Students will have a chance to merge their understanding of scene elements with their improvisation skills in this final unit based on Augusto Boal’s Theatre of the Oppressed. Theatre of the Oppressed is a style of theatre specifically created to highlight the injustices of power and oppression in society and to problem-solve ways to bring about change.
Starting with image theatre techniques to identify issues of power and oppression, students will then use forum theatre to create scenarios of oppression taken from their own lives and improvise realistic solutions.
The unit culminates in a performance in which students participate as both actors in a scene they create themselves and spect-actors in scenes created by their peers.
The overview lays out the objectives for the unit, outlines all lesson plans, and provides context for the assessment tools.
Students will participate in a tableau “Power Handshake” exercise that will give them some basic background experience with image theatre/tableau and nonverbal expressions of relationship and power. They will then work on their critical thinking skills by close reading an article that gives a brief introduction to Augusto Boal’s Theatre of the Oppressed.
Students will participate in a number of power activities that will encourage them to come up with ways to physically demonstrate a powerful/powerless character. A discussion about power in our society will follow.
Students will be introduced to Boal’s Image Theatre. They will review the concept of tableau (frozen picture) from Lesson 1, and they will be introduced to the tableau rubric and the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will create tableaux that capture an image of “Family” (whatever that word means to them).
Students will review the three tableau skills (frozen bodies, 3+ levels, and character). In small groups, they will analyze the tableaux from last class that captured an image of “Family” (whatever that word meant to them), as well as create and analyze new tableaux around a topical issue in society.
In groups, students will brainstorm a list of scenarios in which they feel power or oppression in their daily lives. They will then select a scenario from their list and turn it into a tableau.
Students will be introduced to forum theatre by researching a video example. Students will then try their hand at forum theatre by acting out a middle school scenario of oppression, becoming spect-actors, and improvising solutions.
In groups, students will begin by briefly bringing to life the tableaux from Lesson 5. They will then create the skeleton of a scene for each tableau, indicating the protagonist, antagonist, and method of oppression in each scenario. Finally, students will review their peer’s work and rank the scenes that they are most interested in bringing to life.
Students will take the scene outline created last class and use it to create a more detailed script that includes scene-setting notes, movement notes, and dialogue for the characters. Students will evaluate a peer’s script for errors in grammar or script writing conventions. They will then turn in their scripts for an assessment grade at the end of class.
Students will begin by discussing the importance of realistic acting in these scenes, noting how they will be graded on the Realistic Acting Rubric. They will commit their scenes to memory and review projection skills. When the scenes are solid, students will then begin practicing becoming and reacting to spect-actors, and reviewing the Improvisation, Spect-acting, and Realistic Acting Rubrics after each spect-acting attempt.
In this lesson, students will perform their final scene for assessment in front of the class. They will also complete an audience feedback sheet where they give their peers feedback on rubric skills.
TH:Cr1.1.6.a - Identify possible solutions to staging challenges in a drama/theatre work.
TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre work.
TH:Pr4.1.7.b - Use various character objectives in a drama/theatre work.
TH:Re7.1.8.a - Apply criteria to the evaluation of artistic choices in a drama/theatre work.
TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.
TH:Pr6.1.HSI.a - Perform a scripted drama/theatre work for a specific audience.
6.TH:Cr1.a - Identify possible solutions to staging challenges in a drama/theatre work.
6.TH:Re7 - Describe and record personal reactions to artistic choices in a drama/theatre work.
7.TH:Pr4.b - Use various character objectives in a drama/theatre work.
8.TH:Re7 - Apply appropriate criteria to the evaluation of artistic choices in a drama/theatre work.
6.TH.Re8.b - Identify cultural contexts that may influence the evaluation of a drama/theatre work.
7.TH.Re8.b - Describe how cultural contexts can influence the evaluation of drama/theatre work.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
67TH:Pr6 - Create through improvisation a drama/theatre work that will be shared with an audience.
8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.
Prof.TH:Pr6 - Perform a rehearsed, scripted short drama/theatre work for a specific audience.
TH.912.H.2.9 - Create scenes that satirize current political or social events.
TH.912.O.3.4 - Create a performance piece to document a significant issue or event.
TH.912.S.1.1 - Describe the interactive effect of audience members and actors on performances.
TH.912.S.1.6 - Respond appropriately to directorial choices for improvised and scripted scenes.
TH.912.S.2.8 - Strengthen acting skills by engaging in theatre games and improvisations.
TH.912.S.3.3 - Develop acting skills and techniques in the rehearsal process.
B.C.1.2 - Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
P.C.1.3 - Create original works, such as monologues, scenes, or performance pieces.
Tennessee Theatre standards (2018) standards were built using the framework of the NCAS which is built on four key domains: Creating, Performing/Presenting/Producing, Connecting, and Responding. Within each of these domains are foundations and standards to support the development of curriculum, programs, and learning.
(source: Tennessee Department of Education, Tennessee Academic Standards for Fine Arts, Summer 2018)
Please refer to National Core Arts Standards to determine the standard that best suits your needs.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
C.5.A - identify and apply audience etiquette at all performances.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.1.B - explore preparation and warm-up techniques.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
B.2.A - demonstrate safe use of the voice and body.
B.2.B - portray characters through familiar movements and dialogue.
B.2.D - express thoughts and feelings using effective voice and diction.
C.5.C - offer and receive constructive criticism of peer performances.
C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.C - demonstrate effective voice and diction to express thoughts and feelings.
C.5.C - offer and receive constructive criticism of peer performances.
C.2.A - employ safe, appropriate techniques to allow for physical, vocal, and emotional expression.
1 - use warmup techniques for preparation of body, voice and mind
2 - demonstrate the ability to be still
27 - demonstrate economy in movement and speech by making appropriate selections
29 - demonstrate understanding of and apply the concept of status
1 - demonstrate understanding of the function of the director
communicate through use of voice and body
demonstrate a willingness to take calculated and reasonable risks
demonstrate trust by becoming comfortable, physically and emotionally, with others
focus concentration on one task at a time
generate imaginative and creative solutions to problems
investigate a variety of roles and situations
meet deadlines and follow through on individual and group commitments
offer and accept constructive criticism, given specific guidelines, with a desire to improve
recognize that there is an historical and cultural aspect of drama/theatre
recognize the purposes of and participate in warmup activities
share ideas confidently with others
show awareness of story sequence
speak, move, and generate ideas spontaneously
1 - use warm-up techniques for preparation of body, voice and mind
10 - use essential story elements in spontaneous and planned scenes
3 - demonstrate the ability to be still
5 - create and tell a story spontaneously
7 - use stage vocabulary: stage areas, body positions and crosses
8 - demonstrate appropriate rehearsal behaviours and routines
9 - communicate a clear beginning, middle and end in spontaneous and planned scenes
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the ability to interact effectively and constructively in a group process
develop the ability to offer and accept constructive criticism
develop the willingness to make a decision, act upon it and accept the results
explore and develop physical and vocal capabilities
1 - demonstrate understanding of the need for analysis of the work of self and others
apply imaginative and creative thought to problem-solving situations
demonstrate a sense of responsibility and commitment, individually and to the group
demonstrate respect for others-their rights, ideas, abilities and differences
demonstrate the ability to offer, accept, and reflect upon, constructive criticism
be capable of creating and expressing a believable character from scripted and non-scripted material
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Describe, interpret and respond to works of art and explore artists’ intent
Experience, document and present creative works in a variety of ways
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Describe, interpret and respond to works of art
Express, feelings, ideas, and experiences through the arts
Take creative risks to express feelings, ideas, and experiences
Demonstrate increasingly sophisticated application and/or engagement of curricular content
Experience, document, choreograph, perform, and share creative works in a variety of ways
Take creative risks to express feelings, ideas, and experiences
Use the arts to communicate, respond to and understand environmental and global issues