1. T.I.E. Lesson objectives & plenaries lessons 2-5

2. Lesson 2 Learning Objectives  By the end of the lesson, pupils will have:  Participated in a whole class production based on the Dunblane Massacre  Considered the techniques used to realise (bring to life) the play  Discussed and evaluated how effectively they could use these ideas in their own piece of drama

3. The Dunblane Massacre On the 13th March 1996, Thomas Hamilton, a former Scout leader, walked into a Primary school in the small Scottish town of Dunblane and opened fire in the gymnasium. Fifteen children aged between 5 and 6 years old were killed along with their teacher, Gwen Mayor. He later turned the gun on himself, committing suicide. It remains the deadliest attack on children in United Kingdom history. On the 13th March 1996, Thomas Hamilton, a former Scout leader, walked into a Primary school in the small Scottish town of Dunblane and opened fire in the gymnasium. Fifteen children aged between 5 and 6 years old were killed along with their teacher, Gwen Mayor. He later turned the gun on himself, committing suicide. It remains the deadliest attack on children in United Kingdom history. Hamilton's exact motives remain unknown, though it is a matter of record that there were complaints to police regarding his suspicious behaviour towards the young boys who attended the youth clubs that he ran. Hamilton's exact motives remain unknown, though it is a matter of record that there were complaints to police regarding his suspicious behaviour towards the young boys who attended the youth clubs that he ran. The gym where the massacre took place was demolished on 11 April 1996, and within two years the whole school was rebuilt. The gym where the massacre took place was demolished on 11 April 1996, and within two years the whole school was rebuilt.11 April199611 April1996

4. The Grade 1 class at Dunblane Primary School. Most of the children in this photograph were killed in the shooting on 13 March 1996

5. Plenary  What was different about the way we presented the story from how it might be portrayed on T.V?  What style would you say the drama was?  How effective was the play as a piece of T.I.E. e.g. what did it teach the audience?  What drama techniques were used in it?  Has this given you any ideas for your own drama piece?

6. Lesson 3 Learning Objectives By the end of the lesson, pupils will be able to: By the end of the lesson, pupils will be able to: Discuss some strategies to ‘hook’ their audience Discuss some strategies to ‘hook’ their audience Create the opening scene for their drama Create the opening scene for their drama Explore, identify and incorporate Brechtian techniques into a role play Explore, identify and incorporate Brechtian techniques into a role play

7. A few tips! Today you will begin to devise your T.I.E. play. Here are a few tips that you should think about! Today you will begin to devise your T.I.E. play. Here are a few tips that you should think about! Your play must be suitable for your target audience Your play must be suitable for your target audience E.g. is our play suitable for year 7s? The play must be educational and FACTUAL! The play must be educational and FACTUAL! Do not make anything up. You need to use your research and have a good understanding of your topic You should decide the STYLE and GENRE of your play You should decide the STYLE and GENRE of your play E.g. will it be naturalistic or OTT, symbolic or representational, a spoof, a comedy, a drama etc. It must be interesting and a well crafted piece of theatre You must think about your basic performance skills as well as creating an interesting and clear narrative. It must be interesting and a well crafted piece of theatre You must think about your basic performance skills as well as creating an interesting and clear narrative.

8. The ‘hook’ Q: What is the hook of a play? A: The hook of the play is how you engage your audience, make them interested and make them want to watch the rest of the play You need to hook your audience within the first couple minutes so it is important that the opening of your play grabs their attention!

9. How to hook your audience This will be down to individual groups to decide but a few suggestions might be… This will be down to individual groups to decide but a few suggestions might be… Altering the narrative structure Altering the narrative structure Mystery Mystery Narration Narration Audience participation Audience participation Creating a strong atmosphere with lights and sound Creating a strong atmosphere with lights and sound A monologue A monologue Facts Facts Staging the play in an unusual way e.g. traverse, promenade, in the round Staging the play in an unusual way e.g. traverse, promenade, in the round Strong characters Strong characters Any other suggestions? Any other suggestions?

10. Brechtian Theatre Bertolt Brecht was a German theatre practitioner who was famous in the early half of 20th Century. He not only wrote and directed plays but changed the way that the theatre was seen and used. He believed that the theatre should not simply be to entertain but that it should be used as an educational tool. He is considered to be the person who pioneered theatre in education.

11. Brechtian Techniques Placards to depict place & time Placards to depict place & time Direct address Direct address Titles of scenes projected Titles of scenes projected Music to distance the audience Music to distance the audience Factual information Factual information Actors on stage all the time Actors on stage all the time Stark/bright lighting Stark/bright lighting Multi-role Multi-role Symbolic/representative objects Symbolic/representative objects Use of a narrator Use of a narrator Story not always chronological (non linear narrative) Story not always chronological (non linear narrative) MORAL MESSAGE! MORAL MESSAGE!

12. Your task You have 10 minutes to incorporate at least 2 Brechtian techniques into your work You have 10 minutes to incorporate at least 2 Brechtian techniques into your work We will be watching some examples of your hooks/opening scenes so please make sure you use your time effectively! We will be watching some examples of your hooks/opening scenes so please make sure you use your time effectively!

13. Plenary What is a hook and why is it important to have one? What is a hook and why is it important to have one? What has been added to your piece of drama by incorporating the Brechtian techniques? What has been added to your piece of drama by incorporating the Brechtian techniques? Where next? Where next?

14. Lesson 4 Learning Objectives Discussed what the problem and action scenes should achieve and begun to devise them Used their understanding of T.I.E. to help improve other groups work

15. The structure of your play To help shape your work it is sensible to have a clear scene structure. Your play will consist of 4 main scene 1.The ‘hook/opening’ scene 2.The ‘problem’ scene 3.The ‘action’ scene 4.The ‘resolution’ scene Today we will be working on the ‘problem’ and ‘action’ scenes

16. The ‘problem’ scene In this scene you need to show the audience the issue that you are tackling and the effect that it has on your characters For example, if you are looking at the issue of bullying you would create a scene where the audience sees bullying taking place and how it makes the person being bullied feel You have 10 minutes to begin to devise this scene. Do not forget that some Brechtian and or drama techniques might make this more interesting! Off you go…

17. The ‘action’ scene In this scene you need to show your audience what action could and should be taken about the problem So if you were addressing the issue of bullying you might show the victim discussing the problem with a friend who then tells a teacher or the victim phoning a support line for advice This would be an excellent place for you to use your research information and include facts about the issue you are exploring!

18. Plenary What Brechtian/exploratory techniques has your group used today? What has your group achieved in this lesson? What are the strengths in your play so far? What targets does your group need to set in order to move forward with your project?

19. Lesson 5 Learning Objectives By the end of the lesson pupils will have: Completed the devising process and polished their work to performance standard Decided what costumes, props, lighting and sound effects are required for their play

20. The ‘resolution’ scene This scene will conclude you play and should therefore be memorable and highlight what you are trying to teach your audience It should show what happened to the characters after the ‘action’ scene e.g. after the victim of bullying took the action of telling a teacher, the bully was removed from the class and the victims time at school became more enjoyable

21. Brechtian Techniques – A Reminder! Placards to depict place & time Direct address Titles of scenes projected Music to distance the audience Factual information Actors on stage all the time Stark/bright lighting Multi-role Symbolic/representative objects Use of a narrator Story not always chronological (non linear narrative MORAL MESSAGE

22. Plenary Can you answer ‘yes’ to the following questions? Have you devised the whole of your play? Does it have a clear hook/opening scene, problem scene, action scene and resolution scene? Does your play contain factual information? Do you believe that your play will educate your audience? Have you decided what costumes, props, lighting and sound effects are required for your play?