This senior Dramatic Arts unit is designed as an introduction to the issues of Power, Wealth, Poverty and Social Location and explores personal assumptions about these ideas using Theatre of the Oppressed techniques. Students explore a variety of assumptions about the make-up of wealth/poverty and apply their understandings using dramatic techniques to make personal connections to their own futures. A focus on compassionate awareness and critical thinking leads students to explore how social location intersects with a person's access to financial wellness. This introductory unit encourages a diverse approach through a variety of drama courses by addressing specific and overall expectations unique to each course.
A Note on Safety: It is important when exploring topics of a sensitive nature (such as financial hardship) to know your students and establish a safe environment for learning. Be aware that some students may be experiencing these issues in their real life. Avoid forcing personal disclosures and establish distancing techniques to establish safety in role (the right to pass, the freedom to choose characters and scenarios that are comfortable for them to explore). This unit may also open up sensitive discussions around issues of poverty related to race, class, gender and other identities.
Students use techniques of Theatre of the Oppressed (e.g. Newspaper Theatre, Image Theatre) self-reflection, in-role writing and group discussion to explore issues of power, wealth, poverty and social location.
Lesson 1 - Teacher observation, Group discussion, Review of student exit cards
Lesson 2 - Teacher observation, Group discussion, Oral questioning
Lesson 1 - Group discussion, Brainstorming, Use of word wall, Creative application through tableaux and choral speaking/chanting, Peer feedback of performances, Exit card writing
Lesson 2 - Group discussion, Peer feedback of performances, Journal writing
Lesson 3 - Group discussion, Peer feedback of Image Theatre, Exit card review and rewrite
Lesson 3 - Observation, Group discussion
Students explore their own and others’ beliefs about wealth and poverty. By questioning the nature of poverty, students consider their own beliefs, biases and assumptions.
Students work with concepts of status and power using Newspaper Theatre techniques.
Students draw on their learning from the previous two lessons to create Image Theatre pieces that unpack issues related to wealth, poverty, power and social location.