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Performance

Workshop

Teacher's Resource

Teaching Approaches and Methodology

I Don't Want To Be Like That! began in 1994 as a live performance and workshop package that still tours today. In 2001 it visited over 80 schools from Aberdeen to Ayr, from Campbeltown to Fife. The reason for its continued success is the way in which it raises issues in an entertaining and immediate way, through its sheer theatricality. Nothing can replace the experience of live performers interacting directly with young audiences for long-lasting impact.

Revised and updated each tour, the show is fast moving, highly visual and totally accessible to children. Two skilled performers employ mime, dance, song and dialogue to create the many characters in the lives of two young people, Julie and Bob.

Julie and Bob are symbols of every young person in Scotland. The characters are such that a young audience can easily relate to them: the rebellious Bob who needs to be looked up to and the creative Julie, who wants to be an artist, but whose need to be accepted is often overwhelming. While exploring their concerns and ambitions, we meet the people they live and work with as well as a host of hilarious, and sometimes disturbing characters, who affect their lives.

For further information and booking details, please contact Meg Carson on 0141 425 2020 or email info@fablevision.org

Workshop

(Follows the live performance only)

Immediately following the stimulus of the live performance, it is essential to follow up the process with an evaluation of what the young people have seen. Led by one of the performers, the workshop process begins with a wide-ranging discussion of all the issues raised by the performance. All the members of the audience are encouraged through a question-answer session to gain a deeper understanding of all the issues raised. They are also encouraged to express their own ideas and experiences. Although the discussion is led by one of the performers, additional teachers/leaders will be invited to contribute any special expertise they may have.

Teachers’ Resource

The Teachers’ Resource consists of:

• Introduction to Teaching Approaches and Methodology;
• Synopsis and Aims for each scene;
• Guide to Storyline Approach with three scenes fully developed, and suggested activities for the others;
• Thematic Approach.

The Performance provides a rich tapestry of themes and issues, for example:

• The importance of self-esteem;
• The hypocrisy of adults who do not "practice what they preach";
• Discussion of peer pressure/choice and bullying;
• The importance of good communication.

These are presented in an easily accessible style and have been developed and illustrated using a variety of activities that take account of different learning abilities.

The activities are designed to involve the young people in such a way as to enable them to develop a number of skills, to increase their understanding and to foster positive attitudes towards themselves and others as worthy individuals.

Although some themes have been fully developed, teachers will want to develop themes of their own choice. It is hoped that the examples given will provide a useful model.

The Teachers’ Resource does not focus on information about drugs and other substances, for which there is already much available material. It concentrates on a skills-based approach for the follow-up material.

Teaching Approaches and Methodology

This pack has been written with the upper school in mind. There are two main approaches for using the pack:

1. Storyline Approach

This approach follows parts of the performance in a series of sequential scenes. This enables issues to be IDENTIFIED, SELECTED and EXPLORED in the form of a story about Bob and Julie. Nine ‘Snapshot’ scenes of particular importance have been selected. Three of these scenes have been developed fully as a possible guide to implementation. A list of suggested activities for the remaining six ‘Snapshots’, allow teachers freedom to provide a tailor-made programme for their own class.

2. Theme-Based Approach

This performance presents a number of themes relevant to P6/7. This approach would mean that a teacher would IDENTIFY a theme for the class programme, SELECT the scenes that illustrate it and encourage the pupils to EXPLORE it using the animation and follow-up activities suggested.

Many themes have been identified and listed in the notes that follow. Three have been fully developed:

PERSONAL CHOICES (peer pressure/choice); EXPLOITATION AND MANIUPULATION; and COMMUNICATING

in the hope that this will assist teachers as they create their own programmes.

Methodology

Throughout the suggested programmes of work, there has been a focus on talking & listening and drama activities. It is felt that active methodology is the one which best lends itself to Personal and Social Development (P.S.D.) work in the primary school. The approaches and activities suggested are neither prescriptive nor exhaustive in the hope that this resource will be one which integrates naturally into the class Personal and Social Development programme without being contrived and laboured. This allowed teachers the opportunity to select scenes/themes as appropriate.

Circle Time

It has been assumed that teachers will have spent time establishing ‘rules’ for circle time before attempting these activities. These should come from the children themselves and may focus on trust, valuing others’ opinions and empathy. By assuming a non-leadership role wherever possible and contributing on a personal level, teachers will also reap benefits from this approach to Personal and Social Development.

N.B. Circle Time is a methodology that involves teachers & pupils sitting in a circle for the particular purpose of equal interaction. It is a most effective way of working and is illustrated in Skills for the Primary School Child (TACADE) and Turn Your School Round by Jenny Mosley published by LDA.