In order to help the teacher procure better results, there are several pieces of knowledge, concepts and basic criteria that the teacher should be aware of:
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For the unit to work successfully there must be a letting down of regular classroom walls during the hour spent on the unit each week. The students need to be allowed the freedom, while on stage, to use profanity, sexual comments and outbursts when necessary. When students confront the teacher with questions concerning these freedoms, students seem to respond best when phases like, “Use your own best judgement” and “Make sure you use common sense,” are used by the teacher. The teacher will need to walk a thin line of monitoring this freedom and allowing it at the same time. Full creative freedom for the student is essential for the unit to operate on its best level. The teacher is the best judge of creativity versus unwarranted behavior displayed by a student. Although you must be aware that even obnoxious behavior or strong displays are signals of a students mental well being.
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More often than not when a person is placed in front of people for any type of performance, their own vulnerability will keep their behavior in check.
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As a class, the students must be briefed on their role as a supportive audience. They won’t talk to the performer on stage, but they will “act” as still and quiet as possible. Laughing and clapping in support are acceptable. Each student needs to play the role’ of paying attention (the first attempt at good acting).
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The teacher should not expect immediate results with this unit. The students will test to see if they will be allowed complete freedom of expression. A student may present a written work containing strong language or content and ask if it is acceptable. If the teacher allows the student to make the decision of performing it in front of the class, rather than imposing restrictions, “the wind is usually taken out of their sails” and the student performs another piece. The students will also test to see if the teacher cares about each student as a person. When a student reveals personal information, he/she will look for acknowledgement from the teacher, and sometimes warmth. It may be advisable to show some simple form of physical affirmation such as a pat on the back or a hug as a simple way of showing concern for the student.
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The teacher’s best reaction to any kind of testing is as little negative reaction as possible. As an example, a young male student chose to do a monologue about his encounter with a prostitute. He was hoping to create a shock effect on the part of the teacher, but instead was praised for his courage and originality. If there is a serious problem of a completely distasteful presentation, try to make gentle suggestions towards possible new choices.
The teacher needs to be a friend and a guide during this hour. The testing of the teacher is “being put through the fire.” If the teacher can make it through this fire somewhat calmly, then he/she is fifty percent of the way to a better classroom atmosphere for all. If the teacher is feeling abused, try talking with the students about the way “it feels.” The students have hearts, sometimes they just need to be prompted.
The nature of the unit is one that could be viewed much like group therapy. The unit should not be presented to the student as a form of therapy, it should be presented in its pure creative form. The creative work will produce results on its own merit. The teacher will be very much like a coach for the students. Because of the nature of the unit and the nature of dramatic performing, there will be some awkwardness. This awkward feeling is due to the vulnerable nature of the work. Once the ice has been broken the threat and fearfulness becomes lessened and enjoyment ensues.