Teaching Sequence

Work through this resource material in the following sequence:

5 minutes

Tune In: Emotional impact

45 minutes

Find Out: The blank script

15 minutes

Take Action: Performance and feedback

5 minutes

Reflection

Tune In: Emotional impact

Step 1

Recap the work of the previous lesson where students did a short improvisation using Brechtian techniques. Explain that the class now watch two different campaign advertisements from STOP the Coward Punch.

Step 2

Play these two videos:

BLINK OF AN EYE (https://www.youtube.com/watch?v=k6QAYdaMvE8)

"Life Sentence" - Stop the Coward Punch (https://www.youtube.com/watch?v=UoeSyFIgDT8)

Facilitate a discussion on the emotions and mood of the advertisements. Invite students to highlight any Brechtian techniques seen in these ads. Here is a list for reference:

direct address to audience
use of Gestus
use of music
use of narrator
disjointed time sequence
disconnected montage (episodic)
social commentary.

Find Out: The blank script

Step 1

Divide students into groups of four. Hand out the Blank Script and Student Worksheet to each student.

Invite a handful of students to read through the script saying one line each.

Allow them time to reflect or respond.

Step 2

Read through the following with the students:

You are to create a performance using this blank script as a basis for your work.
You will need to assign four lines to each actor and confirm the order of the lines (you can change these around however you like).
Experiment with how the lines can be performed. Consider both verbal and non-verbal options. Some lines might be said by one actor or a chorus speaking together.
Your final performance needs to communicate a message about the coward punch.
Add emotions and context by applying Brechtian techniques.

Invite the class to give some examples of Brechtian performance techniques. Answer any questions the students might have.

Learning extension: In pairs, students could write their own blank scripts for two actors and these could be performed and workshopped by the rest of the class. The blank scripts can be about any social issue they want to highlight in a performance.

Step 3

Allow the class at least 35 minutes to prepare their performance using the blank script. Observe the groups working and encourage the students to succeed with this task, reminding them to specifically apply some of Brecht’s techniques in their completed interpretations of the script.

Take Action: Performance and feedback

Step 1

Allow each group to perform. Instruct the class to observe each play respectfully and take (mental) notes on how each group has interpreted the blank script differently. You might like for them to also think about how each group has applied Brechtian techniques.

Step 2

Discuss with the class the various interpretations of the blank script and the use of Brechtian techniques. Consider providing a summary of what you noticed and any areas for improvement. You could deliver a follow-up lesson that looks more specifically at any areas that still need deeper understanding.

Reflection

Invite students to answer the following questions in their drama journal or on the Student Worksheet:

How effective was your group’s interpretation of the blank script?
What surprised or interested you about the performances demonstrated by other groups?
What did you learn about performance from this activity?

Coward Punch - Interpreting A Blank Script

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Summary

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