Status How can we show in a performance a

slide1. Status How can we show in a performance a character has more power or a higher status? Begin to think about:<br>
slide2. What can you tell about the play from the front cover?<br>
slide3. Lesson One Learning Outcomes<br>
slide4. Pete: (to Terry) See my frisbee, Humpty? My best frisbee, this is. I’ve had this frisbee for ages. I love it. Id hate to lose it. Id go mad if I lost this frisbee. Want to see how it works? (Pete throws the frisbee into the air. Then he says) …Oh Dear. It got stuck in the pylon. What am I going to do now?
Stubbs: You’ll have to get it back Pete.
Pete: I know. Only trouble is, I’m scared of heights. Cant stand them. I get a nosebleed just going tto the top of the stairs.
Stubbs: You’ll have to get somebody to fetch it down for you, then.
Pete: That’s right. Who, though?
(Stubbs points at Terry)
Stubbs: Him! ….. All right Humpty? Up you go. Get Pete’s frisbee back for him …..Go on. Climb the pylon. Get it back … (Terry stares up at the pylon) … perhaps you aren’t our mate, then. Perhaps you don’t like us at all. That means you’re the kind of person who will sneak on us. (he walks towards Terry)<br>
slide5. Terry: Alright, ill get it
Sammy: Don’t Terry
Stubbs: Shut up Sammy.
Sammy: Its dangerous.
Kathy: You wana go up there instead? (there's a pause)
Stubbs: Go on.
(Terry starts to climb the pylon. Egged on by Pete, the members of the gang start to chant ‘Humpty Dumpty! Over and over again, and then shout comments up at Terry. Sammy runs forward)
Sammy: Don’t Terry. Come down.
Stubbs: Shurrrup, Sammy, unless you wanna go up there after him.
(The light flash, Terry hangs dead from the pylon)<br>
slide6. Scene 1 Questions:

How do we know Stubbs is the leader of the gang?
What do you think of Sammy?
What words could be used to describe the opening scene?<br>
slide7. Has a crime been committed? Did anyone murder Terry Dumpton?
Was it an accident?
Was it Terry’s own fault?<br>
slide8. Your task: Roles: Sammy, Stubbs, Pete & Police Officer

Devise a short scene telling of what happened from their point of view

Pay attention to how they talk to the Police Officer and to each other

Or to push yourselves further - devise a scene about what happens next in the script<br>
slide9. Your task: Roles: Sammy, Stubbs, Pete & Police Officer

Devise a short scene telling of what happened from their point of view

Pay attention to how they talk to the Police Officer and to each other

Or to push yourselves further - devise a scene about what happens next in the script<br>
slide10. What are the differences between mental and physical bullying? Lesson 2: Begin to think about: Lesson Objectives:
You will consider the events leading up to Terry’s death
You will know the warning signs of bullying and the different types of bullying and how bullying has effected Terry
You will be able to improvise an emotive and realistic character performance<br>
slide11. 4 Corners Look at the signs on the walls.
Introverted (quiet)
Don’t want to go to school
Mood Swings
Low Self Esteem

Stand next to the sign you think is the most obvious that someone is being bullied. Discuss with the others stood near you.<br>
slide12. Task 1 Learning Outcomes<br>
slide13. Task 2: Groups of 3 Improvise a scene of Mrs Dumpton being informed of Terry’s death
Discuss possible causes, why he was with the gangs that day, why it is a possibility they think he may have been bullied Level 4: Perform a clear role throughout the performance considering appropriate use of language and emotion being portrayed
Level 5: Consider how the emotions within the performance will change throughout the course of the conversation
Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation and motives
SMSC: Respect for others’ feelings, empathy, compassion and integrity in performance<br>
slide14. I knew there was something wrong. I knew sooner or later there’d be some kind of trouble. It was the kids at school, that gang. I bet they are at the back of this. He never tells us anything about them. He was a quiet boy, very nervous. That’s why they picked on him I suppose. He seemed scared of them – terrified. And now they’ve gone and killed him. I mean my Terry wasn’t that sort of a boy – to go climbing pylons. He would have only gone up there because they made him do it

He was often late home from school. I think he came home the long way round just to avoid those bullies. It started to affect his behaviour. He started acting all strange. Ever since we moved into this area we’ve had nothing but trouble. Ever since Terry went to that school. He changed the first day.<br>
slide15. After reading Mrs Dumpton’s Monologue…… What do we think of Terry now?

Answers on a post-it note and place on the board before leaving<br>
slide16. Why does the playwright use flashbacks throughout the play? Lesson 3: Begin to think about: Lesson Objectives:

To introduce to Mr Dumpton’s character
Suggest Terry’s problems and how all problems contribute to his mental state
To form an opinion of Mr and Mrs Dumpton and their impact on their son
Understand the playwrights use of flashbacks Flashbacks are used throughout the whole play. It even begins with a flashback.<br>
slide21. Humpty Dumpty Why do the gang call Terry ‘Humpty Dumpty’?
What does it suggest?
What are the
connotations?<br>
slide22. Task 1 Devise a short scene between Mr Dumpton and Terry after the script Level 4: Take on clear roles throughout the scene which has clear progression in the storyline. Using appropriate language registers for the characters
Level 5: Consider how the emotions within the performance will change throughout the course of the conversation.
Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation and motives
SMSC: The opportunity to understand human feelings and emotions and how to interpret them<br>
slide23. Task 2: Terry had been stealing from Mrs Dumpton Groups of four

Roles: Terry, Mrs Dumpton, Mr Dumpton and the role of Lesley – Terry’s’ younger sister, who is about 6 or 7.

Devise a short improvisation that shows what happened when Mrs Dumpton found that £10 had been taken from her purse.

Maybe they confront Terry then and there – or maybe his parents discuss it first and confront him later – or maybe something else.<br>
slide24. Think about... Movement
Body language
Gesture
Use of voice
How they interact with other characters
How the audience will see the scene/the effect they want to have.<br>
slide25. He was always such a happy child. Quiet, but happy. We’d always got on well together, as a family. You know, of course, that Mr Dumpton has a police record. He was inside for a year. It was silly, really. He got mixed up in something. But he did his time and that’s why we moved to a new area – to put it all behind us. Only to have all this trouble start with Terry.

Terry never talked to us about it. If he had, none of this would have happened. I hear him crying a few times as well. In his bedroom at night. But when I went in to check him, he’d stop and pretend to be asleep. And then there was this thing about the money – he stole three pounds from my purse. Even when we asked him about it, he refused to answer any questions.

The final thing was when we had that letter from his school. We knew it was something to do with the school then, because Terry used to love going to his old school. You couldn’t keep him away – even when he was ill! We had no idea until we got that letter telling us he’d been playing truant. We just couldn’t believe it. We knew we had to say something then.<br>
slide26. Mr and Mrs Dumpton Stand up and find a partner.
Tell them what you feel about these two characters. When you have shared your opinions, let the other person tell you theirs.

Be prepared to share your partner’s opinions with the group.<br>
slide27. Begin to think about: Is it right to interview grieving parents so soon after such a tragedy? Why / Why not?

Discuss with someone next to you.
Be prepared to feedback.<br>
slide28. Lesson 4; Learning Objectives Students will:

Know what happens in Scene 8 and will meet Mrs Vickers’ character

Consider the consequences of others’ actions

Be able to make responsible and reasoned judgements on moral dilemmas and demonstrate this in performance<br>
slide29. Scene 8 What happens?

Think about the situation Terry’s parents were put in during this scene.<br>
slide30. The Terrible Fate of Humpty Dumpty Scene 8<br>
slide31. Mrs Vickers She was a witness to Terry’s death. She was in her garden at the time, pruning roses. Her garden looks out onto the wasteland where the death took place.

In pairs, devise a short improvisation in which Mrs Vickers tell Mr Vickers what she has just witness in the waste ground.<br>
slide32. Think about... Movement
Body language
Gesture
Use of voice
How they interact with other characters
How the audience will see the scene/the effect they want to have.<br>
slide33. Mrs Vickers Mrs Vickers’ was in a bad situation.
What would you have done in her situation?<br>
slide34. Choose to: Think about the previous question, then work in pairs to direct and act a re-draft of what Mrs Vickers should have done in her situation.

OR

In your pairs, devise a short improvisation in which Ross from the Weekly News is interviewing Mrs Vickers to get her story for his newspaper article. Level 4: Take on clear roles throughout the scene which has clear progression in the storyline. Using appropriate body language and vocal registers for the characters.
Level 5: Consider the characters reactions to the situations and their reason for acting the way they do
Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation
SMSC: Consequence of others’ actions<br>
slide35. Reliability What does this word mean? Stand up if you think Mrs Vickers is a reliable witness.
Make sure you can explain your choice.<br>
slide36. In groups of four, hot seat Mrs Dumpton, Ross Webster and Mrs Vickers.

From Mrs Dumpton try to find out why she was so angry at Ross Webster.

From Ross Webster try to find out why he is trying to find out what happened to Terry and whether he is really concerned for Mrs Dumpton?

From Mrs Vickers try to find out her real motives for talking to Ross Webster. What kind of a person is she?

Consider:
Their actions.
The actions of others.
What’s been said already<br>
slide37. Questions Feelings Learning<br>
slide38. Create a role on the wall for one of the characters we have met from the play Inside the shape, you should write thoughts and feelings of the character. Outside the shape, you should write what other characters think of them.<br>
slide39. Lesson Objectives Students will:

Understand more about Terry’s situation

Consider how to interweave narration, flashback, status and hot seating into a performance

Be able to evaluate theirs and other groups performances using key drama words<br>
slide40. A police witness statement given by Samual Smallbright.
 
It was an accident. Sort of. Nobody wanted it to happen. Except Stubbs perhaps. I wouldn’t put anything past Stubbs. It’s him who started it all. Started having a go at Terry. I don’t know why, he just started having it in for him. Terry had only been at school for about a week before he started. He was in my class. I’d spoken to him a few times. He seemed alright, a bit quiet, shy, nothing else. He was alright really. Then Stubbs decided to have a go at him. No one knows why. No one knows how Stubbs’ mind works.
 
The first time he did it was one day after school. Terry and me has just set off home from school together, when Stubbs and some of the others came up.
 
I told Terry that it wouldn’t last long and that it was only because he was new in the school. I told Terry that Stubbs was alright really. Terry didn’t believe me. He knew they wouldn’t leave him alone. It was obvious really. Stubbs really had it in for him. And the others just followed and did what he said – me too I suppose. Terry never stood up for himself. We never hurt him. We never hit him or anything. But he never stood up for himself, he always took whatever Stubbs had to say about him.<br>
slide41. Terry did everything Stubbs asked. He stole loads of money from home. I don’t know how Terry got away with it, but he kept on bringing in more and more money. Stubbs even got to know about Terry’s Dad being in prison. Stubbs ripped Terry apart with that one, but Terry just took it. I think that’s why Stubbs got more and more angry.
 
I know I should’ve done something, told someone, but they’re my mates. You can’t tell on mates, can you? Not very nice mates though. I was scared of Stubbs, we all were. He was a nasty piece of work, bad right through.
 
That’s why I’m telling you now. I keep seeing Terry, hanging from that pylon. I have dreams about him. I wake up at night, screaming. It was my fault. I’m to blame as much as anyone else is. I was there and I never stood up for him.<br>
slide42. Using the statement as a stimulus: Create a polished piece of theatre which uses a mixture of narration, status, flashback and hotseating to show the events of the statement Level 4: I can stay in role for the entire performance. I can use my appropriate facial expressions and body language with some attention to detail when playing a character.
Level 5: I can use the techniques within my performance with confidence and creativity
Level 6: I can respond well to the prop stimulus offering my own ideas to group work which demonstrate some creativity and imagination and how the techniques used will have a specific effect on the audience
SMSC: Thinking through the consequences of actions and making reasoned judgements on dilemma’s<br>
slide43. Fill in the self/peer assessment sheets Your assessment is in 2 lessons time.
On the bottom of the page set yourself a personal target to work on over the next 2 lessons<br>
slide44. Target Setting What three things have you done well this lesson?

What can you improve next lesson?

How will you do this?<br>
slide45. How can the news influence an audience on what is being reported? Begin to think about: SMSC: a willingness to express differing views on ethical issues and personal values<br>
slide46. Parent-Teacher Relationships How do you expect the relationship between parents and teachers to be?
What do you expect to see / hear?
When might they need to speak to each other?
When would a parents want to speak to a headteacher?<br>
slide47. Scene 14 Read through the scene.

Think carefully about what you learn in this scene.
How does it make you feel?<br>
slide50. Questions Feelings Learning<br>
slide51. Lesson 6 Learning Outcomes<br>
slide52. Using your knowledge from the scenes, on your twitter slip write a question that you would want to ask Mr Dumpton, Ross or the Head Teacher You will be in role with the whole class as a journalist in a news conference.
Remember to ask your questions

Consider:
Their actions.
The actions of others.
What’s been said already<br>
slide53. Groups of 4 Create a news report about the interview

Consider the question from the beginning of the lesson on the influence of the news has

What other things happen in the news?<br>
slide54. Plenary What did we notice about the difference in the viewpoints presented by our news reports?<br>
slide55. Was Terry Dumpton’s death a tragic accident? Begin to think about:<br>
slide56. Lesson 7 Learning Outcomes<br>
slide57. What happens to Stubbs the night of the accident? Groups of 5/6

You are to create a nightmare sequence that uses a range of non-naturalistic techniques<br>