© Alistair Devine
By using simple techniques - such as games (to begin a session), individual and group mime, pair work, group work and whole class work - a story can be developed. The Case Study shows how this can happen.

Before beginning, create a workshop plan (or a storyboard):

  • Decide what the end product is to be:
    • One workshop (using drama to explore an aspect of a project)?
    • A series of workshops (as a learning exercise)?
    • A public performance (for the school or public)?
    • A class assembly, school radio programme, film?
  • Consider the best way to start each workshop. What is to be achieved? What is the best means of getting there?
  • All stories have a beginning, middle and end.
  • Stories start with ideas.
  • A painting, photograph, object or music can inspire stories and actions.
  • Careful discussion will inform opinion and create new ideas and decisions.
  • Pupils might offer their own thoughts and ideas - which are different or even better than the ones originally intended. Since the ideas have been supplied by the pupils, it is ‘where they are at’ and should be considered.
  • Use the pupils’ ideas when and where possible. If this is done, they will feel ownership and gain in confidence.
  • Building a story should be fun for everyone – teacher and pupils alike!

Checklist for a performance:

  • How long will it last?
  • How many workshops do you need to bring your pupils to performance level (often more than you think!)
  • What roles are needed and who will play them?
  • Will you use costumes and/or props?
  • Have you checked/tried out the performance space?
  • Are you using a script - or a narrator with short scenes (and maybe freeze frames)?
  • Are you using music?
  • Is the script being created by you and the pupils?

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