Images

https://www.dropbox.com/s/emlz3089xfxgtuc/what%20is%20normal%20slideshow.pptx

Pics

Questions we came up with

Questions

1.       How does the stigma of mental illness affect you?

2.       What are you insecure about and why?

3.       Talk about a time when you felt alone or isolated

4.       Talk about a time when you felt depression

5.       Tell us about the first time you felt you had a mental health issue.

6.       How has the help you have received helped you to grow as a person?

7.       Tell us about a friend or family member with a mental health issue

8.       Tell us about a time when you were really happy.

9.       Have you ever felt isolated and what did you do about

10.   Tell us about a time when you felt unstable or ungrounded as a person

11.   Talk about a time when you were victimised for being different.

12.   What were your initial thoughts when you learned you would be working with people with mental health issues? What did you envision them to be like?

13.   What is normal?

14.   Tell us about a time when you called someone something that may be offensive to a person with mental health issues.

First 3 Sessions

Session 1

Project Aims:

•Have fun through game play and drama.

•Challenge the stigma of mental illness.

•Create a piece of work with Artistic integrity that we can all be proud of.

Mad hatter's tea party Friday 13^th June - dress up and serve tea.

9-11am

Name, strand and 1 thing you like

Tension release exercise

Golden breath

Bomb and shield

Zip zap boing

Massage circle

Glass serpent

Imrov - 11-1pm

Mission, name and 1 thing.

Trust circle

mirror circle

Park bench

Image circle

Forum theatre Scenarios

Change the scenario

2-4 pm

Groups 4-5 Improvising from the following texts

Pale Horse

Dissocia

Book of disquiet

4.48

                  

Plenary, what we have liked challenged, discovered? For Friday everyone bring a warm up game they can lead. 

Session 2

•  Student lead games from ‘Games for Actors and Non-Actors’ by Augusto Boal.
• Image Theatre. Sculpting A and B

Lost and Found
Insecure and Confident
Excluded and Included
Voiceless and Voiced
Weak and Strong
 

•  Create a still Tableaux of five images brought to life with music

•  Everyone ask a question that they want this work to answer on the theme of 'challenging the stigma of mental illness through drama’. Create a list of these to be shared with the group after lunch.

• Warm up exercise (vocal, physical and shake out)
• Relaxation exercise - open and close like a flower. pick up a pebble, a net, a hammer.
• Choose a question from the list and answer that question.
•  Making the body articulate (psycho-physical exercises from Michael Chekhov ‘To the Actor’)
• Shuffle the answers. Everyone choose a different one and find a psychological gesture for the story you chose.
• Perform your psychological gesture and read out story to class. Connect to the emotion of the piece using psychological gesture

 
 Session 3

Lesson objective: To learn about status and create some scenes exploring the stigma of mental health in relation to status.

11.15 – 11.30

Games Lead by: Kizzy, Hannah, Karise

11.30 – 1.00

1.         Grandmas Footsteps

2.         What has changed

3.         The French Telephone

4.         The great game of power

5.         Status party

Lunch

6.         Colombian Hypnosis

7.         Mad Hatter’s (with status - groups of 4)

8.         ‘What is normal?’ writing task and sharing.

Status Interview and Status Party

1.  Explain and explore the idea of “status”:

2.  We all have different status in different situations.

3.  From now on we will describe it on a 1-10 scale, 10 being practically a God and 1 being the lowliest creature you can imagine.

4.  What status are you?  If a ten walked in the room, would you talk to him/her?  What about a 1?

5.  When was a time in which you were a 10 – in other words, when you had complete power and authority in a situation?

6.  Have scraps of paper each with a number from 1-10 written on it.  Mix them up in a bowl/hat.

7.  One at a time, students will draw a number from a hat.

8.  Without telling us their number, the actor knocks on door enters the stage, stands, has a job interview.

9.  The other students try and guess what number they were.

10.  Have the student try it a few times until it becomes clear to the audience.

11.  Ask two students to take the stage and improvise a part scene. Party host and party guest, the party is bring your own but the guests have forgotten to bring anything.

 12.  Half-way through, tell them to “switch” statuses.  Make sure they don’t switch characters, but only who is in control of the situation, keeping their original characters.

Reflection:

-  Explain that status is one more layer they can add to their characters.

-  If you are rehearsing a play, ask them to think about each scene their character is in and what “status number” their character would be.  What factors are influencing their level of status?