This year I have Year 11 Drama. This term we are learning about theatrical traditions and performance styles.
I personally think it’s a good unit to start with because you can dabble 🙂 Dabble and play. Dabble in a range of different styles of performance. This works well because students can get a taste of the possibilities in Drama. Especially considering a good portion of students may not have taken Drama as an elective in Year 9-10 so it is all very new to them.
It’s often eye opening because the styles that can be explored are some of the weirdest! In the students eyes they often think acting is very much film and TV based with that very neutral, I’ve-barely-moved-my-eyebrows kind of look. A lot of posing basically. This unit really provides teachers with a platform to really get their kids working with their entire body as a form of expression.
I personally choose to look at DADA performance art and then move into the Theatre of Absurd. The ideas are very left of centre for the students. They start to think in an abstract way and they get to play and feel silly and find enjoyment and ownership in that at the same time. It builds confidence and creates a positive learning environment.
To provide some context for these theatrical traditions and performance styles I always run a theory lesson whereby we look at the development of theatre through time and how it has been influenced by politics, religion and popular culture.
We were working in the library and I used the lesson as an opportunity to also introduce the students to the Year 11 Drama group that I had created in Edmodo. I have written about Edmodo before here. I uploaded a worksheet I created to Edmodo and got the kids to download it and save it onto their home directories. In doing this they could then edit and save their own material, save it to USB, email it to themselves etc.
Students had to work through the sheet, which I had broken up into particular theatrical time periods and add dates and significant theatrical events as well as any corresponding world events that were considered important and relevant in that time period.
I then got the students to compare what they saw happening in the world perspectives column with the actual theatrical event and to see if either were influencing each other.
To develop this exercise further you could then ask students to choose a particular time period or theatrical event of interest or allocate ones yourself and get the students to research them further.
Was this love note helpful? What suggestions do you have for teaching theatrical traditions and performance styles?
This is a new section of my blog where I will share some of the resources I have been using to teach with in my classroom. I like the idea of calling it a “lovenote” because it’s being sent with teacher love!…and it’s not too long of a post.
To create the screen shot above I used the Snipping Tool and added the text using MS Paint.
Busra Theatre, by Hovic, Attribution – NonCommercial-No Derivs 2.0 Generic (CC BY-NC-ND 2.0)