UNIT TITLE
Acting Methods and Styles
LESSON TITLE
Forum Theatre Workshop (Part 1)
CLASS
Drama 4
DURATION
75 Minutes
EDUCATIONAL OBJECTIVE
Students will be able to explore some techniques and practices of Augusto Boal by participating in a Forum Theatre workshop.
NATIONAL STANDARDS
CREATING
• TH:Cr1.1.HSIII.a
o Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work
• TH:Cr3.1.HSIII.b
o Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work.
PERFORMANCE
• TH:Pr4.1.HSII.b
o Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
• TH:Pr5.1.HSIII.a
o Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
MATERIALS
• Empty Playing space
TEACHING PRESENTATION:
NOTE:
All the activities in this workshop are taken from Augusto Boal’s book, Games for Actors and Non-Actors, 2nd ed.
Hook:
Ask students to leave their seats and to join you on stage. Explain that we are now going into some unfamiliar territory as a little conservatory group. For the next few days we will be trying something that students haven’t really been through. Explain that students should just come along for the ride.
Step 1—The cross and the circle (Boal, pg. 50)
This activity, though it might be used in some symbolic or metaphoric way, is really designed to get students warmed up. The warm up is an important process, and is especially important when working with students with little to no theatre experience.
Explain that you will begin with a little game. Explain that they can try it standing, sitting down, on a table, in a chair, or even laying on the ground—it doesn’t matter. Explain that this exercise is almost impossible to do, and that you are not expecting anyone to be able to accomplish it. Then ask the students to “describe” a circle with their right hand. In the air, in front of them, they can make it as big or small as they would like. Stop them. Then ask them to make a cross with their left hand. Have them try it several times (it should be fairly easy). Then stop them. Then ask them to do both simultaneously. Let the students flounder and get frustrated. It is normal that only one or two people will succeed in this task.
VARIATION: Upon completing the first part, ask them to now describe a circle with their right foot. Without stopping them, explain that they should write their first name in the air with their right hand. They should continue to keep their foot circling. Allow this to continue one for a minute or so until it is clear that the group is frustrated or done.
NOTE: It should be a fun warm up with very little risk. The exercise is about building an atmosphere of trust and excitement.
Transition—
Briefly thank the group for their participation then explain that you will now do another exercise together.
Step 2—The designated leader (Boal, pg. 158)
Ask the students to form a circle in the room. Ask the group to close their eyes and drop their heads. As you circle around behind them, explain that you will touch one person. Explain that when they open their eyes the person who was touch will lead the group in whatever movement they wish. Explain that they can do anything that they want, but they should try not to let anyone else know that they are the leader.
This activity will be performed two times without discussion in between. The first time, don’t touch anyone. The second time, touch everyone.
After the completion of this activity lead short discussion about the experience using the following questions:
• What was this experience like?
• Was it difficult to decide who was the leader?
• Who do you think the leader was? Why do you think that?
• Who had the power in this situation? Why?
• Did you feel you could express yourself?
You can decide when, if at all, you reveal that you touched everyone or touched no one. Should the group insist that you had the power, acknowledge it and direct the discussion back to whoever has the power.
Transition—
Again, explain that you are moving to a new exercise.
Step 3—Columbian hypnosis (Boal, pg. 51)
Ask the students to pair up. Then explain that one part of the pair (they can decide) will hold their hand forward, palm out, and fingers upright and will hold their hand in front of their partner’s face. The other partner must keep their head about a foot away from their partner’s hand AND they must keep their head in line with the hand at all times (their hairline with the fingertips, their chin with the palm). Explain that the person leading will move their hand in any way they wish, and the person following MUST keep their head keep their face level with the hand.
Let the partnerships play the game for a minute or two, and if necessary encourage them to really challenge their partner’s limits. Switch the leader and follower and repeat the exercise.
After completing the activity once, lead a short discussion using the following questions:
• What was this experience like?
• What was easier? Following or leading?
• Who has the power in this situation? Why?
• Is it possible to express yourself in this situation?
Explain that they will do the activity again keeping in mind one of the following themes: relationships, challenge, teachers and students, parent and students, power, or any other theme you feel fits in with the theme. You can progress through as many of themes you feel are necessary, but the purpose of the activity is to begin to focus the workshop in the direction of the student/adult relationship that is the basis of this workshop.
After a minute or two of the activity with the added theme, stop the students and lead a short discussion using the following questions:
• How did that idea (whatever the theme was) change the activity?
• Did you make any new discoveries?
• Are their any relationships forming? Any characters forming when we add an idea?
Be sure to listen to their answers and guide them to more discoveries if you can tell they are close. Repeat the activity with as many themes as you feel necessary
VARIATION:
Select one person as the leader. They will “hypnotize” two different classmates at the same time, with both hands. The individuals being hypnotized will then lead their own followers, so you have a chain of leaders and followers. Let the activity run for a minute or two and stop the class. Conduct a short discussion using the following questions:
• How did this change your experience?
• Any new discoveries?
• What is it like leading two people? What about following and leading? What about following at the end of the chain?
You can perform the activity again if you wish and even add once of the themes as an idea to think about.
NOTE: The discussion during step 2 and 3 can last a long time. Do not let the conversation slip by. Wait long enough for students to join the conversation. This is new work for the students so you have to wait for the students to catch up.
Step 4—Wrap up
Explain that students should try to hold onto the ideas and thoughts they’ve had today. We will be coming back to this activity next time.
Assessment:
Student’s respectful and willing participation is paramount for this activity. The can be assessed on their participation for 20 points per day.