Ask the group to brainstorm what they understand by a tribe and write them on a big peice of paper.
In groups of 4 or 5 ask the group to create their own tribe asking the following questions.
1. What is your name?
2. What is your symbol? (draw and colour in if necessary)
3. What is your main value in life? (put in the form of a motto)
4. What types of clothers do you wear?
5. Where do you live?
6. What is your initiation ceremony to get into the tribe?
If the group want to add other details then they can. Feed back to one another about your tribes.
Story tasks:
Get each group to create a story about how their tribe came into existance. Get the group to present it back by acting it out.
Join two groups together to make a story which involves both of their tribes. Get them to feed back by retelling it and acting it out.
Showing posts with label writing. Show all posts
Showing posts with label writing. Show all posts
Tuesday, 15 January 2013
Sunday, 25 November 2012
Creating scenes from characters
Here ae 3 easy steps to create a drama from exploring characters
1. Create a character: (Or you could choose an exisiting charater)
- Write 10 questions to yourself to get an initial idea of who you are? How old are you?, Where do you live? Do you have family? What ius your favoiurite colour?
- Hot seat one another to find out more about eachother and yourself. If you discover more about yourself in this exercise jot it down
2. Write a monologue - More about who you are. What you like/dislike. Tell a memory from your childhood and one from a recent event.
3. Create Scenes: Put the characters together in a scene. Choose a context for where you are ie A parents evening, outside a burning house, at a party. Think also about character traits and each characters history to make links to one another.
1. Create a character: (Or you could choose an exisiting charater)
- Write 10 questions to yourself to get an initial idea of who you are? How old are you?, Where do you live? Do you have family? What ius your favoiurite colour?
- Hot seat one another to find out more about eachother and yourself. If you discover more about yourself in this exercise jot it down
2. Write a monologue - More about who you are. What you like/dislike. Tell a memory from your childhood and one from a recent event.
3. Create Scenes: Put the characters together in a scene. Choose a context for where you are ie A parents evening, outside a burning house, at a party. Think also about character traits and each characters history to make links to one another.
Friday, 16 July 2010
Three taster sessions to build a Youth Theatre (Green Shoes Arts)
Session 1: Aim - To give young people the experience of working together and being able to focus in drama.
Warm up games:
Presenting: Form a circle and in turn each person walks into the middle and says their name and something interesting about themselves.
Budge: Click on link here
Focus Warm up: Click on link here - With variation of giving commands Stop, Go, Jump and clap. The group must respond by first doing the commands they here then by doing the opposite i.e. Jump when they hear clap or stop when they here go. Progress by getting the group to say the opposite command before they do it.
Create a scene from an image playing Grandmothers Footsteps. Choose 3 images and illicit from the group what they see. What story? Who are the characters? The task is to create a story in pairs using these 3 images.
Create a scene representing the local area
Brainstorm on Dagenham heath (your locality) 1. Adjectives that describe it, 2. Places, 3. What can you do there.
Pick a word from each list randomly and create a scene using those 3 words i.e Windy, Swimming pool, Reading.
Session 2: Aim - To create stories through improvisation
Warm up activities: Passing a clap around the circle, Passing an imaginary ball around the circle under your feet, Throwing a tennis ball in the circle,
Create images in groups: Walk around the room and on the command 2.3.4.5's etc get into groups. When you hear an image called out in your group create that image without talking.
Progress by creating a big group image. For example a Kitchen or a hurricane.
Story telling exercise: In a circle tell a story around the circle with each person adding a sentence. One person act a s a scribe to get the main points of the story recorded on paper.
Physical story-telling: In a group narrate and physicalise the story the group has created.
The improvisation Party exercise: Everybody must act that they are at a party, talking, pretending to drink, eat food, dancing. The door bell will go and someone will enter the room acting like a particular character they have been given, i.e. Superman, an alien etc. The guests must carry on improvising and interact with the new guest. The aim is for the party guests to guess who the characters are.
In the style of... Give the group the scenario of buying something in a shop in the style of different theatrical genres. e.g. Eastender's, a cartoon, Opera, Bollywood, Melodrama, etc
Session 3: aim - Create characters using props
Warm up games: Come into the middle of the circle and say your name and what it means. You can make it up and the rest of the group have top guess if it is true or false, Budge 0 Variation - no one can say umm! or make a noise before a name of they are out.
Characteristics brainstorm: Create as many words that describe people i.e. angry, happy, devious. Put a range of hats and props in the middle of the room and a hat of random ages to pick out. Each person is given a prop and picks out of a hat a characteristic and age.
Character improvisation: Walk around the space thinking about who your character is. How do they walk, hold their body, how fast, slow, heavy or light. Stop! How do they stand? Where is the weight? Head position?
Progress by putting the character into different scenarios. Waiting for a bus, Sitting on a bus, At the cinema, buying a ticket? In a argument with the cashier etc
Big Group feed back: Share things you observed about the characters you were or observed. How did it make you feel? How was it difficult? What were you thinking?
Perform a scene in character: In three's perform a scene as your character In a context of your choice
A Star and a wish - Feedback with a star - something you liked about the scene and a wish - something you would like to see done differently.
Create a scene from a game: In three's chose a game and plan a session where you create a scene from playing the game. i.e apple pie
Warm up games:
Presenting: Form a circle and in turn each person walks into the middle and says their name and something interesting about themselves.
Budge: Click on link here
Focus Warm up: Click on link here - With variation of giving commands Stop, Go, Jump and clap. The group must respond by first doing the commands they here then by doing the opposite i.e. Jump when they hear clap or stop when they here go. Progress by getting the group to say the opposite command before they do it.
Create a scene from an image playing Grandmothers Footsteps. Choose 3 images and illicit from the group what they see. What story? Who are the characters? The task is to create a story in pairs using these 3 images.
Create a scene representing the local area
Brainstorm on Dagenham heath (your locality) 1. Adjectives that describe it, 2. Places, 3. What can you do there.
Pick a word from each list randomly and create a scene using those 3 words i.e Windy, Swimming pool, Reading.
Session 2: Aim - To create stories through improvisation
Warm up activities: Passing a clap around the circle, Passing an imaginary ball around the circle under your feet, Throwing a tennis ball in the circle,
Create images in groups: Walk around the room and on the command 2.3.4.5's etc get into groups. When you hear an image called out in your group create that image without talking.
Progress by creating a big group image. For example a Kitchen or a hurricane.
Story telling exercise: In a circle tell a story around the circle with each person adding a sentence. One person act a s a scribe to get the main points of the story recorded on paper.
Physical story-telling: In a group narrate and physicalise the story the group has created.
The improvisation Party exercise: Everybody must act that they are at a party, talking, pretending to drink, eat food, dancing. The door bell will go and someone will enter the room acting like a particular character they have been given, i.e. Superman, an alien etc. The guests must carry on improvising and interact with the new guest. The aim is for the party guests to guess who the characters are.
In the style of... Give the group the scenario of buying something in a shop in the style of different theatrical genres. e.g. Eastender's, a cartoon, Opera, Bollywood, Melodrama, etc
Session 3: aim - Create characters using props
Warm up games: Come into the middle of the circle and say your name and what it means. You can make it up and the rest of the group have top guess if it is true or false, Budge 0 Variation - no one can say umm! or make a noise before a name of they are out.
Characteristics brainstorm: Create as many words that describe people i.e. angry, happy, devious. Put a range of hats and props in the middle of the room and a hat of random ages to pick out. Each person is given a prop and picks out of a hat a characteristic and age.
Character improvisation: Walk around the space thinking about who your character is. How do they walk, hold their body, how fast, slow, heavy or light. Stop! How do they stand? Where is the weight? Head position?
Progress by putting the character into different scenarios. Waiting for a bus, Sitting on a bus, At the cinema, buying a ticket? In a argument with the cashier etc
Big Group feed back: Share things you observed about the characters you were or observed. How did it make you feel? How was it difficult? What were you thinking?
Perform a scene in character: In three's perform a scene as your character In a context of your choice
A Star and a wish - Feedback with a star - something you liked about the scene and a wish - something you would like to see done differently.
Create a scene from a game: In three's chose a game and plan a session where you create a scene from playing the game. i.e apple pie
Friday, 9 May 2008
Who am I?
Individually on a piece of paper make a spider diagram of groups and communities you belong to.
Get together in groups of 3 and share the content of what you have written with each other.
One person is picked to sit on a chair and speak about the connections they have written down and justify why they have written them.
The other two sit either side of the person speaking with their back to them and write down what they say.
Choose one of the writers to go away and write a poem or short account of what they had heard and recorded.
The other writer works with the speaker to devise a short sketch or scene using the text as a source to work from.
Perform the scenes and writings back to the group
Get together in groups of 3 and share the content of what you have written with each other.
One person is picked to sit on a chair and speak about the connections they have written down and justify why they have written them.
The other two sit either side of the person speaking with their back to them and write down what they say.
Choose one of the writers to go away and write a poem or short account of what they had heard and recorded.
The other writer works with the speaker to devise a short sketch or scene using the text as a source to work from.
Perform the scenes and writings back to the group
Wool connections
Sitting in a circle, give a ball of wool to someone.
That person says something about themselves and then anyone who can agree, throw the ball to and connect the wool around a finger.
Once the connection stops break off the wool and start a new thought with someone else.
Ask individuals to explain their connection
At the end of the task lay the strings of wool on the floor and comment on the shape and patterns the wool makes.
(Using different colour wool for each new connection enable you to better see the different connections)
A scribe can record the connections on paper
Progression:
Try and split into small groups of 4 or 5 where you all shared the same connection
Agree on 3 still images that will represent what all of you in the group have in common.
Show this back to the rest of the group and see what they observe.
That person says something about themselves and then anyone who can agree, throw the ball to and connect the wool around a finger.
Once the connection stops break off the wool and start a new thought with someone else.
Ask individuals to explain their connection
At the end of the task lay the strings of wool on the floor and comment on the shape and patterns the wool makes.
(Using different colour wool for each new connection enable you to better see the different connections)
A scribe can record the connections on paper
Progression:
Try and split into small groups of 4 or 5 where you all shared the same connection
Agree on 3 still images that will represent what all of you in the group have in common.
Show this back to the rest of the group and see what they observe.
Friday, 22 February 2008
Barrier Wall
Description
The facilitator distributes lots of brick-shaped pieces of paper to the group. On their own, each participant is asked to write down statements in response to the following question:
“What do you perceive to be the barriers to social and educational inclusion for young people who arrive in Britain as exiles?”
When the participants have had time to write about 6-10 statements, the group ‘build a wall’ on the floor with their bricks. This can be done in themes – the first part of the wall could be education, the second social, the third making a new life and so on.
Participants then view the wall and comment on what they notice about it. Then they are asked to choose one statement that they are particularly drawn to (not one they have written themselves). With this statement in mind they think of a question a young person would ask about the issue.
In groups of 6 or 7 the participants form a line and ask the questions in role as young people.
Rationale
This exercise enables to:· have a collective understanding of the background and context of the work;· clarify our reasons for doing the work;· have the tools to justify the work to funders etc.;· set aims and objectives for the work;· have a point to reflect back on when developing project ideas.
Development
This exercise is a good start to planning a programme of work and an excellent way of facilitating a collaborative learning process with adults wanting to do this kind of work.
Guidance·
It is important to acknowledge that this exercise is about our perceptions and not necessarily an accurate picture of how young people feel.· It may be necessary to set some boundaries about how the group respond to statements they do not agree with.· Repetition of statements is an interesting point of discussion: “Why did that thought come up so many times.” Also, ideas that stand out as very different from others are worth noting as they may help us to look at issues from different angles. It may be necessary to seek clarification of some statements and this is another opportunity for people to learn from each other.
The facilitator distributes lots of brick-shaped pieces of paper to the group. On their own, each participant is asked to write down statements in response to the following question:
“What do you perceive to be the barriers to social and educational inclusion for young people who arrive in Britain as exiles?”
When the participants have had time to write about 6-10 statements, the group ‘build a wall’ on the floor with their bricks. This can be done in themes – the first part of the wall could be education, the second social, the third making a new life and so on.
Participants then view the wall and comment on what they notice about it. Then they are asked to choose one statement that they are particularly drawn to (not one they have written themselves). With this statement in mind they think of a question a young person would ask about the issue.
In groups of 6 or 7 the participants form a line and ask the questions in role as young people.
Rationale
This exercise enables to:· have a collective understanding of the background and context of the work;· clarify our reasons for doing the work;· have the tools to justify the work to funders etc.;· set aims and objectives for the work;· have a point to reflect back on when developing project ideas.
Development
This exercise is a good start to planning a programme of work and an excellent way of facilitating a collaborative learning process with adults wanting to do this kind of work.
Guidance·
It is important to acknowledge that this exercise is about our perceptions and not necessarily an accurate picture of how young people feel.· It may be necessary to set some boundaries about how the group respond to statements they do not agree with.· Repetition of statements is an interesting point of discussion: “Why did that thought come up so many times.” Also, ideas that stand out as very different from others are worth noting as they may help us to look at issues from different angles. It may be necessary to seek clarification of some statements and this is another opportunity for people to learn from each other.
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