Junior/Intermediate
This game demonstrates how to use levels on the stage to help with blocking/stage direction can introduce the importance of concentration in role and risk-taking and will also help students develop their sense of what’s appropriate and what’s not in improvisation.
Overview
Pre-requisite Knowledge
This is an improvisational game, so some experience with risk-taking and staying in character are essential.
Focus
This is a game which can be played by 3 students in groups independent of one another, or shared by 3 students in front of the larger group. This game deals with physical levels, so it is a helpful exercise to demonstrate how to use levels on the stage to help with blocking/stage direction. This game can also be used to introduce the importance of concentration in role and risk-taking. It will also help students develop their sense of what’s appropriate and what’s not in improv.
Overall Expectations:
-demonstrate an understanding of the principles involved in the structuring of works in drama and dance; (Grade 5 and 6)
- evaluate the overall effect of various aspects of drama and dance (i.e., elements, principles, techniques, style) (Grade 7 and 8)
Materials and Resources
An open space, a chair or block (something to help students understand levels). Paper and pencil for a reflection after the lesson (optional)
Special Notes
It is important to consider that not all students enjoy performing or being put in a hot seat: this game is performance driven, and the right to pass should be in place.
Lesson
This game, as the names suggests, involves three simple emotions (angry, sad, and happy).
- Three students form a basic scene: one high level, one medium, and one low. Each student is assigned one of the emotions. Generally, the happy student is standing; the mad student is sitting down; and the sad student is on the floor. As they change emotions, they actually physically move to the new location – so having them positioned in a triangle works, but any variation can work as long as the actors know their objective. They are then presented with a situation (e.g., a trip to the zoo).
- Each character then must say a few lines about their perspective on the zoo: they can, of course, dialogue with one another; but as they do, they must then find the right time to assume the emotional condition (and physical position) of the character next to them
Example
Glad Student: I just love the zoo! Isn’t it so wonderful to be here with all these beautiful animals!
Mad Student: What? I hate the zoo! The animals smell awful, and it’s hot and boring.
Sad Student: Oh! It’s just so….sad! All these animals. I think I’m going to cry!
Glad Student: Don’t cry, the zoo is a fantastic opportunity to witness the miracle of nature.
Mad Student: Give me a break.
Sad Student (crying): Breaks can be so….sad!
Students may have to be cued (with a drum beat or a single hand clap) into new positions, but experienced players will begin to move into their new positions on their own.
Glad Student: You know, come to think of it, the zoo can be irritating (has moved into Mad position)
Mad Student: You’re really upsetting me (has moved into Sad position).
Sad Student: Hey! I’m starting to see the upside here! (has moved into Glad position)