Exploring Power Dynamics in Performance: Status and Authority Depiction
Dive into portraying power and status in theatre performances by analyzing a scene where characters interact in a hierarchy. Explore how gestures, dialogue, and relationships can convey dominance or subservience. Reflect on character dynamics and suggestions for enhancing performances based on status portrayal.
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Begin to think about: How can we show in a performance a character has more power or a higher status?
Level 4 Outcome You will take on the role of one of the characters from scene 1 You will show a basic understanding of how status/power can be portrayed in a scene You will explain what went well in another group s performance. You will take on the role of one of the characters in the devised task . Actors must include reference to sounds, smells, sights and feelings to give their account of what happened. You will clearly show the status of your character in the scene You will explain what went well in another group s performance, and offer a suggestion for improvement using some key words. 5 You will take on the role of one of the characters in the devised task. Actors will show the link between script and performance.They will focus on facial expression, vocals and audience awareness to give their account of what happened. Their character status will be very clear throughout the scene. Even considering how their status can change within the scene. You will explain what went well in another group s performance, using the correct keywords, and offer ideas for improvement. 6
Pete: (to Terry) See my frisbee, Humpty? My best frisbee, this is. Ive had this frisbee for ages. I love it. Id hate to lose it. Id go mad if I lost this frisbee. Want to see how it works? (Pete throws the frisbee into the air. Then he says) Oh Dear. It got stuck in the pylon. What am I going to do now? Stubbs: You ll have to get it back Pete. Pete: I know. Only trouble is, I m scared of heights. Cant stand them. I get a nosebleed just going tto the top of the stairs. Stubbs: You ll have to get somebody to fetch it down for you, then. Pete: That s right. Who, though? (Stubbs points at Terry) Stubbs: Him! .. All right Humpty? Up you go. Get Pete s frisbee back for him ..Go on. Climb the pylon. Get it back (Terry stares up at the pylon) perhaps you aren t our mate, then. Perhaps you don t like us at all. That means you re the kind of person who will sneak on us. (he walks towards Terry)
Terry: Alright, ill get it Sammy: Don t Terry Stubbs: Shut up Sammy. Sammy: Its dangerous. Kathy: You wana go up there instead? (there's a pause) Stubbs: Go on. (Terry starts to climb the pylon. Egged on by Pete, the members of the gang start to chant Humpty Dumpty! Over and over again, and then shout comments up at Terry. Sammy runs forward) Sammy: Don t Terry. Come down. Stubbs: Shurrrup, Sammy, unless you wanna go up there after him. (The light flash, Terry hangs dead from the pylon)
Scene 1 Questions: 1. How do we know Stubbs is the leader of the gang? 2. What do you think of Sammy? 3. What words could be used to describe the opening scene?
Did anyone murder Terry Dumpton? Was it an accident? Was it Terry s own fault?
Roles: Sammy, Stubbs, Pete & Police Officer Devise a short scene telling of what happened from their point of view Pay attention to how they talk to the Police Officer and to each other Or to push yourselves further - devise a scene about what happens next in the script
Roles: Sammy, Stubbs, Pete & Police Officer Devise a short scene telling of what happened from their point of view Pay attention to how they talk to the Police Officer and to each other Or to push yourselves further - devise a scene about what happens next in the script
Lesson 2: Begin to think about: Lesson Objectives: You will consider the events leading up to Terry s death You will know the warning signs of bullying and the different types of bullying and how bullying has effected Terry You will be able to improvise an emotive and realistic character performance
Look at the signs on the walls. Introverted (quiet) Don t want to go to school Mood Swings Low Self Esteem Stand next to the sign you think is the most obvious that someone is being bullied. Discuss with the others stood near you.
Outcome You will use your imagination to create 4 freeze frames that depict the events that lead up to Terry s death You will use levels, facial expressions and proxemics to show a build up of Terry being bullied. M You will create 4 imaginative freeze frames that depict a range of events that have led to Terry s death . You will use transitions to piece the freeze frames together and enhance the build up of tension. D You will create 4 freeze frames which are highly imaginative and creative. As well as transitions you will reflect on how to enhance the mood of your performance through thought tracks D+
Improvise a scene of Mrs Dumpton being informed of Terrys death Discuss possible causes, why he was with the gangs that day, why it is a possibility they think he may have been bullied Level 4: Perform a clear role throughout the performance considering appropriate use of language and emotion being portrayed Level 5: Consider how the emotions within the performance will change throughout the course of the conversation Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation and motives SMSC: Respect for others feelings, empathy, compassion and integrity in performance
I knew there was something wrong. I knew sooner or later there d be some kind of trouble. It was the kids at school, that gang. I bet they are at the back of this. He never tells us anything about them. He was a quiet boy, very nervous. That s why they picked on him I suppose. He seemed scared of them terrified. And now they ve gone and killed him. I mean my Terry wasn t that sort of a boy to go climbing pylons. He would have only gone up there because they made him do it He was often late home from school. I think he came home the long way round just to avoid those bullies. It started to affect his behaviour. He started acting all strange. Ever since we moved into this area we ve had nothing but trouble. Ever since Terry went to that school. He changed the first day.
What do we think of Terry now? Answers on a post-it note and place on the board before leaving
Lesson 3: Begin to think about: Lesson Objectives: To introduce to Mr Dumpton s character Suggest Terry s problems and how all problems contribute to his mental state To form an opinion of Mr and Mrs Dumpton and their impact on their son Understand the playwrights use of flashbacks
Mr Dumpton Hello Terry. Terry Hello. Mr Dumpton Good day at school? Terry All right. Mr Dumpton What s that then? Lesley comes in. She sits on the floor and plays. What are you doing Lesley? Lesley Playing. Mr Dumpton Go and play somewhere else, will you? Lesley I want to play here. Mr Dumpton Play quietly then to Terry Well, go on? Terry What? Mr Dumpton You were going to tell me what you were doing at school today. Terry Just the same old stuff, Maths, English, Drama of course. Mr Dumpton Did you do any PE? Terry Yes, we did PE. Mr Dumpton Anything else? Terry Art, we had Art. Mr Dumpton Enjoy it? Terry It was alright. Mr Dumpton Good Your good at reading aren t you? Terry Yes, why? Mr Dumpton Read this letter for me, will you?
Terry Cant you read it yourself? Mr Dumpton I want you to read it. He gives Terry the letter. Read it. Terry takes the letter and read it. Read it alright? Terry nods. So what you ve been telling me has all been a pack of lies. Hasn t it Terry? You haven t been at school at all. In fact you haven t been to school this week. That s right, isn t it? Tell me Terry. Terry Yes Mr Dumpton He takes the letter from Terry and reads it. I would be very grateful if you would come up to the school and discuss this serious problem with me. A serious problem, that s what it is, Terry. It is serious. And I want to know about it. There is a pause. Why haven t you been to school? There is another pause. Look, my lad. I don t intend being made a fool of by that Headmistress. I want to know why you ve been playing truant. I want a few answers from you. It s time you started giving me answers. If you don t, I ll give you something to think about. Yes. And now I ve got to go and see your headmistress tomorrow.
Mr Dumpton raises his hand to Terry. Lesley Humpty Dumpty sat on a wall Humpty Dumpty had a great fall Mr Dumpton Lesley! Lesley All the kings horse And all the kings men Couldn t put Humpty Terry Will you shut up singing that? Lesley No. Terry You d better or I ll smack you one. Lesley Dad! Terry s going to hit me! Mr Dumpton Terry, Sit Down! Lesley get out, go and play somewhere else, NOW! Lesley Stands. Lesley I know something you don t know. Mr Dumpton What? Lesley Humpty Dumpty didn t fall, he was pushed! Mr Dumpton Get out! Lesley exits, crying. Now, Terry. Let s try to get to the bottom of this. Terry There isn t anything to tell. Mr Dumpton Yes there is! There must be. You ve never played truant before. You ve always liked being at school. Terry I don t anymore.
Mr Dumpton Why not? Is it the teachers? Are they getting on at you? Terry shakes his head. Is it the kids? Terry avoids his dad s eyes. The kids, that s it, isn t it? Are they getting at you? Terry After a pause. Yes. Mr Dumpton Now we re getting somewhere. What is it? Are they making fun of you? Are the bullying you? Terry nods. Why didn t you tell us before? Well, never mind, at least we know now. I m going down to that school to get it sorted out. Terry No, you can t. Mr Dumpton I can and I will. I m not having you bullied at school. It s got to stop. I want some answers from you. Right, Terry, start talking.
1. Why do the gang call Terry Humpty Dumpty? 2. What does it suggest? 3. What are the connotations? https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRAFMWDmWeiqeyRt-kDzUBNcyTAmN1gpDowbMWDKBq5db-lvclq
Devise a short scene between Mr Dumpton and Terry after the script Level 4: Take on clear roles throughout the scene which has clear progression in the storyline. Using appropriate language registers for the characters Level 5: Consider how the emotions within the performance will change throughout the course of the conversation. Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation and motives SMSC: The opportunity to understand human feelings and emotions and how to interpret them
Groups of four Roles: Terry, Mrs Dumpton, Mr Dumpton and the role of Lesley Terry s younger sister, who is about 6 or 7. Devise a short improvisation that shows what happened when Mrs Dumpton found that 10 had been taken from her purse. Maybe they confront Terry then and there or maybe his parents discuss it first and confront him later or maybe something else.
Movement Body language Gesture Use of voice How they interact with other characters How the audience will see the scene/the effect they want to have.
He was always such a happy child. Quiet, but happy. Wed always got on well together, as a family. You know, of course, that Mr Dumpton has a police record. He was inside for a year. It was silly, really. He got mixed up in something. But he did his time and that s why we moved to a new area to put it all behind us. Only to have all this trouble start with Terry. Terry never talked to us about it. If he had, none of this would have happened. I hear him crying a few times as well. In his bedroom at night. But when I went in to check him, he d stop and pretend to be asleep. And then there was this thing about the money he stole three pounds from my purse. Even when we asked him about it, he refused to answer any questions. The final thing was when we had that letter from his school. We knew it was something to do with the school then, because Terry used to love going to his old school. You couldn t keep him away even when he was ill! We had no idea until we got that letter telling us he d been playing truant. We just couldn t believe it. We knew we had to say something then.
Stand up and find a partner. Tell them what you feel about these two characters. When you have shared your opinions, let the other person tell you theirs. Be prepared to share your partner s opinions with the group.
http://3.bp.blogspot.com/-ccfLcOuJaw4/TgfL_dOKw3I/AAAAAAAAAEA/fPp2WaNohtA/s1600/grieving+parents.jpghttp://3.bp.blogspot.com/-ccfLcOuJaw4/TgfL_dOKw3I/AAAAAAAAAEA/fPp2WaNohtA/s1600/grieving+parents.jpg http://static.oprah.com/images/spirit/201005/20100511-grieving-couple-300x205.jpg http://resources1.news.com.au/images/2007/06/05/va1237250375936/Cheryl-and-Bill-McCormack-5513452.jpg Is it right to interview grieving parents so soon after such a tragedy? Why / Why not? Discuss with someone next to you. Be prepared to feedback.
Students will: Know what happens in Scene 8 and will meet Mrs Vickers character Considerthe consequences of others actions Be able to make responsible and reasoned judgements on moral dilemmas and demonstrate this in performance
What happens? Think about the situation Terry s parents were put in during this scene. http://static.oprah.com/images/spirit/201005/20100511-grieving-couple-300x205.jpg
The Terrible Fate of Humpty Dumpty Scene 8 Ross Webster Mrs Dumpton? Mrs Dumpton Yes? Ross Webster Ross Webster. Weekly News. Mrs Dumpton Yes? Ross Webster I m a reporter. We ve heard about your terrible loss I wondered if you d like to tell us anything about it. Mrs Dumpton No, not really. Ross Webster Ah. I know this must be a terrible time for you and, believe me, you have my deepest sympathies. Do you have any idea how this accident happened? Mrs Dumpton No. Ross Webster Perhaps then, you could just give me an idea of what happened. Mrs Dumpton Shouting He s Dead. What can I say? My son is dead! Mrs Dumpton exits. Ross Webster Mrs Dumpton People have to know the facts Mrs Dumpton. That s my job. To collect the facts for the local newspaper. A story like this is big news. Local tragedy. People want to know about it. The facts and the story behind the facts. People want to know the facts you d want to know if it was someone else s boy?
She was a witness to Terrys death. She was in her garden at the time, pruning roses. Her garden looks out onto the wasteland where the death took place. In pairs, devise a short improvisation in which Mrs Vickers tell Mr Vickers what she has just witness in the waste ground.
Movement Body language Gesture Use of voice How they interact with other characters How the audience will see the scene/the effect they want to have.
Mrs Vickers was in a bad situation. What would you have done in her situation?
Think about the previous question, then work in pairs to direct and act a re-draft of what Mrs Vickers should have done in her situation. OR Level 4: Take on clear roles throughout the scene which has clear progression in the storyline. Using appropriate body language and vocal registers for the characters. Level 5: Consider the characters reactions to the situations and their reason for acting the way they do Level 6: Use a variety of techniques within the improvisation to show deeper insight into the characters situation SMSC: Consequence of others actions In your pairs, devise a short improvisation in which Ross from the Weekly News is interviewing Mrs Vickers to get her story for his newspaper article.
What does this word mean? https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcT6ziKpVazsFtO_39NGFwLRsLcb8BlFk5XIA6a36dl_UyNW6I0p Stand up if you think Mrs Vickers is a reliable witness. Make sure you can explain your choice.
In groups of four, hot seat Mrs Dumpton, Ross Webster and Mrs Vickers. From Mrs Dumpton try to find out why she was so angry at Ross Webster. 1. From Ross Webster try to find out why he is trying to find out what happened to Terry and whether he is really concerned for Mrs Dumpton? 2. From Mrs Vickers try to find out her real motives for talking to Ross Webster. What kind of a person is she? 3. Consider: Their actions. The actions of others. What s been said already
Questions Feelings Learning
Outside the shape, you should write what other characters think of them. http://sweetapolita.com/wp-content/uploads/2012/12/template.jpg Inside the shape, you should write thoughts and feelings of the character.
Students will: Understand more about Terry s situation Consider how to interweave narration, flashback, status and hot seating into a performance Be able to evaluate theirs and other groups performances using key drama words
A police witness statement given by Samual Smallbright. It was an accident. Sort of. Nobody wanted it to happen. Except Stubbs perhaps. I wouldn t put anything past Stubbs. It s him who started it all. Started having a go at Terry. I don t know why, he just started having it in for him. Terry had only been at school for about a week before he started. He was in my class. I d spoken to him a few times. He seemed alright, a bit quiet, shy, nothing else. He was alright really. Then Stubbs decided to have a go at him. No one knows why. No one knows how Stubbs mind works. The first time he did it was one day after school. Terry and me has just set off home from school together, when Stubbs and some of the others came up. I told Terry that it wouldn t last long and that it was only because he was new in the school. I told Terry that Stubbs was alright really. Terry didn t believe me. He knew they wouldn t leave him alone. It was obvious really. Stubbs really had it in for him. And the others just followed and did what he said me too I suppose. Terry never stood up for himself. We never hurt him. We never hit him or anything. But he never stood up for himself, he always took whatever Stubbs had to say about him.
Terry did everything Stubbs asked. He stole loads of money from home. I don t know how Terry got away with it, but he kept on bringing in more and more money. Stubbs even got to know about Terry s Dad being in prison. Stubbs ripped Terry apart with that one, but Terry just took it. I think that s why Stubbs got more and more angry. I know I should ve done something, told someone, but they re my mates. You can t tell on mates, can you? Not very nice mates though. I was scared of Stubbs, we all were. He was a nasty piece of work, bad right through. That s why I m telling you now. I keep seeing Terry, hanging from that pylon. I have dreams about him. I wake up at night, screaming. It was my fault. I m to blame as much as anyone else is. I was there and I never stood up for him.
Create a polished piece of theatre which uses a mixture of narration, status, flashback and hotseating to show the events of the statement Level 4: I can stay in role for the entire performance. I can use my appropriate facial expressions and body language with some attention to detail when playing a character. Level 5: I can use the techniques within my performance with confidence and creativity Level 6: I can respond well to the prop stimulus offering my own ideas to group work which demonstrate some creativity and imagination and how the techniques used will have a specific effect on the audience SMSC: Thinking through the consequences of actions and making reasoned judgements on dilemma s
Your assessment is in 2 lessons time. On the bottom of the page set yourself a personal target to work on over the next 2 lessons
What three things have you done well this lesson? What can you improve next lesson? How will you do this?
Begin to think about: SMSC: a willingness to express differing views on ethical issues and personal values
How do you expect the relationship between parents and teachers to be? What do you expect to see / hear? When might they need to speak to each other? When would a parents want to speak to a headteacher?
Read through the scene. Think carefully about what you learn in this scene. How does it make you feel?
The Action takes place in the Headmasters office at Silvertown Secondary School. Headmaster I m afraid I haven t got much time to give you, Mr Ross Webster, Ross Webster. Headmaster Mr Webster. My time is rather precious. However, due to the gravity of this case. I will spare you a few moments. Ross I m very grateful. Headmaster Any light I can throw on this most tragic accident, I hope will be useful. We are very upset at this school, even though we hadn t got to know Terry very well. But we take the welfare of our students to heart Mr Webster. I m sure you must realise. Ross Of course, Terry hadn t been here long, had he? Headmaster No. This was his first term. He was quiet boy and didn t seem to mix very easily. From what my staff says, I think he had problems settling in the area. We did, of course, make every effort to help him settle in. Ross Had he made any friends here? Headmaster None that we are aware of. He was rather withdrawn. I think he had family problems; his father had a criminal record. Ross Yes, I know, but I doubt that that had anything to do with what happened to Terry. Headmaster Not directly of course. But one does have to look at the whole picture. Terry was obviously a problem child. A father who s been in prison, withdrawn, rather uncooperative. These are all contributing factors I think. Ross To what? Headmaster To an accident like this occurring, Mr Webster. Ross So you don t think the bullying had anything to do with it? Headmaster Bullying?
Ross Yes. Apparently Terry was being bullied here at school Headmaster Was he? Ross You are sure about that? Headmaster I know it doesn t. Ross His parents did say that Terry was being bullied almost from the first day he came here in a statement they made to the police. And an eye-witness saw him with a gang of suspicious youngsters the day he died. Headmaster Were they from this school? Ross I don t know. Headmaster Mr Webster, believe me, if any serious bullying had been going on in the lower school, I would have known about it. Ross I see (There is a pause) another thing. Apparently Terry hadn t been at school during the week before the accident happened. Headmaster That s right. He had been playing truant. I had to ask his father to come up and see me. Ross Wasn t that on the actual day Terry was killed? Headmaster Yes, as a matter of fact it was. I did see Mr Dumpton that day. But it was a very pleasant meeting and Mr Dumpton proved to be most helpful.
Questions Feelings Learning
