Mickey and Edward

Lesson Context

Subject: Drama
Year Group: Year 9
Curriculum Area: The National Curriculum for England – Drama (KS3)
Focus: Developing Characterisation Skills
Text: Blood Brothers by Willy Russell
Objective: Explore the opening relationship between Mickey and Edward with a focus on building characterisation on stage.

This lesson is written to support students in demonstrating a deep understanding of characterisation techniques, as well as the social and contextual themes presented through these characters. Students will develop their practical skills through exploratory drama techniques that support Creating and Performing, in line with the Drama strands of the KS3 curriculum.

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Learning Objectives

By the end of the session, students will be able to:

1. Analyse the opening relationship between Mickey and Edward in Blood Brothers.
2. Understand and apply specific characterisation techniques, including voice, movement, and interaction, to physicalise the differences between the two characters.
3. Collaborate effectively in small groups to devise and perform a short scene.

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Success Criteria

• Students demonstrate a clear understanding of Mickey and Edward’s social and contextual differences.
• Students effectively use voice, movement, gestures, and posture to create distinct characters.
• Students work collaboratively and perform a short scene that demonstrates the evolving dynamic between the characters.

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Resources Needed

• Scripts: Extract of Mickey and Edward meeting for the first time (approximately 2-3 minutes long).
• Characterisation skill cards (explaining vocal tone, pitch, movement styles, energy levels, etc.).
• Whiteboard and markers.
• Open space for performances.

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Lesson Breakdown (50 Minutes)

1. Settling & Hook (5 Minutes)

Activity: Opening Questions

• Greet students at the door. Upon entry, ask them to think about the theme of "friendship across divides."
• Pose warm-up questions on the board:
  • "What makes two people from very different backgrounds become friends?"
  • "How might two characters from completely opposite social classes behave differently?"
• Allow students 2 minutes to jot down a quick response in their notebooks or have a brief think-pair-share.

Teacher Talk: Link the Big Theme to Blood Brothers

Explain how the relationship between Mickey and Edward exemplifies these ideas and that today’s focus will be on portraying those differences through acting choices.

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2. Warm-Up (5 Minutes)

Activity: Mirror Me (Physical Warm-Up)

• Students find a partner. One is "Mickey," the other is "Edward."
• Instruct "Mickey" students to move around the room in a casual, relaxed, and loose-limbed way – capturing a lower-class, carefree energy.
• In contrast, "Edward" students should carry themselves with an upright posture, slower and more deliberate movements, and heightened elegance.
• Swap roles halfway through.
• Brief discussion: "What kind of movements helped you feel like the character you were trying to portray?"

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3. Character Exploration (15 Minutes)

Activity: Analysing the First Meeting

• Distribute scripts of the first meeting between Mickey and Edward.
• Read the extract aloud as a group, with two volunteers reading Mickey’s and Edward’s lines (switch readers halfway through for variety).
• Discussion Prompts:
  • "What are the key personality traits of Mickey? How do you know?"
  • "What are the key personality traits of Edward? How do you know?"
  • "What differences in their speech patterns and body language stand out?"

Group Characterisation Stations

Set up five stations around the room (one for each key element of characterisation):

1. Voice – Practising Mickey’s Liverpudlian accent and Edward’s neutral, ‘upper-class’ tone.
2. Posture – Experimenting with class-based body language.
3. Movement – Practising walking styles based on attitudes and social energy.
4. Gestures – Exploring how each character might use hands and facial expressions.
5. Interaction – Practising simple exchanges with different energy levels.

Split students into groups of six; each group spends 2 minutes at each station. Rotate.

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4. Practical Application (15 Minutes)

Activity: Devise and Perform

• In pairs or small groups (3-4 students max), students create a 1-2 minute improvised scene that envisions Mickey and Edward meeting for the first time.
• Each pair should explore how their movement, voice, and gestures help to depict the contrast and the bond between the two characters.
• Encourage each group to incorporate props or blocking to show context (e.g., Edward might stand tall while Mickey leans on something).

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5. Performance & Feedback (8 Minutes)

• Select 3-4 groups to showcase their scenes.
• After each performance, engage the audience in constructive feedback:
  • "What worked well in expressing Mickey and Edward’s differences?"
  • "What additional characterisation techniques could deepen the performance?"

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6. Plenary Reflection (2 Minutes)

• Bring students into a circle. Ask:
  • "How did today’s activities help you understand Mickey and Edward’s relationship?"
  • "What characterisation techniques will you take forward into future performances?"

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Homework/Extension

• Write a diary entry from the perspective of either Mickey or Edward after their first meeting. Use at least 3 clues from the text we read today to inform your response.
• Challenge students to embody their chosen character in the diary entry by mirroring their voice, word choices, and perspective.

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Assessment Opportunities

• Formative Assessment: Use group performances and feedback to observe students' understanding of characterisation.
• Skill Development Tracking: Monitor how students are applying physical, vocal, and interaction elements in their work.

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Teacher Notes

• Be ready to provide clear modelling for body language differences in the warm-up and characterisation stations.
• Highlight the social context of Blood Brothers, without delving too deeply into historical details (appropriate scaffolding will ensure students remain engaged).
• Flexible differentiation: If some students struggle with the Liverpudlian accent, emphasise physicality over vocal delivery.