Readers
Theatre can be used effectively in the classroom in all subjects, at
all grade and ability levels. There are “prepackaged” scripts
available from various sources including the internet and academic catalogues.
But the best way to get students to learn is to actively involve them
in the process, and having the students develop their own scripts adds
another dimension to that learning experience.
Teaching
students how to “script” material is actually quite simple
once the basic techniques are explained and experimented with. The following
suggestions will help make that task easier to understand.
Selection
of material--Once students have been assigned their “topic”,
choosing material to script should be considered. Original work can
certainly be added to the list of possible materials.
For example,
a social studies class has been given the assignment of researching
a famous American’s speech and how his/her words might have changed
the world.
Students
must work cooperatively in groups of 3 or 4. Let us assume that one
group has chosen President John Kennedy and his Inaugural Address of
January 20, 1961. Although this speech is written in the first person,
it is well constructed and very “scriptable”.
Once the
students have analyzed the material, they can be instructed to begin
“scripting” the piece into three separate parts or “voices”.
The easiest way to start this process is to follow the natural breaks
or punctuations in the speech such as commas and periods. Although the
speech can be shared, choral readings can also be encouraged, especially
to punctuate important words or phrases. An example of this would be
as follows using a section of President Kennedy’s speech.
Voice
One-- In the long history of the world,
Voice Two-- only a few generations have been
granted the role of defending freedom
Voice Three-- in its hour of maximum danger.
Voice One-- I do not shrink from this responsibility--
All Voices-- I welcome it.
Voice Two-- I do not believe that any of us would exchange
places
Voice Three-- with any other people
Voice One-- or any other generation.
Voice Two-- The energy,
Voice Three-- the faith,
Voice One-- the devotion
All Voices-- which we bring to this endeavor
Voice One-- will light our country
Voice Two-- and all who serve it--
Voice Three-- and the glow from that fire
All Voices-- can truly light the world.
Voice One-- And so, my fellow Americans,
Voice Two-- Ask not what your country will do for you--
Voice Three-- ask what you can do for your country.
This is
only one example of many ways the speech could be effectively scripted.
An important point to emphasize would be the necessity of a “fairly”
distributed script. As the example above demonstrates, all readers are
equally important and roles are shared equitably.
Breaks
in the script should not impede the “fluency” of the reading
in order to enhance the effectiveness of the message.
Once the
actual scripting of the material is completed, trial readings should
follow in order to evaluate the piece and allow for any adjustments
or corrections. Each student should have his/her own copy of the script,
and should be encouraged to highlight their assigned parts in order
to facilitate rehearsed readings.
Depending
on the length of the material, students might want to use a 3-ring binder
in order to keep their scripts organized and easy to handle.
Examples
of scripts for other subjects areas will be presented in the next issue...