Introduction to Drama PVC structure for Focus

P-V-C STRUCTURE

Purpose:

1. To lead pupils safely into role and to show the
   value to them of concentration and collaboration.
2. Develop Pair work organising skils for initial teachers.
3. Develop Verbal fluency among pupils in non-threatening environment.
   
   
   First section of session is the preparation for working in groups.

1. Physical Exercise - to create an energetic atmosphere of collaboration


2. Verbal Exercise - to begin to create closer focus in pairs


3. Concentration Exercise- to bring out the theme and create readiness for stage two

1.Titanic: Lifeboats. Large group randomly walk and when teacher calls out the number all must get into groups pf that number. Stragglers may be "saved" or be put into the hold( bench at side of room). End with 2's. This is the purpose of your exercise- to achieve pairs. Then "helicopter " into a safe place. Face each other at hands length.

1a.If you prefer to work in pairs immediately: Three Irish duels.[thanks to A.Boal] Pairs face each other. Clear brief to achieve desired objective/outcome
-Pairs Stepping on toes.
-Slapping knees.
-Swords in Backs.
2+3. Counting in pairs.A+B . A counts for 100 -1 without being stopped by B. B must try everything to stop A. Eye contact a must. No other contact allowed. In 1.a,2 and 3 the participants shoudl sit on ground when finished to allow you to see who has yet to complete. Participants are then ready for guidance into the next task .

Exercise to bring people gently into role:
Persuasion in two’s. [thanks to J.Parkes for idea]

Using same partner as you had in the previous game, explain terms Brief, Desired outcome and Tension, Status.
Part one: A is tired and wants to watch a favourite TV show.B arrives and wants to watch a show on other channel. There is no VCR or TV channel changer in the room. Without any body contact , A must achieve their desired outcome and B also. Pupils are told " You must not give up!"

Part two: Teacher and Pupil. Same A +B ( esp. with pupils, to create real safety) ) School is having open day. Teacher has beautiful room prepared . Enter B as pupil who has been absent for some time and is not a good attender. B has a Snake in box which s/he wants to put on the nature table. Teacher is afraid of losing this child and also the benefits of having the child back at school. She also is also aware of losing her reputation if te snake should misbehave. The pupil ( B) has been told by his very strong parent that s/he must go to school or else. The difference in these two role plays is that each has something to lose and gain from the interaction.

Part three: Same A+ B( if group are happy they may change partner at this stage to create new ideas.

This time the pairs are of different status; One is a senior staff member at a Football Museum. Money has been donated by the National Lottery. The other is a new graduate form Art school. A new exhibition is happening and the two must agree to mount it in an attractive way. The senior person has their own well tried ideas whereas the junior has their own. The tension is in each wanting different approaches to presentation.,The status of the two means that the younger may have to negotiate in softer way than they might otherwise.
Play for three minutes. Then evaluate each approach with your participants-

Part ONE: Much energy and antagonism. Non solvable without one backing
down

Part TWO: Status is different. Adds tension.

Part THREE: Status , tension and roles are very different.

You have now developed from playing yourself in role ( Part one) thru' a familiar role in a scene ( Part two) to an unfamiliar role ( Part three) which is definitely not you.

Congratulations! - you have now been in role, accepted a brief, achieved( or not) a desired objective and become aware of the effect of status on a scene,especially in terms of tension. This was the Tension of differing status.