteacher leaves, the performers pop up pair by pair and deliver their scenes as they file out, all clearly into each other and flirting visibly. Can be the scenes below or others that they devise.

“Did you hear? Last night we saw a nurse down at the hospital taking her clothes off! Amazing!” Then told off by a girl sitting nearby who tells them that she was obviously far out of the boy’s league

“Is Harry still a virgin?” … “No, he’s been in the school orchestra for over a year now.”

(Chatting someone up) “Did you know that when we sneeze, snot flies out of our noses at over 100mph!”

“Have you heard about this girl Dorothy? She’s trying out for the football team today … she is gorgeous”

“Which country do you think has a ratio of 8 women to 1 man? … Venezuela! Can you believe it? 8 women to every one man! It must be like paradise, don’t you think? Have you ever been to Venezuela? … No, me neither … But I’m going to go! I’m going to hitchhike there this summer. Want to join?”

Trevor swaggers into hall and preens himself in tracksuit top and sports wear that is more accustomed to lounging than exercise.

Trevor goes to light a cigarette but a ball is hoofed into centre of the room and lands near him. With a cry of “heads” he loses his cool.

Harry: You here for trials?Trevor: Yeah maybe, dunno if I can be bothered really.Harry: Why not?Trevor: Well I mean, I’ve gotta to look after myself- stay in shape-

don’t want to get injured. What with these top flight scouts sniffing around me all the time, you know how it is.

Harry: Wow… I mean don’t I? You got pro trials too, eh? Who for?Trevor: Chelsea/Arsenal/Hibs/Hearts/ Swansea/ Cardiff/Ranger/

Glasgow . (Replace with geographically appropriate) What about you?

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Harry: RangersTrevor: (surprised/ impressed/incredulous) Oh yeah?Harry: (unsure he can sustain the lie) Yeah.Dorothy: (entering the stage) What you idiots up to? You here for

school team trials then?Trevor: Me!? (mockingly!) prrrffff….Harry: Trevor’s got trials for Arsenal.Dorothy: (genuinely impressed and shows she is attracted to this)

Really Trevor? That’s pretty impressive. Trevor: Well it’s not definite, I mean, who knows, might not be worth

the hassle…Dorothy: Worth the hassle?! Seriously Trevor you got to go for it. I’d

kill for trials with Arsenal. The only club that would even look at me were Partick Thistle so I’m going to make sure I get in this year and nail it in the schools cup.

Trevor: Partick Thistle?Dorothy: Yeah?Trevor: You?Dorothy: (becoming more annoyed and more distant from Trevor)

Yeah.Trevor: Schools Cup? You?Dorothy: (snapping at Trevor) Yes me. Why not? Oh I see.Trevor: (To Harry and the audience) I’m not being funny but...Dorothy: No you’re not.Trevor: Sorry Dorothy but they are not going to let you play football.Dorothy: And why’s that?Trevor: You’re not quick enough.Dorothy: Well that’s just…

PauseHarry: (Trying to be helpful) Sexist?Trevor: No, not sexist it’s just…er Harry: Biology?Trevor: Yeah biology.Dorothy: Biology?Trevor: Well it’s.. well it’s….Harry: Hormones?Trevor: Yeah hor-nomes…Dorothy: Hor-nomes, eh Trevor? Hormones?

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Trevor: Yeah too much oestrogen not enough testosterone. Am I right or am I right? It’s just science.

Dorothy: Rubbish.Trevor: It’s not rubbish. It’s scientific fact.Dorothy: Alright if it is scientific fact prove it. Trevor: Wot?Dorothy: You reckon it’s scientific fact, so prove it.Trevor: Right, running race. Race you to that wall, turn, sprint back.Dorothy: Done.

(Race is set up, Dorothy beats Trevor)Trevor: How did you do that?Dorothy: I dunno may be it’s the hor-nomes.Trevor: Shut your face. I wasn’t ready. It’s not fair.Dorothy: Take a chill pill, Tree-vor. Stress will increase you cortisol

levels – a hormone (emphasis on ‘m’ and ‘n’) we produce when we’re stressed. Stress will definitely affect your football skills, Trevvy. Good luck with that Arsenal trial, TrevTrev. Dorothy leaves the stage.

Trevor: Wait. Oi that’s not fair. Oi come back here. Yeah, I’ll show yah. Look who wants a go, let’s go again. How about you? (He begins to challenge members of the audience to come up and challenge him)

DIAD Introduction (10.50-10.55)

DIAD Liaison 1: Ah I almost didn't recognise you I seen you have been observing some of the behaviours. Now did anyone notice anything about the way they were behaving? Some have called for a ban on the use of mixed gender PE others have blamed dance, music, the weather, for the students’ extraordinary flirtations. As we can all see, something is happening here at Abronhill High School and we need your help in understanding it. Now does anyone have a view on this subject? (DIAD Liaison 1 facilitates some points from the audience about boys and girls playing sport together)

DIAD Liaison 2: We have brought you here as trainee scientists from DIAD – the Department for the Investigation of Amorous Disorders.

DIAD Liaison 1: Hence you're undercover in your uniforms. – but remember it's 1981 so get with the programme: sleeves and collars up boys and girls, look the part.

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DIAD Liaison 2: Having received training from our experts, you will be sent in to carry out your observations of the students.

DIAD Liaison 1: The scientists’ job is to observe, not disturb. Once your training is concluded you will be going back undercover.

DIAD Liaison 2: Before we progress further, we need to introduce you to your mentors for the day. Today you will learn from some of the top minds in the UK. (Introduce each of the scientists working at the event) Now remember: ask questions, be inquisitive, be thorough, and help us get to the bottom of what’s going on here at Abronhill High.

Audience split into four groups of approx. 25 each and start the carousel of performances/workshops. Each group has one of the Cinelive/Film Hub/Drama Staff in character as a DIAD Liaison to

keep scenes and workshops flowing and troubleshoot where needed.

Each group will take part in two workshops during this next section (four will be delivered at any one time: 2 workshops repeated). Each

contains performances that link to the science content.At start of first workshop, DIAD Liaison takes 5 mins to explain the Smash Hits mag to the audience. Go through the various sections,

highlighting the following: articles helping them get into world of young people in 1981 –

Human League on cover sang that song in assembly Go through tips for scientific observations on page 3 and

space to make notes Hormone and Psychology pages Steer them away from M&E page Remind them to keep the whole thing until the end of the day

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What’s the Grey Matter with Gregory?Psychology WorkshopLearning ObjectiveTo understand some of the key psychological factors that contribute to human attraction

This room is set up to look like a dark room in which photographs are being processed. There are photos of men and women strung along lines across the room above drip trays below. First section should take 5-10 mins.

Photographer: I love photography. It's an art and a science. It’s not just the art of taking a photo, it’s the science that gets us there. Physics tells us how the light works and how it will react. Chemistry explains how we get the impression of the image from the film onto the photographic paper. And then Psychology helps us get a feeling for what is beautiful anyway. It's not just the art that makes it beautiful, it's the science. Developing photos requires a very simple, very beautiful series of chemical reactions between the developer solution and the film that finally creates the negative image of the photograph. Getting exactly the right outcome on the negative requires very careful attention while we bathe the photo in the developer. The photographic film is obviously extremely sensitive so we must protect it and not rush things. If you rush things and remove it too soon then the developer solution will not have time to transform the image into the tiny particles of actual silver that we need. (Pause)TRUE treasure takes time to make. Some say it's magic: alchemy, but in truth the magic is chemistry.

Journalist: Look at these boys and girls up here. Absolute beauties aren’t they, all of them? I’ve had orders come in from lots of different people throughout the school for photos of this person and photos of that person. Very different all of them, aren’t they? Interesting that. I mean, he is definitely my type, but then she is. (Asking a member of the audience) What’s your type? Come and have a look at these photos? See if there’s any you like in there. You can come over too and have a look at this pile. No need to show anyone your choice but just have a look.

The scientist has been in the room throughout this introduction. They turn the lights on once the students have had a look at the photos on the string.

Scientist: It’s interesting to be talking about attraction in a dark room; where a beautiful thing is made through the reaction of one substance with another substance influenced by a whole series of factors. It’s much like human attraction. Your reaction to each of the people shown in the photographs is only possible due to the reaction of the photographic film first with the light and then with the subsequent developing solutions, while(To performers) Tell us who you find attractive from these pictures.

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Stage/Activity Grouping Resources Timin

g Notes

Physical Attractiveness

Photographer: (Pointing at a photo) I think he is a total dreamboat.Journalist: God yes! He is super hot especially in home economics with that cheeky little apron on.

But he is such a moody git. He never smiles. It makes him way less hot. (Pointing to different photo) Now I like him/her way more.

Photographer: What the hell?! S/he is not my thing at all.Journalist: Maybe not, but s/he is so sweet and kind and funny, and that just makes me like him/her

so much more.

Scientist explains why physical attractiveness is important Whole Photos on 5

Speed-dating studies have shown that physical attractiveness is one of best predictors of whether 2 partners would like to see each other again for both women and men.

Physical attractiveness is experienced as rewarding by our brains: seeing attractive people activates the same part of the brain as when we receive chocolate, drugs, or money.

VERY IMPORTANT THAT IT IS MADE CLEAR THAT PHYSICAL ATTRACTIVENESS IS IMPORTANT AT FIRST BUT PERSONALITY BECOMES DOMINANT VERY QUICKLY

Attraction

Students create list of characteristics they'd want in potential partner

Feedback to whole group

Small Groups

Flipchart paper; marker pens

5 mins Scientist highlights what previous work has shown,

i.e., that physical attractiveness vs warmth/kindness vs status/wealth.

Remind students to use scientific language

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Students complete Smash Hits page six with details of what kind of person they are attracted to

Individual Smash Hits 5 mins When the students have come to the end of their

Smash Hits mags, DIAD Liaison will knock on the door to usher the Journalist for this next scene.


g Notes

Capilano Bridge Study

Journalist: (Bursting into room, breathless in a panic) Quick we need to hide! Switch off the lights, the Headteacher’s coming and we aren’t meant to be in here! (Lights switch off and wait a few moments until journalist switches them back on) They’ve gone, I don’t think they saw me come in here. Wow, my heart is going crazy fast! (Fixing eyes on the photographer) Wow! I’ve never quite seen you in this light before. Well, obviously I’ve seen you in this light before but not, you know, this light before. I’m sorry about that thing earlier, not sure why I got cross. Want to find another dark room with less, you know, people and stuff? (They leave the room)

Scientist explains first part of Capilano Bridge Study

Asks students – what happened after the person went across higher bridge and was asked how attractive researcher was?

Why was that the case?

WholePhotos of Capilano Bridge

5 mins

the misattribution of arousal highlights that the situation we find ourselves in can affect how attractive other people seem.

Make link here to the role that adrenaline plays in the initial stages of a relationship and the feelings that the hormone creates in humans – arguably similar to the arousal felt as the subjects crossed the bridge.

Geography

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Groups given piece of flipchart paper and place a dot in the centre of the paper. Imaging that the paper is the size of the UK, each person draws a straight line to the furthest point they would travel for a first date

Feedback to group

Small Groups

Flipchart paper; marker pens

10 mins

The majority of people tend to marry someone who lives relatively nearby. Studies in the US and Europe suggest that up to 60% of people end up marrying someone who lives within a 5km radius (try and make this concrete for students i.e. that’s as far as … from right here).

Proximity facilitates unplanned interactions and the more two people meet, the more they feel part of the same “social unit”. It also costs less in terms of money and time to meet someone.


g NotesSimilarity

Scientist has students walk around the room, filling the space in silence.

When mixed and silent, call “FREEZE!”

Give a card for students’ to put on head without looking or speaking.

Students try to make friends with highest number possible, offer a match by extending right hand either accepted or not. If accepted pair move to side. Don’t look at card yet.

Whole Number cards 10 mins

in 2nd workshop of day there may be some students who pick up on link with one of the theories that they explored in the first hormone workshop that claims some ‘personality types’ are attracted to those similar to themselves while others attracted to people who are dissimilar to themselves

We like to think that our worlds are logical and consistent – this is sometimes called our “effectance motive”.

People who are similar and agree with us satisfy our effectance motive and confirm our worlds are logical and consistent.

Someone who is dissimilar and disagrees with us does not satisfy our effectance motive and causes negative feelings (anxiety, confusion, even anger). We try to avoid interactions with dissimilar people to avoid those negative feelings.

what are some ways in which two people could be 11

similar? Some factors: similar attitudes/values,

sociodemographics (ethnicity, age, education, occupation), maturity.

Scientist explains that online daters, for example, tend to message people who have similar demographics, but that value similarity is the best predictor of attraction.

Plenary

Complete Smash Hits MagWhole/ Individu

alSmash Hits 5 mins

Remaining unexplored factor is ‘reciprocity’ IF THERE IS TIME LEFT OVER: Performers

present some relationship problems to the group and the students give them advice using scientific and emotional intelligence.

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What’s the Grey Matter with Gregory?Hormone/Neurotransmitter Workshop

This breakout room is made to look like a Home Economics classroom. At the tables around the room, there are students in the

middle of a baking lesson. They have bowls and are mixing flour with cocoa powder and water.

Scientist Introduction:

Give name, place of study, and current area of research (if applicable)

Talk to Student 1 and ask them how they are feeling…

Student 1: (Lying back smiling happily eating the chocolate, offers some to students) Happiness, what’s happiness? Never rely on other people for happiness, you have to make your own – that’s what my mum says. Mind you she’s been divorced twice. So apparently there’s this hormone oxytocin that is produced when we bond with other people and I guess she does like a good snuggle. You see in reality biochemically speaking happiness is a chemical called serotonin, it’s what is in mum’s antidepressants. Serotonin, with dopamine, oxytocin and endorphins, make up this amazing happiness cocktail that our bodies produce naturally. Serotonin’s made from a natural amino acid tryptophan and good old dark chocolate helps us release serotonin which means it truly is a little snack of happiness. Maybe I should just stay home and eat chocolate all day? But that wouldn’t be good for my oxytocin level as I don’t think it’d help me meet someone nice if I never leave the house and lets face it, it’s hard enough to meet a decent kind of feller round here as it is. Well, I think it’s time we got this chocolatey gooey goodness into the oven and ready to eat as soon as possible.

(IF THERE IS NO STUDENT 1, THEN SIMPLY GO THROUGH THE BELOW INTERACTION AND SKIP THE ONE ABOVE)

Scientist: What are you doing?Student 1: Making chocolate cake.Scientist: (asking the rest of the audience) Who here likes chocolate?

Who would like some? (breaks pieces and hands some chocolate to students who would like some) Do you know what happens when we eat chocolate? (see if anyone has any ideas) It helps us release serotonin which is a neurotransmitter that our body gives us that makes us feel content. Happy. It is a happy drug which is one of the reasons that it can be so addictive.

Scientist then breaks the workshop students into the 4 equal groups they will work in for the session.

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Each group chooses a number, in turn, between 1-4 without repeating numbers. There may not be exactly 4 in your workshop, it depends on the number in the cast at your show. You will have a chance to run through this with your performers before the show.

The chosen number refers to a corresponding performer who then joins that group and delivers their monologue. Each monologue has a corresponding theory of how hormones affect our social and sexual behaviour. Explain that the groups will hear what their student has to say and read the information sheet. They are then to present that theory, with the help of the student should they wish, to the rest of the group.

Student 2: So this week has all gone pretty terribly to be honest. Six days ago, Frances turned around to me and said she didn’t want to be part of my life anymore. We’ve been seeing each other for over two months and those two months have been some of the most exciting times of my entire life. When we were together, I had this rush of excitement all through my body, it was incredible. (Mood drops when they start to realise those times are over) Now though it’s changed. When I go to sleep, she’s next to me. When I wake up, she’s in my head. When I have French for goodness sake, there’s her stupid name! Frances, Frances, Frances! And then of course it totally sucks that she is actually here at this actual school when all I want is to see her but I know that the worst thing I can do is see her! Do you know who I mean, by the way? Frances? She’s not in this class thank God. (Getting increasingly upset and cross and stirring the mixture faster and faster with each word) She is terribly terribly terribly terribly terribly terribly beautiful. (Slowly calming down as this next realisation dawns on him/her) I’m not sure that I’m ever going to stop thinking about her to be honest. (Ends there with a slight smile on their face as if never stopping to think about Frances is actually quite a nice idea!)

THIS MONOLOGUE IS LINKED TO THE THEORY ‘BEGINNINGS AND BEYOND’ – STUDENT 2 IS ADDICTED TO THEIR EX, FRANCES HAVING GONE THROUGH THE OTHER SIDE OF THAT EXCITING

DOPAMINE RUSH THEY GET WHEN FIRST TOGETHER.

Student 3: Goodness me I have a lot of work to do. Home Ec is always really good thinking time, you know. There’s some tricky stuff going on in Science at the minute. My mind is pretty much always on that cos my friend Rachel is in there and she only really works hard when I’m around because that is kind of how I am. It’s important to me that I help her out, she is a great friend. Well there’s one other thing my mind is on: there’s this guy, right. Have you ever felt like you’re going to throw up when you see someone? In a good way but obviously not in a totally good way but you just feel really

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nervous down to the bottom of your feet? (Thinking aloud to themselves) He and I are quite similar so maybe that’s one of the reasons I think he’s great but it’s true! He volunteers after school at an old people’s home. He says he loves to sit with them, talk to them, drink tea with them. I love it. Really. It’s so attractive to see this guy just … I don’t know … care about people. Am I attracted to him because he is similar to me? Is that a thing? Maybe. I don’t know. All I do know is that he is a total babe and I hope he feels the same way. Who knows. I guess we shall find out one way or another. Can I go now?

THIS MONOLOGUE IS LINKED TO THE THEORY ‘LOVE IN A TIME OF CHEMISTRY’ – STUDENT 3 IS A BUILDER AND LIKES THIS GUY

BECAUSE HE IS SIMILARLY A BUILDER

Student 4: I’m looking for Harry, have you seen him? … No? … I saw him on the way into school but I haven’t seen him since then and it feels like forever. He’s wearing school uniform as usual but he always rolls his sleeves up which I love. It’s his hair though… it looks so soft and floats up on top of his head like a little blonde cloud, more so today than usual actually! I got this feeling when I saw him … well, I often get this feeling … in my stomach – do you know what I mean? Have you ever had that before? (If the audience answer then ask questions but if no one answers then plough on!) It’s weird, I don’t always get the same feeling just sometimes. Actually it was so on and off that I had to try and find out what was going on so I worked out a pattern – that’s kind of how I am – and it turns out that it is around the same time each month that I get this feeling for him! Weird right? Who can possibly explain that? But it’s true. I felt it. And logged it all on my Bowie calendar. I think I might actually love David Bowie but now way I’ll get a chance to meet that beautifully odd space oddity.

THIS MONOLOGUE IS LINKED TO THE THEORY ‘RATS AND THE ROLE OF OESTROGEN’ – SHE SEEMS TO LIKE THIS GUY AT THE

SAME POINT IN HER MENSTRUAL CYCLE

Student 5: So what do you think of this then? (points at his chin which he thinks is showing a decent amount of stubble) Yup, got me a pretty fine set of facial hair. Quite recently actually. No big deal. Not just on my face either if you know what I mean! Yeah and these rather substantial arm muscles are quite satisfying as well actually. Correct. I have rather large arm muscles these days in case you haven’t noticed. Well the girls have definitely noticed. And some of the boys. And actually, I have started noticing them more and more and more! It’s mad. Since my voice dropped and I started putting this beautiful beard together, everywhere I turn there seems

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to be a lady I want to talk to. They’re everywhere! (Turning to a girl in the workshop) You’re everywhere … Hi there, how are you doing? (Scientists interrupts him and gets him back to his story). Sorry but I am still getting used to all this. Lots of changes and I have no idea where they come from. Is there anything else you’ll be needing?

THIS MONOLOGUE IS LINKED TO THE THEORY ‘AN INFLUX OF TESTOSTERONE’ – HE HAS STARTED GOING THROUGH PUBERTY

AND THIS ONRUSH OF TESTOSTERONE HA LEAD TO A BOLDER APPROACH TO THOSE TO WHOM HE IS ATTRACTED

Hormone Workshop ContentLearning Objective:To examine the different theories of how hormones and neurotransmitters affect human behaviour with regard to attractionLearning Outcomes:

1. observations of student behaviour noted down 2. group discussion about a theory of how hormones/NTs

influence human attraction followed by short presentation on this

3. whole group discussion on which theory they think most likely to be correct and why (citing observations made during the day)

Stage Activities Activity Timing

Opener Introduction and first performance 10 mins

Development

Students in four groups (6/7 per group) and each given a performer who delivers their monologue

Give each group their info sheets and instruct them to get to grips with their theory

Prepare presentation on their theory. Students can use their performer to help them work out what’s going on with their theory and also ask them to do some of their monologue in their presentation

25 mins

Plenary Each group presents (2-3 mins maximum) Whole workshop discussion on which is most likely

theory and why – scientist contributes their thoughts and expertise to this discussion but allows students to lead its direction and content with their thoughts.

Vote held by assigning each wall of the room with a theory and students must stand next to the wall they think represents the likeliest theory. Scientist should get some feedback from students as to why they are

10-20 mins(disparity due to changing lengths of science

workshops)

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stood there, what makes that theory most likely. Scientist asks how they think they could test out that

hypothesis in a laboratory Complete Smash Hits magazine

The audience will be broken from their last workshop at a staggered departure into the promenade sequence. This will be called over the

walkie-talkies and the groups can take a short break at end of workshop 2 while they wait.

The instruction from the DIAD Liaisons in the workshop room is that it is break time at the school and so the perfect opportunity for the DIAD Trainees to go and carry out informed observations. The DIAD Liaison is to ask the audience the key question related to the scene

once performed that features in the script. The allocated DIAD Liaison will then lead the workshop group on a

designated route that will take in each playground scene in a promenade style performance.

Playground Promenade

4 boys/girlsThese are the journalist and photographer (in this sequence acting as a journalist). They are either assigned to a group with whom they didn’t do the workshop or placed at the end of the promenade to work with the audience once they have passed through the promenade.Questions:

Who do you fancy in the school? Why do we fancy some people and not others? What have you spoken to them about? Will you make the first move with someone you fancy?

Why/why not? What does it feel like when you fall in love? What advice do you have for someone who has fallen

in love? What is the best way to meet someone to fall in love

with? When two people fall in love, what’s the best way to

stay in love?

Scene 1: Up to 4 girls and 2 boysThere are a set of four girls who are playing jump rope. Two boys are watching them play and one of them plucks up the

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courage to jump into the girls’ game and ruin it. The girls are cross and the boy runs away. The girls turn to some members of the audience and ask them to join. As they do, the girls carry on their conversation.

Susan: One of those boys passed me a note in class.Jane: Like puke.Beccy: Like yuk.Alice: Like gross.Jane: Those boys are like total space cadets.Beccy: The other one …Susan: Jerk.Beccy: Totally … well he told me the other day told me that when

you sneeze snot flies out of your nose at 100mph.Alice: Like puke.Beccy: Like yuk.Jane: Like gross. These boys are totally ridiculous, they don’t

understand a thing. Susan: I know, and they really are just boys, I mean if he wants us to

notice him then he can easily just talk to us? Alice: I think I need to meet someone more mature. I want to be

able to talk about books and music not snot. They start to pack up their skip rope.

DIAD Question: Using what you know about the psychology of attraction, how would you explain Alice’s preference for a boy who likes books and music and not snot?

Scene 2: Up to 4 boys and 2 girlsA group of boys playing football against a wall and invite some of the audience to come and play as well. The performers nudge each other and start to freeze as a couple of girls approach them.

Katie: Come on then, let’s have a go.Dennis: (all the boys snap out of their reverie look at each other and

laugh) You can’t be serious! Girls can’t play football.Hayley: And why would that be?Oliver: (struggling to find an answer) It’s a hormone thing. You don’t

have certain … erm … you know … hormones.Katie: Oh we don’t have certain hormones, do we? Do you even

know what a hormone is?

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Trevor: Of course we do, it’s a … err … type of strong … um … heart muscle that only boys have and girls don’t; you need it to run faster and get stronger and that sort of thing.

Hayley: Right. Well, just so you know, that doesn’t make any sense at all. Come on, Katie. Let’s go, I don’t really want to play football any more.

Harry: (Harry has not snapped out of his reverie but does when he sees the girls start to go) Wait, Katie, I know what hormones are! Aren’t they chemicals that your body releases to different organs that tell them what to do and when. They influence our behaviour, right?

Katie: (Surprised) Yes, they do. What’s your name?Harry: Harry. Will you go out to the cinema with me later?Katie: (thinks for a moment) Yeah ok.

Katie and Harry walk off together, Dennis looks over at Hayley and starts walking towards her. She turns around and

walks in the other direction. The other boys disperse.DIAD Question: Harry knows what hormones are and it got him a date.

Who here knows what they are? What about a neurotransmitter?

Group 4: 2 girls and 2 boysThey have a Walkman and are listening to music and passing the headphones around.

Francis: Have you heard the new single from The Human League? Monica: No not yet, I love them though. Philip Oakey is a crazy far-out

guy. Francis: Here have a listen. (Passes the headphones to Monica who

starts singing “Don’t, don’t you want me…”)John is staring into the distance.

Francis: Which is the one you like again?John: The one with the (insert characteristics that are similar to the

actor playing John important that the description is of someone who looks similar to John). We are in all the same classes together, I see him every single day. He once picked up my books when I dropped them.

Francis: Have you asked him out yet?

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John: Obviously not. It’s pretty difficult asking someone out you know.

Monica: (Who has finished listening to the music and given the headphones to a member of the audience to listen to some Adam and the Ants) Of course it is difficult but you have to at least try! Why not pass a note later today in Biology class?

George: Yeah, John. Why not? Just go for it, if you like someone then just ask them. What’s the worst that could happen?

Monica: (To a member of the audience) What do you think he could do to ask that guy out?

George: (Depending on the answer that you get from the audience) Look, you’re thinking too much about this. Just walk up to him at the end of Biology, look him in the eye and say “James, I think you’re great and we should go to the cinema together”. Simple as that. Then you find out if he likes you or not.

Francis: I agree. Just tell him how you feel and see what happens from there.

John: Ok. Let’s do this. Today I’ll ask him and we’ll see what happens.

DIAD Question: What psychological theory might help to explain why John is so attracted to that boy? (Mere Exposure Effect – he always sees the boy in class and is more attracted to him as a result)

Scene 4: 2 x boys/girls and HeadteacherHeadteacher is walking towards the group down a corridor when a pair who look all excited and flustered and giggly tumble out of a nearby room and into the Headteacher.

Headteacher: What the…! Hey … (the pair look at each other and silently decide to run away) … what are your dratted names, again? Argh that’s it … GET BACK HERE JO AND ANDY! (Jo and Andy know they are busted and stop and come back towards the Headteacher who is looking very pleased with themselves) Almost forgot your names. It’s your first week at the school, isn’t it? And what were you doing in that room?

Jo: (Gathering him/herself for a gigantic and beautiful lie) Well. It’s a long story…

Andy: (Interrupting and excited to tell the lie) Yes, long! So I was walking along the corridor here right and Jo was in that classroom and saw me coming. S/he flew out the room and grabbed me saying that I had to come and see this, apparently there was …

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Jo: (interrupting) well I had seen something pretty crazy actually Sir/Miss and I think you’ll be interested to hear what it was actually. I had been in there doing some … er … Maths homework, you know for … er … Mr Poole when I heard this music from outside so I looked out the window and there was … (clearly dried up and looks over at Andy who has also dried up and is starting to laugh) yeah so there was this … erm (still dry, looks over at Andy and again they silently decide to leg it and do so holding hands).

Headteacher: Hey you two! Get back here! (they have gone) Never in my life. (Turns to DIAD group) Can you believe the cheek? I hope you are getting some answers to what’s happening in my school. I look forward to your report later today but I believe it’s your lunch time. Carry on down that corridor to get to the hall (marches off through the audience).

DIAD Question: How long do you think they have been going out? Why? As it’s a new relationship, what neurotransmitter do you think their brain is receiving here? Why?

Break for lunch

At the end of lunch a student runs into the hall and goes up to all the groups directing attention to designated spot in the hall to check

out Gregory with his mates getting ready to ask Dorothy out. Student tells each group …

Student: It’s happening! He’s finally got the courage to ask her out watch and she said to meet him at the cinema to go see a film together! Can’t believe it! Gregory! What a dweebazoid! Dorothy is way out his league, good luck to him! Haha!

Gregory stands on raised stage (table or whatever available) and is awkwardly standing there while everyone else cheers and

congratulates him. He is given a smart white jacket and people cheer as he puts it on. He is given a ghetto blaster which he presses on and it starts blaring out 80s tunes and people can sing along and

start dancing then he moves out and everyone starts following. VERY IMPORTANT THAT PERFORMERS ARE SCATTERED AMONGST THE AUDIENCE AS WE WALK TO THE SCREENING SPACE TO KEEP THE ENERGY UP AND COMMENT ON WHAT HAPPENS AS HE GETS

PASSED FROM PERSON TO PERSON.

This marks the start of the sequence during which Gregory goes on his way to the screening space – he can be passed from person to

person but must be carefully choreographed so audience can all see what’s going on. The audience can’t hear what is being spoken

about so the action must all be made clear to the audience

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watching. Accompanying the audience are the rest of the cast who are stoked for Gregory and creating a party atmosphere with boom

box and 80s playlist going. The sequence ends as Gregory and the rest of the audience pile into

the cinema screening room to watch ‘Gregory’s Girl’.Film is introduced by DIAD Liaison, when he/she claps, the

performers freeze and audience carry on…DIAD Liaison: Well you have observed the behaviour of the students at

Abronhill High. After your work with our lead scientists, what do you think has been going on here at Abronhill High? (Take some answers from audience)We have been witnessing similar ‘outbreaks’ in other schools; one not too far away in Scotland which has been captured on film. We want you to observe behaviours there and ask yourself if your theories stand up.The great physicist Dr Richard Feynman said that to be a good scientist you must be ready to be wrong. So you have theories as to why this has been happening, test them against the evidence you see from the film and the world around you and ask yourself, what is in charge: my body or my mind?

Roll film.

After film ends, there is short sequence with some slides that get audience thinking about the film and the learning by presenting

screenshots from the film and asking students how we might read the shot based on our understanding of science from the day.

Students do their M&E and leave.

‘What’s the Grey Matter with Gregory?’ – Character List

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These are the parts that will have to be cast during the rehearsal schedule. Some of them need to be adults but most of them will be

played by the young performers.

Playground and Assembly Scene

Character Description Performer

DIAD Liaison 1 DIAD figure in opening scene, must be performer

Adult – Theatre Practitioner/Cinelive

DIAD Liaison 2 DIAD figure in opening scene, must be performer

Adult – Theatre Practitioner/Cinelive

DIAD Liaison 3Will go round workshops with a group of audience and be comfortable helping out

Adult – Film Hub/BFI/helper

DIAD Liaison 4Will go round workshops with a group of audience and be comfortable helping out

Adult – Film Hub/BFI/helper

Susan (Jump rope) Girly girl Young performer, girl

Jane (Jump rope) As above Young performer, girl

Beccy (Jump rope) As above Young performer, girl

Alice (Jump rope)Girly but also has to be the kind who wants something more mature than these boys

Young performer, girl

Andy (Jump rope) Silly goofy boy who bumps the girls around

Young performer, boy

Jack (jump rope) As above Young performer, boy

Katie (Football) Strong girl in control of herself and boys Young performer, girl

Hayley (Football) As above Young performer, girl

Dennis (Football) Boy who thinks he is stronger than he is


Oliver (Football) Boy who tries to be clever but can’t keep up


Trevor (Football) As above Young performer,

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boy

Harry (Football) Is a bit cleverer and knows what hormones are


Francis (Walkman) Girl who likes her music Young performer, girl

Monica (Walkman)Girl who gets headphones and is happy to sing along to the Human League – speaks directly to audience


John (Walkman) Boy who fancies another boy Young performer, boy

George (Walkman) Boy who has to respond to what audience say to the group


AndyBlagger who has been making out with Jo and bullshits their way through the Headteacher

Young performer, boy/girl

Jo As above Young performer, boy/girl

JournalistConfident speaker with new people, has to be able to react to responses to their questions


Journalist As above Young performer, boy/girl

Photographer As above Young performer, boy/girl

Photographer As above Young performer, boy/girl

Headteacher Exasperated, slightly out of control, older

Adult or Older Performer

Workshops


Photographer (x 2)Slightly calculating, intelligent character who loves the detail of the photographic development process

Young Performer, boy/girl

Journalist (x 2) Bit more confident can speak to the whole group of 25 in audience


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and command their attention and make them feel happy to contribute their thoughts

Student 1 (x 2)To be cut if not enough performers

More philosophical character who discusses happiness and what it can do for us, confident responding to audience


Student 2 (x 2)Just been dumped by girl called Frances. Sad character, needs to seem like addicted to her memory.


Student 3 (x 2)Bit of a goodie goodie who loves to help people out, is loyal and fancies a boy who is similar to him/her


Student 4 (x 2)Girl who fancies a boy called Harry and works out it is at the same time each month

Young Performer, girl

Student 5 (x 2)Boy who is super confident and has this stubble that he thinks has made him irresistible to the ladies

Young Performer, boy

Post lunch Transition to Film


Interrupter Loud voice to get people facing her way in lunch!


Gregory Awkward, gangly, good physical performer, endearing figure


DorothyStrong figure, must feel more confident than Gregory, perhaps taller?


Other characters who take Gregory on

There is plenty of room for development here. The only thing there must be is a mixture of boys and girls who take Gregory and a sense of narrative as Gregory gets increasingly confused and finally just gives himself over to this process of being a bit of flotsam.

Combination of boys and girls – costume worked out with the performers – colours are great, get them to do a bit of research into 80s fashions and see what they can find in their own wardrobe

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web view‘what’s the grey matter with gregory?’ creative plan – final...

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