From
Issue # 5, Summer 2004
Readers
Theatre Puts an Edge on Dull Topics
by Lucy Rioux
Early in my career
as a teacher, a state representative was assigned the task of informing
us all about the definitions, dangers, and universal precautions associated
with bloodborne pathogens. This well intentioned but often monotone-speaking
individual would come on that first day, armed with his/her overhead
projector and scriptographic booklets, ready to face a few hundred teachers
and support staff who were chomping at the bit to get into their classrooms,
already feeling pressured by the piles of student files and school supplies
which needed their attention.
In my school
union, teachers have two assigned workshop days before the students
arrive. The first of those two days is usually designated for new staff
introductions, administrative and educational notices or changes, the
setting of yearly goals and expectations, and the ever constant (and
mostly boring) informational session on “Bloodborne Pathogens”.
Focusing on this
topic became more and more difficult as school year after school year
brought no new information and was simply a repetition of the year before.
As the distribution of this information was required in our district,
especially for the new employees, I finally decided to try something
new...and hopefully a bit more interesting.
I approached
our Assistant Superintendent who was in charge of the “programming”
during our first workshop day, and suggested that perhaps all of the
material which needed to be distributed to the staff could be presented
in readers theatre format. He obviously knew how ineffective the state
speaker was in getting our attention, so he granted me permission to
try out this new “creation” without hesitation.
The rest was
quite simple. I took the little red book provided by the state entitled
“About Bloodborne Pathogens”, and without changing or excluding a single
word, scripted the material inside for six readers. I chose to create
“characters” which included the following:
Reader One--Narrator One
Reader Two--Medical Expert
Reader Three--Fearful Type, Hypochondriac
Reader Four--States It Like It Is, Know-It-All
Reader Five--Layperson, Common Man/Woman
Reader Six--Narrator Two
These character types are suggestions only. They can be changed or adapted
according to the needs or preferences of the scripter and/or director.
Once this was
accomplished, I asked six staff members to participate in the presentation.
The first six I asked said “yes”, and this was also indicative of their
need to see this information presented in a different fashion. We rehearsed
twice prior to the workshop day (and had a wonderful time as well!)
and when the time came for us to present, it was so well received that
it became accepted as a yearly event.
The teachers
and support staff were actually listening and paying attention. The
very important information related to bloodborne pathogens was being
assmilated and understood because the presentation was interesting and
effective. Here is a sample of the scripted material:
Readers
1-6: BLOODBORNE PATHOGENS
Readers 1
& 6: What are bloodborne pathogens?
Reader 1:
They’re viruses, bacteria, and other micro-organisms that:
Reader 2:
(expressed haughtily, very professional) are “borne”...
Reader 5:
(cuts in to explain to audience) that means “carried”
Reader 2:
(looks at R5 on “borne”, then to audience) “borne” in a person’s bloodstream
Reader 3:
(fearfully) and cause disease.
Reader 4:
If a person comes in contact with blood infected with a bloodborne pathogen
Reader 5:
(to R2) he
Reader 4:
or
Reader 2:
(to R5) she
Reader 4:
may become infected as well.
Reader 6:
Other body fluids may also spread bloodborne pathogens. These include:
Reader 2:
(again professional, this should continue throughout) blood
products
Reader 5:
(informational, continue throughout) such as plasma,
Reader 3:
(whispered, trying to be discreet) semen,
Reader 4:
(loudly, no hesitation) vaginal secretions,
Reader 2:
fluid in the uterus of a pregnant woman,
(Readers 3
and 4 become medical body charts)
Reader 5:
(using pointers to point out various body parts named) fluids
surrounding the brain, spine, heart, and joints,
Reader 2:
(using pointer as well) fluids in the chest and abdomen,
Reader 3:
(frightened) and other fluids containing visible blood...
This script continues
with characters bringing life and energy to this very important, but
often ignored information.
Readers theatre
is very effective in creating an atmosphere conducive to attention and
enthusiasm, not just for our students but for us as well.
The next issue
will focus on readers theatre and poetry...
For a complete
copy of the above script, contact Lucy Rioux at owilde@noctem.org)
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