AIMS of UNIT To develop understanding of a range
Description: AIMS of UNIT To develop understanding of a range of drama techniques, and to apply them thoughtfully to create dramatic meaning, communicate character and narrative. REVISIT and RE-ENFORCE MAKING DRAMA: Ways of working: interpret, stimulus,
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slide2. AIMS of UNIT To develop understanding of a range of drama techniques, and to apply them thoughtfully to create dramatic meaning, communicate character and narrative.
REVISIT and RE-ENFORCE
MAKING DRAMA:
Ways of working: interpret, stimulus, improvisation and rehearsal
Elements: story, conflict and transition
Techniques: still-image, role-play, mime, body-prop
INTRODUCE / ELABORATE
MAKING DRAMA:
Forum theatre, hot-seating and devising as ways of working
Element of character
Techniques: narration, flashback, thought-tracking
PERFORMING:
Volume, energy, expression, inventive language, engage audience BIG QUESTION/S
Do you find William Kidd guilty or not guilty?<br>
slide3. LEARNING<br>
slide4. ADDITIONAL RESOURCES
Booklet / handout:
William Kidd fact file
Pirate facts
Post-it notes
Physical:
Suitable costume items – a hat/ sword/ tankard
Video / audio:
What is an Actor?
https://schools.nationaltheatre.org.uk/app/os#!/other-content/video-resources/what-is-a-playwright<br>
slide5. Lesson overview Introducing William Kidd: jobs in the 1600’s; still-image montage; leaving home impro; still-image of ship life; thought-tracking.
Becoming a privateer: getting a job as a privateer duologue impro; flashback/split focus/narration.
Introducing William Moore: representing thoughts (thought-tracking and tunnels); forum theatre and drama as debate.
Becoming a pirate: Slow-motion pirates; plundering and looting: narration/still-image and flashback; arrested: hot-seating William before his trial
The trial of William Kidd: assessment lesson. Applying skills to present a dramatic argument for or against William Kidd. WIN.
Green Pen lesson: apply improvements.<br>
slide6. Life in the 1600’s At the top of 17th century society were the nobility. Below them were the gentry. Gentlemen were not quite rich but they were certainly well off. Below them were yeomen, farmers who owned their own land. Yeomen were comfortably off but they often worked alongside their men. Gentlemen did not do manual work! Below them came the mass of the population, craftsmen, tenant farmers and laborers.
If you were born into a certain class in society, you really could never rise any higher. Most people were farmers. If you could produce your own food and meat (livestock) without people stealing it, predators eating your livestock or your meat going bad (most meats were either killed and eaten same day, or cured with salt for later consumption), and pestilence preventing your crops from growing or rendering them inedible or unusable, you were ahead of the game! There were blacksmiths, those who raised & sold beasts of burden (oxen for pulling carts & farm equipment, though most people did this thru manual labor), horses, jackasses, clothing makers for those who could afford to buy, but most people made their own clothes, even wove their own fabrics. Bakers. Tavern owners -but who made what was sold in taverns? Guards. House servants to the upper class. If you had your own land, or even if you leased land from a baron who allowed you to work it in exchange for a percentage of what you produced, you were ahead of the game. You worked from sun up to sundown, and sometimes longer. I don't know that they called them "jobs". People did what was required to survive. Some thrived. Others did not. The clergy usually had their own land which they worked to sustain themselves. Raised their own livestock and chickens.<br>
slide7. William Kidd biog Born in Scotland, 1645. His father was a sailor who was reportedly lost at sea. William had taken to the water at a young age.
He worked as an apprentice on buccaneer ships as a younger man.
He became a sea captain, his first ship was called the Antigua.
He travelled to New York in the 1680’s, where he became a privateer in charge of a ship called Blessed William. He defended the English and American trade routes with the West Indies.
The British government paid him to lead an expedition against pirates in the Indian Ocean. While his mission was to get rid of pirates, he would try to attack ships with valuable cargo.
Captain Kidd was not very good at finding pirates, and the mood of his crew of 150 men, led by the master gunman William Moore, turned ugly and there was talk of mutiny.
Kidd killed Moore with a metal bucket but his crew persuaded him to turn to piracy.
In 1698 Kidd and his crew attacked the Quedah Merchant which carried silk, sugar, precious metals and other things worth £70,000.
Unfortunately for Kidd back in England piracy had now become a crime. At first he was pardoned by the English authorities, but then he was arrested and sent to England and put on trial.
The trial was rigged and it took one day to find William Kidd guilty. He was executed and his body was hung above the river Thames for 20 years as a warning to other pirates.<br>
slide8. Lesson 1 Introducing William Kidd Role-play; Still image, mime; thought-tracking Work in the 17th Century 2 mins Briefly explain what jobs were available in the 1600’s.
A farming family – a backstory using a montage of still-images 8 mins Groups of 3. It is 1645 in rural Scotland. A farming family, the father is a skilful sailor. Three still-images: 1) the parents with their new-born son 2) the son is 10 and his father is teaching him how to sail a boat 3) the boy is age 12 and the father has died. Mention montage.
Role-play improvisation of William sent to work 5 mins It is now 1657 and the young William must leave home to seek work or the family will starve. Conflict: the mother doesn’t want him to leave but knows he has to, the younger sibling wants him to stay; William is a brave character and is eager to leave and become a man of the world. Groups discuss ideas briefly and then sustain impro for 1 minute. End scene in a still-image as the boy leaves.
Ship still image and mime sequence 10 mins William took jobs on various ships over the next years of his life and became a knowledgeable and skilful sailor over time. Look at the images stimulus of a C17th ship and the jobs necessary on board. Ask the students to select a job for themselves – but negotiate who the captain will be (they can wear a captains hat prop). Still-image sequence as a whole class, with the room as a ship. Aim for realism. Three images: Getting Ready to Set Sail; Sailing on the High Seas; Land Ahoy! Each image can be developed using mime – allow 20 seconds or so for each. An option would be to depict William himself, now in his 20’s or 30’s.
Thought-tracking 10 mins Discuss how it may be possible in drama to reveal the inner thoughts of a character. This may be necessary sometimes to tell a story effectively and reveal information about a character. Repeat one or two of the images, adding the technique of thought-tracking to reveal the thoughts of the characters on board the ship.<br>
slide9. Lesson 2 Becoming a Privateer Duologue impro, flashback and narration techniques. Using the element of transition. Game warm-up 5 mins Story circle – one word each story about Williams adventures on the high seas.
Getting a job as a privateer – duologue impro. 7 mins Explain that William Kidd eventually looked for work as a privateer. A privateer was a sailor who was paid by the government to capture pirates. Pairs, A and B. A is a government official looking to employ sailors to be privateers, and B is William, wanting to get a job as a privateer. Can B convince A in one minute to employ him/her? They may need to think of ways to convince the official of their skill as a sailor and courage as someone able to capture dangerous criminals.
Flashback technique – fours 10 mins In fours, develop the previous pair impro. To get the job as a privateer he must recall and tell his best, most impressive story from his experience so far as a sailor, which they must invent themselves. It could entail an act of bravery or skill such as defeating pirates, saving a ship from ruin etc. The story should be shown as a flashback. More advanced groups could be given the extra challenge of using a split focus, or create more than one story. Allow them to begin devising before stopping them to discuss the following step…
Adding a transition 15 mins Consider some ways that groups could show that the story goes back in time with a transition between the interview and the retelling of the story. It could be through use of still-image, movement, mime or narration. Allow more rehearsal time.
Share work 15 mins Groups can share their work and verbally evaluate it’s success.<br>
slide10. Lesson 3 Introducing William Moore Forum theatre; thought-tunnel Using a still image and thought-tracking to explain the next part of the story 10 mins Explain that Kidd was successful in becoming a privateer, and over the next years eventually became a captain of his own ship and was hired to capture pirates in the Caribbean. So now he can be known as Captain Kidd. But he could not afford a good crew. He had hired a really unreliable, horrible crew who kept trying to persuade him to plunder any ship that passed (not just pirates) so that they could get paid. Also, the truth was that they were not very successful in capturing any pirates. The crew were led by the ship’s gun sergeant, William Moore. Make a whole class image, choosing two students to play the parts of the two Williams. Use thought-tracking to explore the attitudes and opinions of the crew.
Forum theatre 15 mins In groups of 6 they should prepare a scene in which this argument is played out. Kidd wants to stay on the right side of the law, but the crew are starving and poor and ask William Moore to persuade Captain Kidd. Pick a solid scene and use forum theatre to work through the performance, with the aim of showing the students how to add, adapt and edit a scene in rehearsal to improve it.
Forum theatre process: forum theatre looks at a scene in which characters have a problem or issue with each other. A ‘joker’ (a host) invite the audience to stop the play at any time to either take the place of or suggest alternative courses of action for the characters. It is effective to divide the audience into groups which will ‘fight’ for a particular character, in order to focus their thoughts. The idea is that a problem is debated, a solution found, or a scene refined.
Thought-tunnel 5 mins Reveal that in real life this argument was ‘solved’ by Kidd hitting Moore over the head with an iron bucket, killing him in front of the crew. (This is not a standard way of resolving a forum theatre debate however!) Captain Kidd still needed to solve the dilemma of how to pay the crew. With one student playing the character of Kidd, the rest of the class form a tunnel with two lines. The tunnel will represent Kidd’s thoughts. One side of the class must think of arguments for becoming a pirate, the other against. Each student must think of a short sentence to persuade Kidd to their point of view. Kidd walks through the tunnel and as he passes each student the sentences are spoken. Reveal at the end that Kidd reluctantly decided he must allow the plundering of non-pirate ships.
HW – create a Captain’s log entry for William Kidd<br>
slide11. Lesson 4Â Becoming a Pirate presentational theatre; combining techniques Slow motion pirate 5 mins Slow motion, whole-class, pirate all-out sword fight battle. Rules: MUST be slow-mo (model); accept your death and die dramatically.
Pirate discussion 5 mins Discuss received ideas of pirates from common legend.
Creating presentational theatre 10 mins Groups to create an interesting way to present 3 true facts about real-life pirates, to bust some myths. Consider some ways to make the presentation of the facts interesting for an audience through voice, movement, image or any other drama technique or style. They could think Horrible Histories for inspiration.
Share the pieces 10 mins Verbal evaluation of the success of the pieces.
Life as a pirate – a narrated still-image montage 15 mins Discuss that to increase their skill in making drama, they must learn to combine more than one drama technique in a piece of work. This task will feature the techniques of narration and still-image and the style of montage as a minimum. They must now imagine the kind of things that Captain Kidd and his crew got up to once they turned to piracy – plundering ships, taking prisoners, trading stolen goods and so on (use a slide of images as stimulus). They should consider the facts that they have discovered. They should create a series of 4or 5 images with narration to convey the story. Groups can use other techniques if they like.
Share work 15 mins Verbal evaluation of the success of the pieces.<br>
slide12. Lesson 5 APPLYING SKILLS FOR ASSESSMENT The Trial of William Kidd Captain Kidd update 2 mins Explain that after attacking a ship called the Quedagh Merchant for it’s silks, supplies and precious metals, Kidd was arrested and taken to London to stand trial for piracy.
Grouping bias 5 mins Groups of around 5 are ideal for this exercise. Once grouped, explain that in a trial two sides of the same story are presented and the court must decide which one to believe to find the accused guilty or not guilty. Allocate each group the task of presenting William Kidd’s story from one of the two points of view, so that there is a roughly even distribution.
Assessment task – rehearse 25 mins Use some of the techniques and/or styles they have learnt so far to create a performance that shows the actions of William Kidd since he set sail from London in a positive or sympathetic light.
Quick vocal warm-up 2 mins Explain that actors must warm-up before a performance, just as athletes would do before a sporting event. Do a quick vocal warm up: massage face, blow lips, stretch tongue, articulate consonants or phonics.
Share and peer WIN 20 mins All groups to share and record work. Peer WIN comments to be made on post-it notes, using vocab and in complete sentences, which are then passed to corresponding groups. Teacher also gives WIN feedback.
Reflection and target-setting 5 mins From the WIN comments received, groups select their main priorities for improving their work and record them in their booklets.<br>
REVISIT and RE-ENFORCE
MAKING DRAMA:
Ways of working: interpret, stimulus, improvisation and rehearsal
Elements: story, conflict and transition
Techniques: still-image, role-play, mime, body-prop
INTRODUCE / ELABORATE
MAKING DRAMA:
Forum theatre, hot-seating and devising as ways of working
Element of character
Techniques: narration, flashback, thought-tracking
PERFORMING:
Volume, energy, expression, inventive language, engage audience BIG QUESTION/S
Do you find William Kidd guilty or not guilty?<br>
slide3. LEARNING<br>
slide4. ADDITIONAL RESOURCES
Booklet / handout:
William Kidd fact file
Pirate facts
Post-it notes
Physical:
Suitable costume items – a hat/ sword/ tankard
Video / audio:
What is an Actor?
https://schools.nationaltheatre.org.uk/app/os#!/other-content/video-resources/what-is-a-playwright<br>
slide5. Lesson overview Introducing William Kidd: jobs in the 1600’s; still-image montage; leaving home impro; still-image of ship life; thought-tracking.
Becoming a privateer: getting a job as a privateer duologue impro; flashback/split focus/narration.
Introducing William Moore: representing thoughts (thought-tracking and tunnels); forum theatre and drama as debate.
Becoming a pirate: Slow-motion pirates; plundering and looting: narration/still-image and flashback; arrested: hot-seating William before his trial
The trial of William Kidd: assessment lesson. Applying skills to present a dramatic argument for or against William Kidd. WIN.
Green Pen lesson: apply improvements.<br>
slide6. Life in the 1600’s At the top of 17th century society were the nobility. Below them were the gentry. Gentlemen were not quite rich but they were certainly well off. Below them were yeomen, farmers who owned their own land. Yeomen were comfortably off but they often worked alongside their men. Gentlemen did not do manual work! Below them came the mass of the population, craftsmen, tenant farmers and laborers.
If you were born into a certain class in society, you really could never rise any higher. Most people were farmers. If you could produce your own food and meat (livestock) without people stealing it, predators eating your livestock or your meat going bad (most meats were either killed and eaten same day, or cured with salt for later consumption), and pestilence preventing your crops from growing or rendering them inedible or unusable, you were ahead of the game! There were blacksmiths, those who raised & sold beasts of burden (oxen for pulling carts & farm equipment, though most people did this thru manual labor), horses, jackasses, clothing makers for those who could afford to buy, but most people made their own clothes, even wove their own fabrics. Bakers. Tavern owners -but who made what was sold in taverns? Guards. House servants to the upper class. If you had your own land, or even if you leased land from a baron who allowed you to work it in exchange for a percentage of what you produced, you were ahead of the game. You worked from sun up to sundown, and sometimes longer. I don't know that they called them "jobs". People did what was required to survive. Some thrived. Others did not. The clergy usually had their own land which they worked to sustain themselves. Raised their own livestock and chickens.<br>
slide7. William Kidd biog Born in Scotland, 1645. His father was a sailor who was reportedly lost at sea. William had taken to the water at a young age.
He worked as an apprentice on buccaneer ships as a younger man.
He became a sea captain, his first ship was called the Antigua.
He travelled to New York in the 1680’s, where he became a privateer in charge of a ship called Blessed William. He defended the English and American trade routes with the West Indies.
The British government paid him to lead an expedition against pirates in the Indian Ocean. While his mission was to get rid of pirates, he would try to attack ships with valuable cargo.
Captain Kidd was not very good at finding pirates, and the mood of his crew of 150 men, led by the master gunman William Moore, turned ugly and there was talk of mutiny.
Kidd killed Moore with a metal bucket but his crew persuaded him to turn to piracy.
In 1698 Kidd and his crew attacked the Quedah Merchant which carried silk, sugar, precious metals and other things worth £70,000.
Unfortunately for Kidd back in England piracy had now become a crime. At first he was pardoned by the English authorities, but then he was arrested and sent to England and put on trial.
The trial was rigged and it took one day to find William Kidd guilty. He was executed and his body was hung above the river Thames for 20 years as a warning to other pirates.<br>
slide8. Lesson 1 Introducing William Kidd Role-play; Still image, mime; thought-tracking Work in the 17th Century 2 mins Briefly explain what jobs were available in the 1600’s.
A farming family – a backstory using a montage of still-images 8 mins Groups of 3. It is 1645 in rural Scotland. A farming family, the father is a skilful sailor. Three still-images: 1) the parents with their new-born son 2) the son is 10 and his father is teaching him how to sail a boat 3) the boy is age 12 and the father has died. Mention montage.
Role-play improvisation of William sent to work 5 mins It is now 1657 and the young William must leave home to seek work or the family will starve. Conflict: the mother doesn’t want him to leave but knows he has to, the younger sibling wants him to stay; William is a brave character and is eager to leave and become a man of the world. Groups discuss ideas briefly and then sustain impro for 1 minute. End scene in a still-image as the boy leaves.
Ship still image and mime sequence 10 mins William took jobs on various ships over the next years of his life and became a knowledgeable and skilful sailor over time. Look at the images stimulus of a C17th ship and the jobs necessary on board. Ask the students to select a job for themselves – but negotiate who the captain will be (they can wear a captains hat prop). Still-image sequence as a whole class, with the room as a ship. Aim for realism. Three images: Getting Ready to Set Sail; Sailing on the High Seas; Land Ahoy! Each image can be developed using mime – allow 20 seconds or so for each. An option would be to depict William himself, now in his 20’s or 30’s.
Thought-tracking 10 mins Discuss how it may be possible in drama to reveal the inner thoughts of a character. This may be necessary sometimes to tell a story effectively and reveal information about a character. Repeat one or two of the images, adding the technique of thought-tracking to reveal the thoughts of the characters on board the ship.<br>
slide9. Lesson 2 Becoming a Privateer Duologue impro, flashback and narration techniques. Using the element of transition. Game warm-up 5 mins Story circle – one word each story about Williams adventures on the high seas.
Getting a job as a privateer – duologue impro. 7 mins Explain that William Kidd eventually looked for work as a privateer. A privateer was a sailor who was paid by the government to capture pirates. Pairs, A and B. A is a government official looking to employ sailors to be privateers, and B is William, wanting to get a job as a privateer. Can B convince A in one minute to employ him/her? They may need to think of ways to convince the official of their skill as a sailor and courage as someone able to capture dangerous criminals.
Flashback technique – fours 10 mins In fours, develop the previous pair impro. To get the job as a privateer he must recall and tell his best, most impressive story from his experience so far as a sailor, which they must invent themselves. It could entail an act of bravery or skill such as defeating pirates, saving a ship from ruin etc. The story should be shown as a flashback. More advanced groups could be given the extra challenge of using a split focus, or create more than one story. Allow them to begin devising before stopping them to discuss the following step…
Adding a transition 15 mins Consider some ways that groups could show that the story goes back in time with a transition between the interview and the retelling of the story. It could be through use of still-image, movement, mime or narration. Allow more rehearsal time.
Share work 15 mins Groups can share their work and verbally evaluate it’s success.<br>
slide10. Lesson 3 Introducing William Moore Forum theatre; thought-tunnel Using a still image and thought-tracking to explain the next part of the story 10 mins Explain that Kidd was successful in becoming a privateer, and over the next years eventually became a captain of his own ship and was hired to capture pirates in the Caribbean. So now he can be known as Captain Kidd. But he could not afford a good crew. He had hired a really unreliable, horrible crew who kept trying to persuade him to plunder any ship that passed (not just pirates) so that they could get paid. Also, the truth was that they were not very successful in capturing any pirates. The crew were led by the ship’s gun sergeant, William Moore. Make a whole class image, choosing two students to play the parts of the two Williams. Use thought-tracking to explore the attitudes and opinions of the crew.
Forum theatre 15 mins In groups of 6 they should prepare a scene in which this argument is played out. Kidd wants to stay on the right side of the law, but the crew are starving and poor and ask William Moore to persuade Captain Kidd. Pick a solid scene and use forum theatre to work through the performance, with the aim of showing the students how to add, adapt and edit a scene in rehearsal to improve it.
Forum theatre process: forum theatre looks at a scene in which characters have a problem or issue with each other. A ‘joker’ (a host) invite the audience to stop the play at any time to either take the place of or suggest alternative courses of action for the characters. It is effective to divide the audience into groups which will ‘fight’ for a particular character, in order to focus their thoughts. The idea is that a problem is debated, a solution found, or a scene refined.
Thought-tunnel 5 mins Reveal that in real life this argument was ‘solved’ by Kidd hitting Moore over the head with an iron bucket, killing him in front of the crew. (This is not a standard way of resolving a forum theatre debate however!) Captain Kidd still needed to solve the dilemma of how to pay the crew. With one student playing the character of Kidd, the rest of the class form a tunnel with two lines. The tunnel will represent Kidd’s thoughts. One side of the class must think of arguments for becoming a pirate, the other against. Each student must think of a short sentence to persuade Kidd to their point of view. Kidd walks through the tunnel and as he passes each student the sentences are spoken. Reveal at the end that Kidd reluctantly decided he must allow the plundering of non-pirate ships.
HW – create a Captain’s log entry for William Kidd<br>
slide11. Lesson 4Â Becoming a Pirate presentational theatre; combining techniques Slow motion pirate 5 mins Slow motion, whole-class, pirate all-out sword fight battle. Rules: MUST be slow-mo (model); accept your death and die dramatically.
Pirate discussion 5 mins Discuss received ideas of pirates from common legend.
Creating presentational theatre 10 mins Groups to create an interesting way to present 3 true facts about real-life pirates, to bust some myths. Consider some ways to make the presentation of the facts interesting for an audience through voice, movement, image or any other drama technique or style. They could think Horrible Histories for inspiration.
Share the pieces 10 mins Verbal evaluation of the success of the pieces.
Life as a pirate – a narrated still-image montage 15 mins Discuss that to increase their skill in making drama, they must learn to combine more than one drama technique in a piece of work. This task will feature the techniques of narration and still-image and the style of montage as a minimum. They must now imagine the kind of things that Captain Kidd and his crew got up to once they turned to piracy – plundering ships, taking prisoners, trading stolen goods and so on (use a slide of images as stimulus). They should consider the facts that they have discovered. They should create a series of 4or 5 images with narration to convey the story. Groups can use other techniques if they like.
Share work 15 mins Verbal evaluation of the success of the pieces.<br>
slide12. Lesson 5 APPLYING SKILLS FOR ASSESSMENT The Trial of William Kidd Captain Kidd update 2 mins Explain that after attacking a ship called the Quedagh Merchant for it’s silks, supplies and precious metals, Kidd was arrested and taken to London to stand trial for piracy.
Grouping bias 5 mins Groups of around 5 are ideal for this exercise. Once grouped, explain that in a trial two sides of the same story are presented and the court must decide which one to believe to find the accused guilty or not guilty. Allocate each group the task of presenting William Kidd’s story from one of the two points of view, so that there is a roughly even distribution.
Assessment task – rehearse 25 mins Use some of the techniques and/or styles they have learnt so far to create a performance that shows the actions of William Kidd since he set sail from London in a positive or sympathetic light.
Quick vocal warm-up 2 mins Explain that actors must warm-up before a performance, just as athletes would do before a sporting event. Do a quick vocal warm up: massage face, blow lips, stretch tongue, articulate consonants or phonics.
Share and peer WIN 20 mins All groups to share and record work. Peer WIN comments to be made on post-it notes, using vocab and in complete sentences, which are then passed to corresponding groups. Teacher also gives WIN feedback.
Reflection and target-setting 5 mins From the WIN comments received, groups select their main priorities for improving their work and record them in their booklets.<br>