Exploring Voice & Movement

Overview

Subject: Drama
Age Group: 14-16 years (Key Stage 4)
Duration: 60 Minutes
Class Size: 27 students
Unit: Exploring Artaud's Cruelty
Lesson Number: 6 of 8

Learning Objectives

By the end of this lesson, students will be able to:

1. Demonstrate vocal techniques that convey intense emotion in performance.
2. Apply physical movement techniques that enhance emotional expression.
3. Collaborate in small groups to create a short performance piece using voice and movement inspired by Artaud's principles.

Curriculum Links

• Drama (WJEC / AQA specifications): Performance skills and techniques.
• English (National Curriculum): Effective use of spoken language to convey character and emotion.
• PSHE (Personal, Social, Health and Economic): Effective communication and expression of feelings.

Materials Needed

• Open space for movement
• Sound system for audio exercises (if necessary)
• Optional: Props related to Artaud’s themes (mask, symbolic objects)
• Paper and pens for reflection

Lesson Structure

Introduction (10 Minutes)

1. Warm-Up Exercise:

   • Begin with a brief circle where students engage in vocal exercises (e.g., tongue twisters) to warm up their voices.
   • Follow with a series of dynamic stretches to prepare their bodies.

2. Contextual Discussion:

   • Briefly recap Artaud’s principles of cruelty, focusing on how voice and movement play a vital role in expressing inner turmoil and emotion.
   • Encourage students to share any thoughts or previous observations on how body language and vocal nuances can affect a performance.

Main Activity (35 Minutes)

Part A: Vocal Exploration (15 Minutes)

1. Group Vocal Exercises:

   • Split the class into smaller groups of 3-5 students. Each group will practice specific vocal techniques such as:
     • Projection: Speaking loudly and clearly to convey authority or urgency.
     • Volume Variation: Experimenting with whispering, shouting, and everything in between to express different emotional states.
     • Pacing: Practicing rapid and slow speech to reflect tension or calmness.

2. Emotion Walk:

   • Each group selects an emotion to express vocally. They will create a 1-minute spontaneous monologue that highlights their chosen emotion using the techniques discussed.

Part B: Movement Exploration (20 Minutes)

1. Movement Exercises:

   • Transition into physical movement techniques. Focus on:
     • Isolation: Moving different body parts independently to demonstrate emotions (e.g., twitching for anxiety, drooping limbs for sadness).
     • Contact Improvisation: Pairs will explore responding to one another’s movements, conveying a conversation without words to illustrate emotional connection or disconnect.

2. Creating a Shared Performance:

   • In their groups, students will blend their vocal and movement explorations into a short 2-minute performance piece. They should aim to express a unified emotional experience, considering how their voice and movement can work together effectively.

Conclusion (15 Minutes)

1. Performance Sharing:

   • Each group will perform their 2-minute piece for the class. Encourage peer feedback on how well the integration of voice and movement conveyed the intended emotion.

2. Reflection:

   • Gather students back into a circle. Prompt them with questions to encourage reflection, such as:
     • What challenges did you face when combining voice and movement?
     • Which performance resonated with you the most, and why?
   • Hand out paper for students to jot down their thoughts or insights gained from today’s lesson, focusing on how they can apply these techniques in future performances.

3. Homework:

   • Students should watch a performance (play, dance, etc.) focusing on the use of voice and movement. They will write a short paragraph reflecting on how these elements contributed to emotional conveyance.

Assessment

• Observe student participation during activities.
• Evaluate the effectiveness of group performances focusing on integration of voice and movement.
• Review reflection papers to assess understanding of lesson content and emotional expression techniques.

Differentiation

• Advanced Students: Encourage them to experiment with more complex emotions and suggest incorporating props or costumes.
• Struggling Students: Offer one-on-one support during exercises and simplify tasks as needed, focusing more on basic techniques first.

This lesson plan aims to engage students dynamically and emotionally with the core elements of Artaud’s principles, enhancing their dramatic capabilities in a collaborative environment.