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SECTION 2: PLAYMAKING (cont’d)

(iv) pathetic fallacy;

(v) cultural forms;

(vi) foreshadowing;

(vii) foreboding;

(viii) aside;

(ix) dramatic irony; and,

(x) paradox.

3. Self-discovery and personal imagination:

- exercises in building sensory and emotional memory through the “magic if”
(Stanislavski).

4. Character analysis and expression:

- status games for building characters’ relationships, read short scenes, watch videos,
and attend productions.

5. Improvisation: voice, physicality, use of space and thematic concerns:

(a) Creating stories working in groups of three to four persons;

(b) Improvisations which explore teenage and social issues; and,

(c) Improvisations which utilise cultural forms.

Suggested Teaching and Learning Activities

To facilitate students’ attainment of the objectives of this Section, teachers/facilitators are
encouraged to engage students in the teaching and learning activities below.

1. Engage students in vocal preparation exercises – breathing exercises, tongue-twisters, practise
reading aloud; record voices of different people.

2. Engage students in physical warm-up activities – relaxation, stretching, group and solo warm-
up.

3. Have students read scenes to understand what is the character’s problem; students draw,
sketch illustrate characters. Keep a journal of faces of different ages, how they walk, what
their hands look like.

4. Interview professional performers and gather data about preparation and performance
processes.

5. Encourage students to journal about their experiences.

CXC 32/G/SYLL 17 30