Devising with Images in
Drama
Colm Hefferon
Setting the scene
1. PHYSICAL FOCUS: Organise
large group into groups of FOUR through use of Titanic game.
In 4s give each a number – 1,2,3,4. Show image (the Arrival
by Shaun Tan, available on Google Images.
Examine the image in various ways.
2. VISUAL FOCUS: (ask pupils to write ideas down as we go
for their own records.) Give each numbered pupil a specific task. Each report back under category: Big thing,
small, hard, soft.
3. SENSORY FOCUS: In numbered sequence: All evens are man all odds are
the woman. I am afraid I see…I think I hear…
Write down in copies.
Development
4. TENSION FOCUS: On
Letter. It could be the cause or have an effect. Teacher wonders aloud. “I’m just
wondering….” What sentence in the letter is causing him to think of
leaving ? (Letter written by someone outside the home.)
Option two: I’m just wondering…what effect of the letter (written by him) will
be on those left behind? Then ask pupils
too do same in their small groups.
4b.SENSORY VISION: Choose an concrete visible thing ( big, small, hard, soft
again) in picture. Go for deep description ere. E.g. ” I am the
old battered spade in the corner and last night I saw/heard/felt/smelt….”. If
time allows, repeat with an unseen object( e.g. a note in the woman’s pocket.
5. STATUS QUO: Recreate the image, or if there are more
people in image than are in group, show an image of the most important part of the
photo. Show in carousel. Comment on LEVELS in groups showing.
5b.STATUS QUO ANTE: Using the idea of SLOMO ( slow motion) Show
a moment from recent past that led to
Image 5. In small groups. (CAUSE). Move from image one to two- Neutral position/Freeze/Move/Freeze
5c.STATUS QUO POST: Show the same people some time later
where the full effect of the images 1 and 2 are explored and shown. (EFFECT). SLOMO
between images one, two and three. Really slow. Show in carousel.
For home work : Write the dialogue for each scene in
copies if desirable. Focusing on the
departure scene. Ask pupils what you think they are saying. What do you think
is not being said here?
Write the dialogue in four lines only in small groups of
four. Each person contributes one line. Keep same groups.
NEXT SESSION or later : Place dialogues on the floor. Each
group of four takes one dialogue up (not their own) and practises it. They show
this in carousel, with music behind if desirable.
Reflection
FINALE: Ask pupils how they think the story finished. Explore
in same groups what Christmas day/ birthday the following year was like for each
character. To avoid possibility of tragic
outcomes being dominant. Organise that
every ending scene is slightly different e.g. Happy/ Sad/ Mysterious/ Revenge/Hero returns/Best
possible ending for all concerned. The reason for this is to lift the mood, and
also show pupils that problems can be solved. That we can influence the outcome
of our lives and change what we don’t like with a positive approach. At this
stage, we don’t dwell on the problem itself, but on the options the character
has to solve it.
Circle time: discussion of themes of “ Coping with Change” should reveal a variety of perceptions and skill levels. These ideas may
be captured in a poem written in the voice of the character (My Dream…) or Images in art of one thing they
would like to achieve to foster a positive attitude. Remember you will go
further and value more if the pupils use the characters’ voices ( “Martin Tan should
talk to the village chief…” as opposed to” I would do this”). You may choose
also to go into role as a Grandmother character very worried about your grandson,
looking for advice from his friends (the pupils). This often reveals a maturity
of engagement not always evident in the classrooms.
END
Colm Hefferon.
October 2012
