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From Issue #16, Spring 2007
How to
Use "Sound Effectors"in Readers Theatre
by Lucy Rioux
Whenever
I have used readers theatre scripts designed for a "young" audience,
an essential key component to guarantee a successful performance (translated
to mean holding their attention for any length of time) is to encourage
"participation" during the presentation. This can be done very
easily by assigning the audience the role of being "sound effectors".
The sound effectors are given instructions prior to the actual performance
and are given the opportunity to "practice". This technique can
also be used in an educational setting when readers theatre is incorporated
as one of the teaching strategies to introduce new vocabulary words to students.
Let us use a popular children's story, The Tale of Peter Rabbit, by Beatrix
Potter to prepare a participatory program using sound effectors.
Now that the story has
been chosen, the "storyteller" or teacher can read through the
material and choose sound effects that would enhance the story appropriately.
Examples of these for the emerging readers could include: "hip hop,
hip hop" (when the rabbits are moving), "yum" (when the rabbits
are eating), "OOO!" (when the rabbits are afraid), "UGH!"
(when the rabbit feels ill), etc. For a pre- or beginning reader audience,
actual words and phrases could be added to the word list such as "tree",
"basket", "good little bunnies", and "Mr. McGregor".
These words would be used to create cue card word lists that would be used
by the Storytellers and Sound Effectors which would in turn cue in the echoed
responses from the audience members. The chosen sound effects should be
printed or written on stiff cardboard, the print large enough to be seen
easily by the audience. Words can be placed on separate cards or an easy
to handle flip chart.
Once the words are ready
and your cast is well rehearsed, presenting to your audience can begin like
this: (this introduction would be presented to emerging readers)
Sound Effector:
You are going to hear the wonderful story of Peter Rabbit written by Beatrix
Potter. I am known as the "Sound Effects Leader", and you, the
audience, will be my "Sound Effectors". When I hold up a card,
you will repeat what I say. Let's try it to see if it works:
The Tale of Peter Rabbit.
Helpers:
The Tale of Peter Rabbit.
Sound Effector:
Very good! Now let's go on with our story…
At this point, the actual
story would begin. The Sound Effects Leader could be placed anywhere within
the cast set-up, or separate to the side, but clearly visible to the audience.
I have included a section of The Tale of Peter Rabbit (entire script available
through the Readers Theatre Institute) using sound effects below.
N2:
One morning old Mrs. Rabbit said:
Mother: Now,
my dears, you may go into the fields or down the lane.
N2:
Then she added:
Mother:
But don't go into Mr. McGregor's garden: your Father had an accident there.
N2:
He was put in a pie by Mrs. McGregor.
Sound Effector:
OOO!
Audience:
OOO!
N2: Then
she added again:
Mother:
Now run along, and don't get into mischief. I am going out.
N2:
Then old Mrs. Rabbit took
Mother: A basket
N2:
and her
Mother:
umbrella,
N2:
and went through the wood to the baker's.
Sound Effector:
HIP HOP, HIP HOP.
Audience:
HIP HOP, HIP HOP.
The next example would
be used for pre- and beginning readers:
Storyteller:
One morning old Mrs. Rabbit said:
Mother:
Now, my dears, you may go into the fields or down the lane.
Storyteller:
Then she added:
Mother:
But don't go into Mr. McGregor's garden: your Father had an accident there.
Storyletter:
He was put in a pie by Mrs. McGregor.
Audience:
Mrs. McGregor.
N2:
Then she added again:
Mother:
Now run along, and don't get into mischief. I am going out.
Storyteller:
Then old Mrs. Rabbit took a basket
Audience:
basket
Storyteller:
and her umbrella,
Audience:
umbrella,
Storyteller:
and went through the wood to the baker's.
Audience:
baker's.
In this version, the
narrator becomes the storyteller, thus eliminating the addition of sound
effects and putting the focus on repetition of key vocabulary words. This
adjustment allows for continued fluidity of the literature and enhances
the quality of the performance.
Next article will focus
on the use of readers theatre and religious literature.
/lr
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