Exploring Conflict in Performance

Overview

This lesson is designed for GCSE Drama students studying Across the Barricades by Joan Lingard under the CCEA GCSE Drama Specification. It focuses on directing students in rehearsing an extract, considering mood, context, and rehearsal techniques.

Curriculum Reference: CCEA GCSE Drama – Understanding and Exploring Drama through Performance

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Lesson Objectives

By the end of the lesson, students will:

• Understand the mood and context of Across the Barricades and apply this understanding to their acting choices.
• Use a specific rehearsal technique to refine their performance.
• Demonstrate how their rehearsal choices apply to the text to enhance character interpretation.

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Lesson Breakdown (35 Minutes)

Starter (5 minutes) – Setting the Scene

• Quick Discussion: Ask students:
  • What historical context influences the play?
  • How do the characters' backgrounds shape their motivations?
• Mood Exercise:
  • Play two contrasting pieces of music – one calm, one tense.
  • Students walk around the space, shifting movements based on mood.
  • Link this to how tone and tension influence performance.

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Main Task (25 minutes) – Rehearsal & Directing Techniques

Step 1: Understanding the Mood and Context (5 minutes)

• Provide a short summary of the extract’s place in the narrative.
• Discuss:
  • How do Protestants and Catholics interact in this scene?
  • What emotional stakes do the characters face?
  • How should this influence delivery, pace, and vocal tone?

Step 2: Rehearsal Method – ‘Hot-Seating’ (10 minutes)

• Activity:
  • One student sits in the hot seat as either Kevin or Sadie.
  • The class asks in-character questions (e.g., Why do you trust Sadie? or What do you fear will happen?).
  • The actor must respond in role, deepening emotional understanding.
• Application to Performance:
  • How does this activity affect their tone and body language?
  • Directors (students not performing) give feedback on subtle changes that enhance believability.

Step 3: Applying to the Text – Directed Scene Work (10 minutes)

• In pairs (Kevin & Sadie), students rehearse a short section of dialogue.
• Directing Challenge:
  • The ‘director’ (other students) must give specific feedback using three key areas:
    • Tone & Emotion (How should your voice reflect fear or hope?)
    • Proxemics & Staging (Would they stand close or apart? Why?)
    • Pace & Pauses (Where can silence increase tension?)
• Rotate pairs so all students engage in performance and directing.

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Plenary (5 minutes) – Director’s Reflection

• Question for Discussion:
  • What rehearsal discoveries helped you access your character more deeply?
  • How did directing others change your perspective on performance choices?
• Final Activity – “One Line, Two Ways”
  • Students repeat one line from the extract twice:
    1. First with flat delivery.
    2. Then with emotional depth, drawing on what they’ve learned.
• Encourage self-reflection:
  • How did your vocal and physical choices change the impact?

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Assessment & Homework

• Formative Assessment:
  • Teacher provides verbal feedback on how well students incorporated emotional realism and directing insights.
• Homework Task:
  • Students write a 150-word director’s note on how to stage a key moment of the scene, focusing on mood, movement, and voice.

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Teacher Tips for Next Steps

• Consider introducing forum theatre for further exploration—allowing students to pause performances and suggest changes.
• Encourage students to research Northern Ireland’s history to deepen their understanding of character motivations.

This plan ensures GCSE students engage with Across the Barricades not just as actors but as analytical directors—enhancing both performance and textual understanding. 🎭