Process Drama IDEAS

Mariel Ross
‘Drought – pressure’

Category: Process Drama
Theme/Title: Drought – Pressure (developed from the concept of water pressure and the literal pressure or strain the town feels in this situation)
Class: Year 9/10
Running Time: 90 minutes/two lessons
Broad Aim: To raise awareness of water shortage by exploring the issue of drought. The aim is that students will come away with a broader understanding of what they can do to help the situation that many families are in.
Lesson Objectives: This process Drama explores the global issue of drought. It focuses on rural towns in relation to how small actions can positively affect a global problem. The focus is on a family; particularly the son, named Sam. This family has to use water sparingly in their survival through drought to help the community. This is a hard struggle and puts a strain on their relationships and the community. The process Drama is developed from an image, a letter and also a definition, which will be displayed on a screen projector. The pretext image that will be utilized is from the book Water Tower by Gary Crew. All text will be eliminated from this picture so that the words do not influence the students’ response. The image includes a harsh dry outback setting with family members looking lost and confused at this desperate time. It also leaves room for exploration as the father is missing from the picture and the boy (Sam) is climbing through a window.
Note: This process Drama has been planned to be taken by two teachers. It can still be taken by one teacher but he/she will need a costume item to switch in and out of Sam’s role. Alternatively, a student assistant could be included to operate the projections and introduce the topic.

Lesson 1 (50 mins) Procedure:

1. Introduction: A definition of drought will be displayed on a screen projector as the students enter the classroom. The subject of drought will be introduced, with particular reference to the definition on the power point. This will open the process drama.

Projection of image will then appear.

2. Teacher in role:
The teacher will enter the room – (re-enter if only one teacher is taking the class, after the definition) as Sam. Sam is the guest for the lesson and will speak briefly about the struggle his family has with the drought and refer to the pre-text, explaining that he was climbing out the window looking for his missing dog. (5 mins)

3. Soundsape
The teacher will come out of the role as Sam, to enlighten the class with the exercise of sound-scape. The class will be asked to form two sound-scapes. The first sound-scape will be a literal reflection of the scene. The other will be an emotion they are feeling – desperation, depression or sadness for example. The class will then be asked to create their own, whole class sound-scape in expression of an emotion they felt when listening to Sam’s story and what his family has been through. The class will be arranged in a circle for a stronger musical effect and will be asked to join in at any stage. Suggesting eyes closed would be effective so that the class feels more comfortable. This will be a chance for the students to familiarize themselves with the outback atmosphere. (5 mins)

4. Tableau
The use of tableau will be an extension from the sound-scape exercise. The class will be split into groups with three/four students (depending on numbers), building on the emotions they just felt from the sound-scape, the pre-text and the talk from Sam. The tableau response could be very literal or more representative – explain this to the students. The students will also be informed that there will be some showings of the tableaux so they can view a variety of responses. (10 mins)

5. Tableau extended
Building on those tableaux the students will be asked to create a short dramatic play within the group about the surrounding circumstances. The tableau can also reflect why they think the Dad isn’t present in the picture. A few of the tableaux can be viewed again to allow the students to be exposed to everyone’s ideas. (10 mins)

6. Teacher in role
Returning to the teacher in role will help the students to connect with the theme by coming back to hear from Sam. Repetition is always an effective way of getting the message across. In this talk Sam he will refer to how his father has been missing and where he thinks he may be. Provoke students to question - Why is dad absent from the scene? What does the image evoke for the students? (2 mins)

7. Conscience Alley
Coming out of the role the teacher will then ask the students to form two lines through which Sam is about to walk. The students will need to each give Sam a piece of advice as he walks through the middle about how he will have to cope without his Father and look after his Mother and the house. The responses/advice can be positive or negative. (2 mins)

8. Writing in role
At the end of the walk through conscience alley Sam then speaks to the class again. He explains how he wrote a letter to the Minister for the Environment to try to help his family. The letter will then appear on the projector and Sam will read it aloud. The class will then be asked to take on the role of the Minister and write their own letter in response back to Sam. If there is time the students will have the chance to share their letters if they wish. (10 mins)

9. Group discussion:
After sharing the letters the students will then return to their groups from the tableaux work (or new groups if you would like to mix groupings). This will be a chance for students to reflect. Ask the students to converse about what has happened so far and what possible ways there are to deal with the situation. (1 min) Do not dwell on this, as there will be more time for discussion later. Yet use it as a connecting point to handing out a name of a different organisation to each group, for example, Red Cross, Country Women’s Association and Farmer’s Union. The group will need to think of three things this committee could do to help the town in which Sam’s family lives. (5 mins)

10. Students’ in role: Town Meeting
The students will now have an opportunity themselves to take on a role; as one of the committee members run by the teacher who is also in role as the town mayor. The introduction from the town major will include calling everyone to take a chair and gather round the white board for a town meeting to discuss as a community what can be done to help struggling families throughout the drought. (5 mins-end of class)

11. Conclusion of lesson:
Ask students to think about what has been explored in this lesson and to bring in an item to represent something in the town for the following lesson.

Lesson 2 (40 mins) Procedure:

Following on and extending from the Process Drama:

Projection of picture will be set up prior to the entry of the students.

1. Sound-scape
To begin the lesson the students will be asked to quickly form a circle and cretae a sound-scape in response to the image once again. This will also bring their memory back to the town. (2 mins)

2. Snapshots
Quickly in new groups the students will then form a snapshot of how they felt when they left the class on the issue. The group can either form a shape all together or individually. They will then further create 3 snap shots, which are linked. This will quickly refresh the students’ recollection. The fast pace of the lesson will give the students no time to get sidetracked. A few of the snapshots can be viewed. (5 mins)

3. Tapping in
The teacher will then ask the students to freeze in these positions and then randomly tap a member of each or a few groups and ask them what they are thinking or feeling about the drought. Depending on the size of the class you don’t need to ask everyone but just to give the class an idea. (5 mins)

4. Hot Seating
How does the individual feel? Ask for a few volunteers or select three students to take a seat in front to of the class. They will take on the roles of Sam, and each of Sam’s parents. They will be asked questions in relation to how they feel in the drought and how they think they are going to deal with it. After thought the class will have some answers. This lesson is focusing more on taking the techniques into more depth and exploring the feelings of the town and characters. Leave unanswered questions. (10 mins)

5. Role play - resolution
The students will now be working on the conclusion of the Process Drama. From the snapshots and hot seating exercises they will develop a mini play. The class will need to be divided into large groups to show the community coming together to cope with the issue or devise strategies to survive. They can incorporate their item they needed to bring as a prop for the role-play. A few of these role-plays can be presented at the end of the session. (10 mins)

6. Class discussion
An opportunity for the students to reflect on the whole Process Drama. Use the white board for students to come up and contribute their thoughts. Journal writing to state what they have learnt could be useful after the discussion would be beneficial. (10 mins)

Overall Aim
The aim is that students will have recognised the seriousness of this issue and have learnt ways and small actions that they can take on to deal with the problem of drought today.