This is where drama, performing arts and dance teachers get together on TES. This group is a great source of lesson ideas and inspiration and is the place to share best practice and get your questions answered by your peers.
I have a job interivew and I've been asked to teach a Yr 8 lesson on a Shakespeare extract about how symbolic language can be realised in performance. I have two ideas at the moment and not sure which fits best, hope you wonderful people might be able to share your thoughts!
My first idea was to use Ariel's description of the storm in The Tempest and use the language to create soundscapes and use some physical theatre to create the storm. My other idea was looking at the argument between Prospero and Caliban where they throw curses at each other. To be honest my dilemma rides on not being 100% sure what they mean in the instructions, am I being too literal in terms of 'realising symbolism' in my first idea? Do they want a more naturalistic interpretation enabling the kids to understand the symbolic language?
I've a feeling I'm overthinking this and would be grateful for any thoughts!
I recently attended an Education workshop at the Globe theatre with young people at KS3 level and the workshopleaders did exactly what you are thinking of doing in terms of using Ariel's speech. They even used a large coloured tarpaulin to create the effect of the ships sail and to get them to vocalise the onomatic words. I think if your instincts are in line with the Globe theatre I think you are in very good company and if the school does not like it then I would question their view of a good Drama teacher. Incidentally they also used percussion instruments to act as a backdrop to the scenes they created by giving pupils working in pairs four lines each to act out part of the play. Good Luck.
Thanks Caroline! It's good to have a vote of confidence! Off to plan now . .
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