Suitable For Classroom Setting
Children At Work and Life Of The Rich (Ages 8-14)
This lesson studies Children in working roles during Victorian times. Using knowledge from class work the students will present typical work places of the period an enact tense and often brutal scenes within them. They will gain a deeper insight into the dangers facing the children specific to certain jobs and develop scenarios which highlight these dangers. Students will experience the feelings of these young people perhaps even younger than themselves, the hardships they faced and consider the contrast with today's society.
Key drama skills in this lesson are tableau, hot seating, thought tracking, improvisation and role-play. It is intended that the students will appreciate as Responsible Citizens that never again can we tolerate a world that is unfair on children and that it is our duty to protect them.
Victorians - Life of the Rich
Suitable for Age 8-12. This lesson uses visualisation and characterisation as a way into the life in the households of the Victorian rich and in particular their children.
Key Drama skills in this lesson are improvisation and role,group work,mime, presentation and developing scenarios.
When this lesson is done in conjunction with Working Children then there will be the opportunity to draw on the two lessons and set up some contrasts.
This would be an excellent challenge for your class on completion of the two lessons.
Curriculum For Excellence
|I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology.
|Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through drama.
EXA 0-13a / EXA 1-13a / EXA 2-13a
I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work.
EXA 0-15a / EXA 1-15a / EXA 2-15a / EXA 3-15a
I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere.
I can discuss why people and events from a particular time in the past were important, placing them within a historical sequence.
To help me develop an informed view, I am learning about the techniques used to influence opinion and how to assess the value of my sources, and I can recognise persuasion.
Having explored and analysed the features of spoken language, I can use these, adopting an appropriate register to suit my purpose and audience.
When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions.
I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.