Process Drama IDEAS

FATHER, BROTHER and the BEACH

(to see this image please go to www.myspace.com/leighroncon) 

Process Drama Incipient Conflict - BrewingShow the photo of the family at the beach. Ask students to identify the people in the photo and  the family’s cultural background, professional /social status i.e.; work, community involvement, where they live and associations.  Who’s not in the photo that may be of some importance to this family? Create a profile of each of the characters in the photo including the person who is missing. 

Teacher in role (optional)Structured teacher in role, where by she/he plays out the role of the mother who has been killed in a car accident.  Students are permitted to ask four questions and the teacher will take a neutral stance when answering so the latent conflict is not disclosed.  Family Gossip - Group 1 improvisationStudents are informed that the mother had left home abruptly and been killed in a car accident. Break into groups of four and role play using any extended family members or friends that have not been previously mentioned to discuss the circumstances that surround this tragedy. 

Role circleWhile maintaining their previous characters, students stand in a circle and introduce themselves and share what they believe they know about the circumstance. Because the task is based on gossip and “hear say”, students will begin by stating their name and relationship to the family followed by “Well I’ve heard…”     Shaping the Scenario - Group WorkStudents reflect on the common themes that have immerged from the gossip task and make solid choices about  the dramatic context i.e. characters, emotional tone, time, place, situation.  

Latent Conflict - Group 2 improvisationOnce the group has come to a consensus, students will form groups of four or five and assign themselves roles from the family members (father, sons, mother and or missing character). Improvise the scene that takes place just before the mother abruptly leaves the house and is killed. The actors playing the role of the sons must have a strong understanding of their position and feelings within the family unit. The ongoing, underlying tension in this scene is the pivotal moment that will lead into the manifest conflict.  Before and After - Emotional Tableaux BeforeIn your groups, use the latent conflict scenes to create three clear tableau’s that depict the varied emotional responses of the family members. Each tableaux is presented in silence. Upon the transition of each tableaux sound is to be incorporated with the exclusion of text and movement is to be executed in slow motion.     

AfterStudents are informed that the mother has just been killed. Using the premise of the Before task, create a new series of tableaux’s that reflect the family‘s response to the news.  Message In A Bottle - Individual Work (Insipient Conflict)Teacher brings back the original photograph and points out that the characters are not talking to each other and the one son seems somewhat removed from the scene (not experiencing the same bond with his father that his brother is) . One month into the future, students take on the role of the detached son and write the words that are unspoken - what would he say to confront the father or brother if he could? Insipient conflict is present and driving the process drama forward towards manifest conflict. 

Thought Tunnel Students form two lines facing each other and read one line from their written message as one student walks slowly through the centre of the tunnel in the role of the detached son. Note: Student representing the son is silent as he/she walks through the thought tunnel - this will help amplify his inner thoughts.  

Thought WheelStudents form two circles one within each other. The inner circle rotates clockwise, while the outer circle rotates counter clockwise. Students choose one line or word from their written message and repeat is when prompted by the teacher.Note: By increasing the speed and volume at which the lines are repeated, the thoughts and emotions of the character are intensified and he is propelled into action - “the confrontation.” Manifest Conflict - “The Confrontation” Group 3 Improvisation Upon returning from the day at the beach, the detached son confronts the father and brother.  In groups of three, devise a scene through movement and gesture that illustrates this confrontation. No dialogue is to be used and all movement must be executed in slow motion and freeze frame. Note: An oceanic sounds cape (cd) can be used as a complimentary component to support the action and serve as a symbol belonging to this particular process drama.  

Future At A Glance - The Reconciliation?Students remain in groups and role play a scene that features the father and son’s five to ten years in the future. Has there been a reconciliation? Dialogue is limited to one line per character. ReflectionTeacher and students can discuss how the progression of activities led to the development of the process drama. Which particular tasks were effective for the development of the detached sons character? What surprises were there in terms of how the story unfolded from the initial photograph to the final scenario? Consider alternative endings for this drama - what are the possibilities? How could this process drama be developed further?