School_Matters_Issue_34

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exploration through the pupils presenting a speech from Hansel and Gretel using different scenarios and styles such as a news reporter, a boxing match and a gospel choir. All of the pupils thoroughly enjoyed acting in this way and experimenting with detaching oneself from the circumstances and instead narrating proceedings in a creative and comical way, which is both fun and entertaining for the actor and audience. The workshop was very informative and stimulated the pupils to think critically and creatively when approaching their devising ideas. Miss Antonia Hall, Teacher of Drama

BRECHT MASTERCLASS As part of the GCSE Drama course pupils are required to devise a piece of theatre influenced by a theatre practitioner. PVI Drama pupils participated in a Brecht workshop led by Nick O’Brien, Artistic Director of the Stanislavski Experience and author of Theatre in Practice . Nick challenged the pupils to work from the perspective of “actors rather than pupils”, and in much the same way that Brecht would have worked with his actors. The pupils were asked to think about voice, movements and gestures and how they can be used to communicate social class to an audience. Through doing so, they examined Brecht’s belief that class divisions have a detrimental impact on society. The pupils learnt of Brecht’s conviction that social and political messages should be communicated to the audience. Throughout the workshop, Nick O’Brien challenged the pupils’ perceptions of society, as well as their thoughts on current affairs. A particular highlight was when the pupils utilised humour through Brecht’s technique of Verfremdungseffekt. Nick facilitated this GCSE DRAMA WORKSHOP WITH FRANTIC ASSEMBLY Covid-19 restrictions prevented Frantic Assembly from visiting IPS to lead their scheduled workshop in person. Instead, the pupils attended a well-received virtual workshop held in the IPS Theatre.

Michelle Edwards, the workshop facilitator, challenged the pupils to respond as if they were professional performers, setting high expectations and standards. She put the pupils to work straight away, starting with a fast-pace physical warm up which physically and mentally prepared the pupils for the workshop. Traditionally, Frantic Assembly relies on physical contact and partner work. However, Michelle planned rehearsal techniques that required pupils to develop movement sequences that enabled the pupils to work as a team and with precision, yet also adhering to social distancing measures. movement can be used to tell a story in a visually appealing way, as well as communicating meaning to the audience. The pupils’ end results were splendid and visually captivating. A highlight of the workshop was to see how focused and engaged the pupils were throughout, especially as much of the content challenged their physical movement, not to mention fitness levels! Mr Ward and Mr Baskett did a fantastic job at setting up the Theatre to maximise the experience through the use of technology. Many elements of the workshop were enhanced by different camera angles, creating multiple perspectives on the same movement sequence. Michelle used building blocks to demonstrate how everyday