1. It’s just a game, isn’t it? Achievement Standard: 90007 Use elements and conventions to devise drama Credits: 4

2. Student Instructions This activity will take place over six weeks and involve in class and out of class This activity will take place over six weeks and involve in class and out of class time. time. Context/setting Context/setting The activity enables you to use drama elements and conventions to devise a 10 minute drama performance. The activity enables you to use drama elements and conventions to devise a 10 minute drama performance. The assessment is based around the notion of gun control, it’s use and abuse in New Zealand/abroad. The assessment is based around the notion of gun control, it’s use and abuse in New Zealand/abroad. You will be exposed to the film “Bowling for Columbine” and a questionnaire You will be exposed to the film “Bowling for Columbine” and a questionnaire around the issue of gun use in New Zealand. around the issue of gun use in New Zealand. Your performance will be in the drama room and you will need to organise your own props, set and costumes. You will perform in front of a year 11 audience. Your performance will be in the drama room and you will need to organise your own props, set and costumes. You will perform in front of a year 11 audience.

3. Overview Week 1 — Introduction Week 1 — Introduction Week 2 — Devise Week 2 — Devise Week 3 — Devise/shape Week 3 — Devise/shape Week 4 — Shape/rehearse Week 4 — Shape/rehearse Week 5 — Rehearse Week 5 — Rehearse Week 6 — Present Week 6 — Present

4. Task 1 Preparation You will revise a variety of Drama elements and conventions You will revise a variety of Drama elements and conventions Explore the theme of guns in New Zealand and abroad. Explore the theme of guns in New Zealand and abroad. Watch - Bowling for Columbine’ and discuss how American’s gun laws are different from New Zealand laws Watch - Bowling for Columbine’ and discuss how American’s gun laws are different from New Zealand laws Improvise around the possible themes around gun use and abuse. Improvise around the possible themes around gun use and abuse. Individually you will: Individually you will: Record the entire process of devising in the handout by filling in the worksheets in this handout. Record the entire process of devising in the handout by filling in the worksheets in this handout. As a group you will do some of the following; As a group you will do some of the following; Look at a series of images of guns, bullet holes and war images. Look at a series of images of guns, bullet holes and war images. Respond to your teacher in role as a Police Commissioner who is seeking to have the laws on gun control in New Zealand. Respond to your teacher in role as a Police Commissioner who is seeking to have the laws on gun control in New Zealand. Take on the roles of a variety of interested parties at a forum for gun control including; police, farmers, gun supporters, parent of murdered teen, peace foundation and recent violent crime victim. Take on the roles of a variety of interested parties at a forum for gun control including; police, farmers, gun supporters, parent of murdered teen, peace foundation and recent violent crime victim. Using a news article provided by the teacher you will explore this issue from a variety of perspectives. Using a news article provided by the teacher you will explore this issue from a variety of perspectives. Decide which story you will use as the basis for your devised drama. Decide which story you will use as the basis for your devised drama. Although the foundation of your story will be factual, Although the foundation of your story will be factual, it must be developed and extended to become a ten minute drama that allows every member of the group to participate sufficiently to achieve the standard. it must be developed and extended to become a ten minute drama that allows every member of the group to participate sufficiently to achieve the standard. Brainstorm various ideas for the developed outline of the chosen story. At the same time, discuss possible elements and conventions that could be used to strengthen your story. Brainstorm various ideas for the developed outline of the chosen story. At the same time, discuss possible elements and conventions that could be used to strengthen your story. Record these ideas in your wikispace Record these ideas in your wikispace

5. Task 2 Exploration As a group you will work through a variety of applied theatre exercises in preparation for your performance, these may include; donut, soundscape, holographic freeze frame, spoken thoughts, role on the wall etc. As a group you will work through a variety of applied theatre exercises in preparation for your performance, these may include; donut, soundscape, holographic freeze frame, spoken thoughts, role on the wall etc. As a group, agree on your story outline and record this on your wikispace along with the elements and conventions you will use. As a group, agree on your story outline and record this on your wikispace along with the elements and conventions you will use. You should use a minimum of three elements and three conventions. Be sure to focus on an appropriate and interesting way of shaping your performance. You should use a minimum of three elements and three conventions. Be sure to focus on an appropriate and interesting way of shaping your performance. Also recorded in your wikispace should be the setting, list of roles and scenes. Also recorded in your wikispace should be the setting, list of roles and scenes.

6. Task 3 Rehearsal Shaping Shaping In order to help you with devising, each group will In order to help you with devising, each group will focus on a different way of shaping their story, based on the choices below. focus on a different way of shaping their story, based on the choices below. Remember that the focus is on structuring the performance. Remember that the focus is on structuring the performance. Drama 1.2\2008\Shaping worksheet 1.2.doc Drama 1.2\2008\Shaping worksheet 1.2.doc Drama 1.2\2008\Shaping worksheet 1.2.doc Drama 1.2\2008\Shaping worksheet 1.2.doc Rehearse your devised drama.. Rehearse your devised drama.. During the rehearsal process, you may wish to make some changes and adaptations to your devised drama. Record these also with the reasons why you made the changes. During the rehearsal process, you may wish to make some changes and adaptations to your devised drama. Record these also with the reasons why you made the changes.

7. Process Drama Activity Split the class into two groups. One is the defence and one the prosecution of a man who shot an intruder and has now been charged with grievous bodily harm. Prepare for your closing statements in the courtroom. Split the class into two groups. One is the defence and one the prosecution of a man who shot an intruder and has now been charged with grievous bodily harm. Prepare for your closing statements in the courtroom. Complete this sheet after the drama. Complete this sheet after the drama. Which statements did you not have a consensus on? Was this surprising? Which statements did you all agree on? Which statements did you not have a consensus on? Was this surprising? Which statements did you all agree on? ________________________________________________________________ ________________________________________________________________ Why do people want a firearm? Why do people want a firearm? ________________________________________________________________ ________________________________________________________________ What are the positive benefits of using firearms? What are the positive benefits of using firearms? ________________________________________________________________ ________________________________________________________________

8. Exploring Activities Bowling for Columbine Michael Moore Bowling for Columbine Michael Moore Focus on elements and conventions: Focus on elements and conventions: To apply the element of focus, improvise the following: Five people are in a family situation when gun goes off. Create a situation that places audience focus on one person at the beginning and one other person near the end of the improvisation. To apply the element of focus, improvise the following: Five people are in a family situation when gun goes off. Create a situation that places audience focus on one person at the beginning and one other person near the end of the improvisation. How did you ensure that audience’s focus was on specific characters? How did How did you ensure that audience’s focus was on specific characters? How did you position yourself on stage/ where did performers look/ how did you arrange you position yourself on stage/ where did performers look/ how did you arrange the stage in order to direct focus? the stage in order to direct focus? ________________________________________________________________ ________________________________________________________________ For spoken thoughts (convention), the following exercise could be used: For spoken thoughts (convention), the following exercise could be used: A court room - at various times, each member of the family expresses to the A court room - at various times, each member of the family expresses to the audience what they really think about the accused. audience what they really think about the accused. ________________________________________________________________ ________________________________________________________________ A News reporter states the events for the camera, but speaks his private A News reporter states the events for the camera, but speaks his private thoughts, which are far removed from the situation. thoughts, which are far removed from the situation. ________________________________________________________________ ________________________________________________________________ Evaluate it…

9. Task 4 Presentation As a group, present your devised drama to the class. Each student in the group must participate in a way appropriate to their role. As a group, present your devised drama to the class. Each student in the group must participate in a way appropriate to their role.

10. Task 5 Reflection Record your answers to the following on your wikispace : Record your answers to the following on your wikispace : Give examples of drama elements and conventions used in your devised drama. Give examples of drama elements and conventions used in your devised drama. How important were the drama elements and conventions to your devised drama? Why were they important? How important were the drama elements and conventions to your devised drama? Why were they important? On reflection, would you have made any changes to your devised drama? If so, what changes would you have made, and why? On reflection, would you have made any changes to your devised drama? If so, what changes would you have made, and why? You will be assessed on your ability to demonstrate an understanding of how to use drama elements and conventions to strengthen and perform a devised drama. You will be assessed on your ability to demonstrate an understanding of how to use drama elements and conventions to strengthen and perform a devised drama. It is therefore necessary that you take an active role in creating the devised drama and performing it. It is therefore necessary that you take an active role in creating the devised drama and performing it. Drama 1.2\2008\Reflection 1.2.doc Drama 1.2\2008\Reflection 1.2.doc Drama 1.2\2008\Reflection 1.2.doc Drama 1.2\2008\Reflection 1.2.doc Reflect on it…

11. AchievedMeritExcellence The student has participated in creating a devised drama. The student has completed workbook requirements. The student has completed workbook requirements. The student has used elements and conventions to devise, structure and perform a drama. i.e. The student has played the father and used spoken thoughts to give his perspective on the loss of his son. The performer has remained in role and worked on creating tension in the scene with his wife. The student has participated in creating a devised drama. The student has completed workbook requirements and shows understanding and insight into the devising process. The student has selected and used appropriate and varied elements and conventions to devise, structure and perform a drama. i.e. the student has played multiple roles, while ensuring that these are i.e. the student has played multiple roles, while ensuring that these are appropriately different. The student has a good understanding of the use of space and tension and used these particularly well in the flashback scene. The roles are sustained and believable. The student has participated in creating a devised drama. The student has completed the workbook requirements and has a clear understanding of the rehearsal process and the requirements for devising a drama. Answers reflect insight and understanding. The student has selected and used, with insight, appropriate and varied The student has selected and used, with insight, appropriate and varied elements and conventions to devise, structure and perform an effective drama. i.e. the student has played multiple roles with conviction and insight. The i.e. the student has played multiple roles with conviction and insight. The student has an excellent understanding of elements and conventions and uses these to enhance the story. The student uses stage triangles purposefully and has managed to narrate as well as sustain character throughout the performance.