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CURRICULUM GUIDE Cambridge
Public School Drama Collaborative CPS
Department of Drama and Dance
These games are designed to help young playwrights learn to develop characters, plot and conflict. False Autobiographies Instruct students to think of a fictitious name, family, personal history, work life, cultural heritage, dreams and goals, etc. They can change gender, age, race, anything. Ask them to make the character as different from their real life as they can, but also make it credible. Details students should include are: Collaborative writing Divide students into pairs. Write a first line to a scene on the top of a blank sheet of paper for each pair. Make sure the first line is an "inciting" line - In other words, any line that implies a conflict. Examples of inciting first lines would be: Circle stories This is a good warm-up to writing. Have students sit in a circle. One person starts a story, and stops it at a crucial point. The next person picks up there and continues for a few sentences, again stopping at a critical point. The story continues all the way around the circle. The more you do this, the better it gets.
To develop a character it is important to think through some details and "background" of the character. This worksheet can be helpful to students trying to invent a character for either playwriting or acting purposes.
A Word on Playwriting A play is not a story told from a distance, but your characters' interactions and thoughts in a specific moment in time. In playwriting, there are usually no quick cuts, collages, and leaps in time--that's film. Getting Started: Be Specific
Four Simple
Steps 2. Make an outline of the
action 3. Write short
descriptions of your characters 4. Think up a great ending
- know where you're going Five Ways to Get
Started 2. Start from imagining a
specific setting at a specific time 3. Start from a particular
relationship between characters 4. Write with someone else
- collaborate 5. Find inspiration in
literature, stories of your friends, your own
life, a song, a problem, something you read
about in the newspaper Ten Things to
Remember 2. Your characters all
need interesting actions: plays are about
action, not people standing around
talking 3. There must be growth in
your characters over the course of the play:
what have they learned, how have they changed,
how has the plot affected them? 4. Your play needs a
conflict: is there a compelling
problem? 5. Every single scene
should add new information about the plot or
characters, and each scene should build on the
one that came before. 6. Keep ahead of the
reader. Don't let them figure out your ending
before you get there. 7. If the reader/audience
can see it, don't say it. 8. Give yourself enough
time to write the play: many plays end too
quickly because the author ran out of
time 9. Never use a stage
direction when you should have a scene - your
story needs to be told through the events and
actions of the scenes 10. Be original: don't do
something you've already seen (on TV or in the
movies) A Note on Stage Directions: Stage directions describe important actions, such as the actor spills coffee when he's about to lie. They don't tell the story - and they're not used for background info. Your story must be told through the events and actions of the scene. Be careful not to use a stage direction when you need a scene EXAMPLE: Beth and Mark argue in the car. Beth leaves. This should be a scene. Beth and Mark's argument needs to be written as dialogue. The reader should be able to tell from what you write that Beth is leaving. Save stage directions for changes of scene, entrances and exits, and to explain things that you see on stage during the real play that the reader wouldn't know from the dialogue, such as "she does a cartwheel."
A Note on Narrators: If you're relying on a narrator, there's a very good chance you're not writing a play, but a short story in play form. Don't be fooled. In a play, the events are revealed through character dialogue and action. Using a narrator takes that away.
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Curriculum developed by the Department of Drama and Dance, Cambridge Public School teachers and Studebaker Theater artists involved with the Cambridge Public School Drama Collaborative, a project funded in part by the Massachusetts Cultural Council, a state agency. CPSDC is a multi-year teacher training program that helps teachers integrate drama into the curriculum.
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