Verbatim Theatre Exploration

Overview

This 60-minute lesson introduces Year 11 students to verbatim theatre techniques through the play Cookies by Emily Jenkins. The lesson integrates drama performance skills with lighting design exploration to develop students’ understanding of how verbatim theatre conveys real-life voices and how lighting enhances mood and interpretation. Activities are designed to meet the National Curriculum for England in Drama (Key Stage 4), supporting skills in acting, analysis, and technical theatre.

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National Curriculum Links

Key Stage 4 Drama (Years 10-11):

• Perform: Pupils should be taught to apply knowledge and understanding in practical ways by performing scripted and devised drama.
• Make: Pupils develop skills in creating and developing drama, including using design elements such as lighting to support dramatic intention.
• Appraise: Pupils analyse and evaluate their own and others’ work, developing knowledge of drama genres and performance conventions.

Relevant Attainment Targets:

• Use expressive skills and techniques effectively to engage an audience.
• Understand and apply theatrical conventions and approaches, including verbatim theatre.
• Explore how technical production elements (lighting, sound) enhance mood, atmosphere, and meaning.
• Analyse and critically evaluate drama performances and scripts.

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Learning Objectives

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

1. Define verbatim theatre and identify its characteristics within Cookies extracts.
2. Perform selected verbatim extracts accurately, preserving the authenticity of the original voices.
3. Analyse how lighting design can influence the mood and audience interpretation of verbatim theatre scenes.
4. Experiment with lighting focus and colour to creatively enhance performance meaning.
5. Critically discuss the impact of verbatim theatre techniques and lighting choices on audience engagement.

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Resources Needed

• Copies of selected extracts from Cookies (suitable verbatim speeches) for each student.
• Basic lighting equipment (torchlight, coloured gels, dimmable lights) or simulated lighting setup.
• Script excerpts printed large for group reading.
• Whiteboard and markers for discussion and notation.
• Space for small group performances.

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Lesson Breakdown

1. Introduction (10 minutes)

• Starter discussion:

  • Ask: What is verbatim theatre? Collect ideas. Provide a clear definition: a form of documentary drama that uses exact words from real people’s interviews or testimonies.
  • Briefly introduce Cookies by Emily Jenkins as a verbatim theatre play focusing on authentic voices.

• Explain learning objectives and assessment criteria.

• Distribute extracts from Cookies. Highlight that students will explore how lighting complements the naturalistic dialogue.

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2. Close Reading and Analysis (15 minutes)

• Activity: In groups of 5, read through selected verbatim extracts aloud, focusing on exactness in tone and emotion.

• Discussion prompts:

  • What emotions and intentions lie behind these real words?
  • How does the natural speech pattern affect performance?
  • What lighting could enhance or subtly influence the mood here?

• Teacher input: Introduce key lighting concepts:

  • Lighting focus (spotlight vs wash)
  • Colour temperature (warm, cold)
  • Intensity and shadow
  • How these can direct audience attention and evoke emotions.

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3. Practical Lighting Experimentation (20 minutes)

• Task: Each group selects a short extract (1-2 minutes) to rehearse a verbatim performance.

• Working with a lighting facilitator (teacher or student), experiment with lighting setups to test different moods or interpretations—e.g., harsh white light vs soft amber.

• Encourage students to adjust light focus to highlight key moments or expressions.

• Teacher circulates: Support groups in refining performance and lighting synergy, reinforcing verbatim theatre’s emphasis on authenticity coupled with creative theatricality.

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4. Performances and Peer Feedback (10 minutes)

• Each group performs their extract with lighting for the class.
• Peers give constructive feedback focusing on:
  • Faithfulness to verbatim text and delivery style.
  • Effectiveness of lighting choices in supporting mood and meaning.
• Teacher highlights successful techniques and offers suggestions for improvement.

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5. Plenary and Assessment (5 minutes)

• Whole-class discussion:

  • How did lighting change your experience of the verbatim text?
  • What challenges arise when performing verbatim theatre honestly yet theatrically?

• Recap key learning points linked to objectives and National Curriculum targets.

• Formative assessment:

  • Observe students during performances for accuracy and engagement.
  • Evaluate peer feedback quality and analytical contributions during discussions.

• Set homework: Write a short reflection on how lighting enhanced or altered the interpretation of the verbatim extract.

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Assessment Criteria

• Demonstrates understanding of verbatim theatre conventions through accurate, expressive performance.
• Applies lighting techniques thoughtfully to influence mood and focus.
• Analyses dramatic effects in peer discussions with clarity and insight.
• Reflects critically on practical work linking theory and practice.

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Extension Ideas

• Explore sound design in verbatim theatre for future lessons, layering natural sounds to enhance authenticity.
• Create devised verbatim pieces based on interviews conducted by students.
• Invite a professional lighting technician or theatre practitioner for a masterclass.

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By integrating script work with technical exploration and critical thinking, this lesson enriches students’ knowledge of verbatim theatre in dynamic, practical ways aligned with the National Curriculum for Drama.