TeechTeechersers

1.TeechersObjectives:By the end of the lesson you will :•Know about the opening scene of Teechers by John Godber.•Be able to explore drama from text through the use of role play and understand what role play is.•Have explored thought tracking and devised the use of narration through the drama that you created.

1.TeechersThe opening scene. (Read the first three pages of the play).•Who are the characters in this section of the play?•What are the characters in this section of the play?•Where is this part of the play set?•When is this part of the play set? •What is happening in this section of the play?

Role play: Three teachers who are in a staff room. They are on their lunch, they are talking about the events of their morning with each other.

2.Teechers

Objectives:•To understand and explain character.•To know Act 1 of the play Teechers by John Godber.•To understand the objectives and motivations of Hobby, Gail and Salty through the use of Hot Seating.

2.Teechers

List all of the characters in the play Teechers.

What is character?

What are the contents of a character?

Physical attributes?

Gender?Age?

History?

Voice?

Objectives

In scene (?)In the whole play?

Mentality?(Attitude)

Behaviour

There are not enough actors for all of the characters. What could you do to show a change of character?

Movement?Costume/props?Voice?Interaction between characters?Read from ‘Morning’ on the third page of the play to the end of Act 1.

2.Teechers

Hot seat: Hobby, Salty and Gail.What open questions can you ask of the above characters to understand their objectives and motivations?

E.g. Why are you doing this play?

Homework

• Complete booklet to page 7.

3.Teechers

• Recap Act 1.

Objectives:• Explore and understand ways in which you

can quickly show a change of character through movement and voice.

• Demonstrate the relationship between characters through voice and movement.

• To identify areas in the script where characters are narrating.

3.Teechers

• Gail ‘Loud and bossy, attractive and full of enthusiasm’.

• Salty ‘A school leaver, bright and fresh faced, rather dirty in appearance’.

• Hobby ‘Shy. Should be very large, must be bigger than the other two. She is doing the play despite herself’.

• Oggy Moxon ‘The cock of the school, looks much older than he actually is, the school bully in a modern age’.

3.Teechers

• Movement – What are the physical characteristics of the characters that you are playing? (Movement, posture, facial expression, gesture).

• Is your character male or female?

• What mental influences are their on your character’s movement?

• How is your character feeling?

3.Teechers

• Voice – What are the vocal characteristics of the characters that you are playing? (Volume, accent, pitch, pace, timing, emotion).

• Does anyone have an accent?

• What physical influences are their on your character’s voice?

• Does anyone have a cold?

3.Teechers

‘Back of the Sports Hall’ Act 1, from Gail: The cock of Whitewall High……to Hobby: Who? All the staff……

4.Teechers

Objectives: •Know and understand Act 2 of Teechers by John Godber.•Demonstrate understanding of the playwright’s intentions through set design.• Demonstrate understanding of the whole play through a written response.

Set

‘Nothing is required in the way of set except for three plastic briefcases, old newspapers for the staffroom scenes, a broom for Doug, and two chairs and two open-top desks for various other settings…character differentiation is helped by the use of funny noses…’

What was John Godber’s intention through the above statement about set?

How can this play be staged without changing the set for

different scenes?

How many different scenes are there?

sceneScene

Symbols?Time?Place?Objects?Sound?Music?Light?Colour?

Set?Objects?

Symbols?Time?Place?Objects?Sound?Music?Light?Colour?

Where is the scene?

Where is the scene?

What is needed for the set in this scene?

What is needed for the set in this scene?

What can be on stage in all the scenes?

Where will the audience be?

Set

• .Staff room

Corridor

Hall/Classroom

Morning.

Levels

Space

Split Screen/split stage

Stage areas can be split by levels and or space.

CharactersThemes

TeechersFirst Thoughts

Time

Issues

Style

Location

Feelings

Endings

What was your first response/impression of the play?Which character do you remember the most?Why?What is it about?When is it set?Who wrote it?

Teechers

Homework

• Bring in any props or costume that will help you to quickly show a change of character.

• Complete booklet to page 15.

5.TeechersAct 1- First 6 pages – School Hall, A number of corridors, A corridor and The Form room.

•Objectives:•To demonstrate character and story through the use of costume/mask/props, set, expression, voice and movement.•Identify and demonstrate who a character is speaking to.•To select appropriate incidental music and lighting and be able to justify those selections.•To demonstrate an understanding of the cultural, social and historical context of the play through costume, sound and props.

5.Teechers

•Mask/costume/Props•Act 1- First 6 pages – School Hall, A number of corridors, A corridor and The Form room.•Use this section of the script to focus on using costume/mask/props as well as voice and movement to show changes of character.•Identify where a character is also a narrator. How could you clearly show this to an audience?

5.Teechers

Act 1- First 6 pages – School Hall, A number of corridors, A corridor and The Form room.Using the above section of the script map out the movement and use of set in the performance space.

Where would music be appropriate?How is time and culture an important factor in music choices?

What lighting is needed for these scenes?How might time be an important factor in lighting choices?

Homework

• Students should learn their roles in the extract of Act 1

• Complete booklet to page 17.

6.TeechersObjectives

• To demonstrate performance skills that are consistently high and make good use of voice, movement, characterisation, pace, style and timing, as well as staging.

• To communicate the intentions of the playwright.

• To analyse drama in performance, using appropriate language and theatre vocabulary to suggest improvements

6.Teechers

Act 1- First 6 pages – School Hall, A number of corridors, A corridor and The Form room.•Rehearse and Perform