Acting 1

Learning intentions

We are learning to use props and costumes to explore characterisation.
We are learning to develop our thinking skills by exploring characterisation.
We are learning to explore characterisation by using costumes and puppets.
We are learning to adopt, develop and sustain a role.

What to look for

Pupils showing creative thinking skills that the teacher is able to assess
Pupils answering questions in role
Pupils using voice, movement, gesture and facial expressions appropriate to their chosen character
Pupils evaluating their own work and that of others

Learning activities

Have the pupils think about how a particular prop or costume might suggest a character, for example:

a briefcase for a business person;
a crown for a King or Queen;
a walking stick for an elderly person; and/or
a hat for a posh lady or gentleman.

Ask them to suggest a line of script for each of these characters.

Develop the theme by asking individual pupils to call out a line that a particular character might say. The rest of the class listens and tries to guess the character, for example:

‘I am sorry to hear about your mother’ (an undertaker);
‘I didn’t steal anything! I already had these five watches in my pocket!’ (a thief);
‘Vote for me and I will make sure everyone gets a pay rise’ (an MP); and
‘Would you like one with a large boot, or small and easy to park?’ (a car salesman).

Set the framework for the pupils to devise a short scene in pairs:

the first character comes to a door;
the second opens it (using mime);
they have a conversation; and
they close the door again.

Allow each pair to develop their own characters and scenario, for example:

using a glockenspiel or a woodblock for the sound of the imaginary door;
using an appropriate voice and/or prop (e.g. a hat) to suggest their character; and
developing 5–10 lines of script.

Give one pupil in each pair an opening line which they can use to begin a conversation at the imaginary door. The second pupil responds, and they develop the conversation to reach an appropriate conclusion. Opening lines might include:

‘Could I use your phone please?’
‘Have you seen my cat?’
‘I am campaigning against a new casino that is going to be built’
‘Would you like to buy a raffle ticket?’

Ask the pupils to devise short improvisations in pairs using only letters of the alphabet instead of saying the key words. Give them a situation as a stimulus for this activity, for example:

returning a faulty product to a shop;
complaining about the electricity bill;
trying to borrow money from a friend; or
asking directions from a stranger.

Provide sheets of newspaper for the pupils to make puppets. They can scrunch up the paper to make a head and cover it with material to make a character with a face.

Then they could use sounds for their character, and then repeat in pairs using words. The puppets become the characters in their improvisation.

Divide the pupils into groups of 4–6, with each group representing a different family. Allow them to select a family name and devise characters for each family member, for example:

a retired grandfather;
a stressed mother;
a laid-back father;
an angry teenager;
a model daughter; and
an inquisitive child.

Give them an opportunity to make a photo of their family with a digital camera. Encourage them to add appropriate thought bubbles or speech bubbles to the images, or discuss together what each character might be thinking or saying.

Together, hot seat members of each family. Ask other groups in the class to prepare appropriate questions for each person.

Develop the activity: explain that all of the families are going to a football match. Encourage the pupils to improvise a role for themselves, for example:

creating goal posts at either end of the room for ‘blues’ against ‘reds’;
acting as the football and moving to either goal;
reacting as the families on the terrace, miming or using facial expressions, gestures and voice.

Allow different families or groups (e.g. the parents) to speak.

Encourage them to develop their roles in the family by ‘taking’ them to different locations. For example, they might go to the beach, where:

the grandparents sit on the pier and eat ice cream;
the parents go to the bingo/fishing/shopping; and
the children go to the talent competition/park/swimming pool/amusements.

Encourage each group to develop a short improvisation, rehearse and present a polished version to the rest of the class.

Prompt the pupils to develop their stories by taking their family groups, for example:

to the zoo;
on a picnic;
to a circus; or
to a museum/art gallery.

Then return them to their family groups as in the photo.

Use hot seating and thought tracking to help them reflect on their experiences ‘on holiday’.