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Collectives
developed around an idea
Introduction:
Working through theme or idea presents an interesting challenge.
By its nature, drama requires that people be open to new things
and "go with the flow". Many people might argue that
working from idea prevents this process. However, ideas can be
modified and created from as easily as pure creative expression
if two conditions are met:
1. The people contributing the ideas express comments on the ideas
not on the other people who generate them.
2. The group searching for a collective bit of truth, but retains
the understanding that truth is relative.
What
is Theme?
A theme is the central statement that a work of art or literature
is making. It can take the form of a moral or of an impression
of belief. In developing theme, students need to remember that
a good theme is not stated outright, nor is repeated over and
over. A subtlety expressed theme with many personal touches is
the framework of a strong collective.
What is Idea based Drama?
The students have gone through many exercises, assignments and
intense units of study. Now it’s time to focus on concepts
we are passionate about and find ideas. The ability to be thoughtful
is a key ability when trying to develop drama that challenges
the mind. Find an overall concept that fascinates the class and
challenge yourselves to say something profound. Trying again and
again until you find one key idea that resonates with the group.
Thematic art comes through a synthesis of all you know intellectually,
understand intuitively, feel through experience and feelings,
and perceive through your beliefs. The central theme is a collective
expression of what you as a group wish to tell the world. Thematic
drama is fundamentally persuasive - the role of the group is illuminate
a central concept in the fabric of life.
Activities
"Getting Ideas"
The
following activities lead the student through a process for developing
ideas. Use all, or a combination of exercises to explore ideas
and inspiration:
Activity 1 - Personal Survey of Beliefs:
Have
students complete these statements on scrap paper.
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I
really like these things about myself ....
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I
wish I could change .....
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I
am most worried about .....
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I
am most excited about ....
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I
am most creative when ...
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I
feel most vulnerable when ....
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People
in this world need to remember ..... (10 to 15 min.)
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Activity 2 - Brainstorm:
Using a whiteboard or blackboard, make a list of key issues
in today's society. There are no wrong responses. Have students
generate as many examples as they can of ideas that they care
about. (5-10 min.)
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Activity 3 - Discussion:
• Look at the list of ideas on the board.
• Group like ideas.
• Hold a vote to determine which issue should be discussed
by the group. Each student should vote three times, and 3
issues of key interest should be established.
• Appoint a recorder to write down important concepts.
Discuss each of the three issues for 10 min., then vote to
establish the overall issue for the group. (40 min.)
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Activity 4 - Devil's Advocate:
The
group will have established a general consensus about the
topic to be discussed. Have them choose a position on the
topic. It should be a position that can be argued, and most
class members should agree with it. One class member or
the teacher can play the role of the Devil's Advocate. The
whole class argues one side, and the Devil's Advocate argues
the other. The key to the success of the activity is to
argue the side you are on, rather than your personal opinion.
This activity serves to clarify students' views on controversial
topics.
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Activity 4 - Explore
through Improv:
Give
the students the following instructions for improvisation:
1.
Start a scene from a suggestion from the group (or use the
personal survey as a starting point for ideas) - at any time,
anybody may call FREEZE and go in and change it subtlety by
adding in a new dimension, or by changing the objective. (10
min.)
2. Group Improv: start a scene and add in characters until
everybody is in the scene - at any point call out FREEZE and
ask one to do an internal monologue.
(8 min.)
3. In partners discuss a scene with lots of conflict, where
might it be set? Try the scene and at any point the audience
can call FREEZE and make a suggestion for change, then let
it continue. (10 min.)
4. Start the scene with a phone, call someone and they then
call the next person, and on down the line until the first
person is called in the end to bring it full circle. (Time
depends on the size of the class)
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Activity 6 - Explore through Representation
Ask students to create a piece of art that represents their
feelings regarding the group's topic. Provide a wide variety
art materials including: paint, paper, pastels or crayons,
scissors, glue, plasticene, and a drawing program for the
computer. (40 min., plus clean up time).
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Activity 7 - Writing:
1. View a rant (like those found on CBC's This Hour
Has 22 Minutes) and discuss the elements of a rant.
Have students write a rant that centers on the topic for
discussion. (60 min.)
2.
Have students write a dialogue between two characters that
has a conflict that relates to the theme. Tell them they
can never state the theme outright. (30 min.)
3.
Have students create a stream-of-consciousness piece about
the central theme. Tell them not to worry about mechanics
or even logical flow of ideas. Their role is to record anything
that comes to their minds, even if it seems initially unrelated.
If students read their work to the class, they may need
to censure material that is not appropriate for school.
This should be done at the reading stage, not the writing
stage. (20 min.)
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Activity 8 - Collecting Quotes:
Students should search the internet for quotations, articles
or song lyrics that relate to the theme. They should paste
these into a word processing document, along with the name
of the person who wrote them. The end product is a collage
of words that should be discussed as a class during the
writing process. (40 min.)
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