Teaching Sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Character status

10 minutes

Find Out: Attributing status using chorus

40 minutes

Take Action: A message about violence

5 minutes

Reflection

Tune In: Character status

Step 1

Explain to the students that in today’s lesson they will be learning about how status can assist with demonstrating character.

Step 2

Ask if anybody has heard of the word status and what they think it might mean.

Explain that the status of a character is the level of power they demonstrate. Status can be used to create a hierarchy between characters, such as a king and servant, or a teacher and student.

Step 3

Play this video which explains status in more depth:

Character and Status video explanation (https://player.vimeo.com/video/430605467?h=c340d842d7)

Step 4

Invite students to stand in a circle. Have them practise using their body to create high-status characters and low-status characters. A high-status character stands up tall and takes up more space, where a low-status character might slouch and make their body look smaller.

Step 5

Invite students to pair up. Explain that as you read the following list of paired characters, students should find a way to show one character as low status and one as high status, then swap over. They should use both body language and facial expressions to demonstrate the status of their character.

Read the following list, allowing students a few seconds to create their silent status scenes:

Ruler and advisor
Teacher and student
Boss and employee
House owner and cleaner
A married couple
Parent and teenage child.

Find Out: Attributing status using chorus

Step 1

Explain to the class that they will watch a television commercial for the STOP the Coward Punch campaign. Instruct them to look out for the status put forward by the lead characters and the reaction of the crowd viewing the incident.

Pose the question: How is status shown through body movement, facial expression and the choice of camera angles by the director?

Step 2

Play the following advertisement (you may need to play this more than once, either before, during or after the discussion:

Violence is Ugly Part 3 (https://youtu.be/EHkw3uuEtp0)

Discuss the video with the class. You might like to use these guiding questions:

What body language did you notice the lead characters using and how did this demonstrate their status?
What did you notice about the crowd watching? How do they support or undermine the status of the lead characters?
Which character has the highest status by the end of the ad?

Step 3

Explain to the class that the chorus (groups of people around the lead characters) can give a character high status or low status depending on the situation. The chorus can take on status as well. They can be judgemental of the action of the character or sympathetic. They can make a hero or a villain of the main character.

Step 4

Lead a discussion about how high or low status can be attributed by a crowd or chorus in real life, or in performance. You could use these guiding questions:

What would it be like to be in a crowd witnessing violence?
How do crowds create heroes or villains in a violent incident?
What sort of character engages in violence? A high-status or low-status person?
What role do bystanders play in violence? Are they just as guilty?

Step 5

Invite the class to form groups of 5-6. The groups should find a space to work.

Explain the following:

I will count down from three. At zero, your groups will create a frozen tableau (just like a photograph) that shows one character having higher status than the rest of the group.
I will then repeat my countdown. The second time you need to show one character having a lower status than the rest of the group.

Count down the first time. Students should be frozen. Observe the groups. Repeat the countdown.

You might then like to ask each group to perform their freezes for one another or select one or two groups to use as good examples. You might provide some feedback or areas for improvement for each of the scenes to make the status differences appear even more dramatic.

Extension opportunities:

Provide students with the scenario that one character is going to hit another character in slow motion. The chorus watches closely (using their whole bodies to follow the first through the air), then yells out STOP! and the characters freeze. Discuss the impact of this scene. You might like to split the class into two groups so they can all have an opportunity to experience the scene as an actor and audience member.
You might like to further introduce or revise the performance techniques used by a Greek chorus and have students workshop the movement and vocal style of this more traditional chorus

Take Action: A message about violence

Step 1

Ask students to stay in their groups of 5-6. Explain that in this next activity they will create a performance that demonstrates either the consequences of violence or alternative behaviours to violence.

Instruct students to create three snapshots of a dramatic situation involving a coward’s punch. Groups are to decide on two main characters and the rest of the group will have the role of the chorus reacting to the dramatic event. Each group need to decide what message about violence they want to communicate.

They should use the following structure:

Freeze frame 1: Before the coward’s punch
Freeze frame 2: During the coward’s punch
Freeze frame 3: After the coward’s punch

Explain that during the performance of the freeze frames, one of them will be brought to life for the audience with movement, facial expressions and words. The group will decide which freeze-frame to bring to life for the audience. Remind students to think about how to demonstrate the status of the characters involved. They should consider:

What will the chorus say or do to create impact within the dramatic situation?
How will the chorus determine the status of the lead characters?

Step 2

Allow the class 25 minutes to prepare their freeze frames and to practise bringing one of the freeze frames to life. The teacher reminds students to have the chorus attribute status to one or both of the lead characters. In the freeze frame the group brings to life, they should begin and end with a freeze. Observe as students workshop and encourage their creative work, offering constructive suggestions as needed.

Step 3

The following protocol is used to deliver the group performances:

Each group has an opportunity to get up and perform. Consider numbering the groups at the start, so they know what order they will go in.
Remind the class/audience to watch each performance respectfully and consider how the group has used status in their performance. They should also think about what the performance says about violence.
Each group demonstrates their three frozen pictures, showing before, during and after the coward’s punch.

Note: If students need help, you could click your fingers or use a verbal prompt to help them change between freezes. You could use the word ‘Action’ to bring the chosen freeze frame to light, allowing the group to reach a freeze at the end of the scene naturally, or upon your suggestion. Consider providing a time limit for these scenes so they don’t drag on too long.

Reflection

Invite students to respond to these questions in their drama journal or on the Student Worksheet:

What did you find interesting or surprising about working with chorus and status in performance?
How well did your group perform today and what improvements would you make if you had to do this task again?

Coward Punch - Status And Chorus

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