Critical Learning | Guiding Questions |
In this lesson, students will be introduced to the concept of Verbatim Theatre by broadly defining the term verbatim as it applies to theatre. Students will differentiate between verbatim theatre and docudrama by investigating and presenting a newspaper article in the style of each genre. Students will build on their experience with dramatic forms by incorporating tableau, choral speaking and movement into each presentation. | What is Verbatim Theatre? How is different from docudrama or documentary theatre? Why is it a socially important style of theatre? What are the artistic challenges of Verbatim Theatre? What did you learn about media bias by examining the same story reported through different news sources? |
Curriculum Expectations | Learning Goals |
A1.2 select and use a variety of drama forms to present original drama works A3.1 demonstrate an understanding of how different acting and staging techniques reflect and support different purposes in drama B2.3 describe ways in which drama can support or influence school and/or local community affairs C3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama activities and formal performance contexts C3.1 identify and follow safe and ethical practices in all drama activities | At the end of this lesson, students will be able to:
|
Instructional Components | |
ReadinessThis lesson builds on the previous storytelling lesson by making explicit the genre and techniques of Verbatim Theatre. The dramatic work draws on their knowledge of dramatic forms (such as docudrama) from previous courses. The case study of Matthew Shepard and the Laramie Project contains sensitive material, and so issues of trust and respect must be established in the classroom prior to this lesson, and should be revisited before delving in to the material. TerminologyDocudrama Documentary Theatre Verbatim Theatre Mind Map Anchor Chart Homophobia | MaterialsChart Paper or a Blackboard Variety of newspaper articles on the same topics from different sources Background information on Matthew Shepard Film of The Laramie Project (if copyright permits) BLM #1 Newspaper Article Instructions |
Approximately 15 minutes Minds On | Pause and Ponder |
Pairs > Mind MapWrite the terms Verbatim Theatre and docudrama in writing on opposite sides of the board. Using dictionaries and/or the Internet, ask students to work in pairs to come up with definitions for the two genres and write them near each word on the board to create a mind map surrounding each word. Whole Class > Defining the GenreAsk one student to read the set of definitions aloud to the class. Ask students to think about the similarities and differences as they listen to the definitions. As a class, come up with a clear definition for each term and post it on an anchor chart for students to reference throughout the unit. | Assessment for Learning (AfL)Observe the words and definitions that students add to the anchor chart to monitor their developing understanding of Verbatim Theatre. Use student questions about the Overheard Conversation script to gauge the group's level of understanding about the assignment Assessment as Learning (AaL)Use BLM #2 Creative Process Observation Checklist to monitor the rehearsal process throughout this unit. Share the checklist with students so that they understand and internalize the teamwork skills being observing. At the end of the rehearsal, give each group the checklist and ask them to self-evaluate their group's creation process. Differentiation (DI)Numbering students into groups is a more equitable way of forming groups so that students don'e exclude others. Consider playing a game like Atom to get students to form random groups. Quick TipPost the definitions for the duration of the unit and invite students to return to the definitions adding their new understandings and learning. Choose newspaper articles that are relevant and current to students in your particular community. Consider choosing articles on same topic but from different newspapers or magazines to discuss how events get reported differently in the media. Consider giving students the The Overheard Conversation Assignment before you watch The Laramie Project so you can give them a few days to complete it. Link and LayerWhen introducing the concept of Verbatim Theatre make links to the theatre form of collective creation, including The Farm Show, in which actors from Theatre Passe Muraille lived with farmers in Clinton, Ontario and created a performance on their lives and experiences. Encourage students to observe the differences in the way the media reports on one event. Link this type of acting to various styles of acting--like an outside-in acting technique that is a variation on the Stanislavski method. Hyperlinks in the Lesson |
Approximately 40 minutes Action! | |
Small Groups > News in Different GenresNumber students into groups of 4 or 5. Provide each group with articles on the same topic from different current newspapers. Select articles with quotes from a variety of people in the story. Direct half of the groups to recreate the newspaper article in the style of Verbatim Theatre and the other half to present in the style of a docudrama. See attached instructions (BLM #1 Newspaper Article Instructions) for more detailed instructions.Give students 20-30 minutes to create and rehearse their presentations. Whole Class > Presenting News in Different GenresDirect the students to present the articles to the class in each of the styles. Debrief the presentations. Key Questions for Discussion:Which style was more interesting to watch? Why? Which style is more challenging for the artist to work with? Why? What differences did you notice about how the event/issue was reported in different newspapers? What kind of bias does this reveal about the different newspapers? Return to the earlier T-Chart and anchor chart and ask students to add new understandings to the list of differences between the two genres based on their work on the articles. Whole Class > Viewing of The Laramie ProjectIf possible, show students the film version of The Laramie Project as an example of Verbatim Theatre. If copyright does not permit, then read excerpts of the play together. Before showing the film, familiarize students with the background on Matthew Shepard's death and the creation of The Laramie Project using background research. While viewing the film, ask students to consider why Verbatim Theatre is a powerful medium to tell the story of Mathew Shepard. Challenge them to think about why this kind of storytelling may have a greater impact on how people view and think about the issue of homophobia in our society. | |
Approximately 175 minutes Consolidation | |
Whole Class > Post-Viewing ReflectionAfter viewing the film, ask students to brainstorm a list of reasons why The Laramie Project (and Verbatim Theatre in general) is a socially important form of theatre. Record their answers on the board. Some answers might be related to issues like community participation, the audience feeling closer to and more emotionally affected by the truth, giving voice to the marginalized, keeping a historical record, com batting homophobia. Engage students in a discussion about the context for the film. Key Questions for Discussion: |
