Stages TOOLKIT

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4th Workshop

Workshop 4 –

Aims

To begin to shape the narrative of the production, focusing on immigration as a tool for stages 1-3 of Genocide.

 

Learning Outcomes

On completion of the drama workshop participants have knowledge of:

The Citizenship test

Forms of Classification

Examples of discrimination

Scenes with polarization

 

Rules of the process in the beginning.

 

Stage Three – new rules are introduced that ‘change the goal post’.

 

Stage one – C-section. Questions that would classify audience into two groups,

Scenarios of behaviour

Random, left-hand right-hand ones

Each will get a passport or identity card. Passport equals privilege according to what though?

Earn citizenship via test.

 

Stage two.

Other – no voice (language)

In groups we encourage community cohesion.

Quiz – on what?

Scientific facts to support classification

 Warm Up Exercises

Warm-ups with

Chair Swap

All sit in a circle. Choose someone to stand in the middle and take their chair away.

The person in the middle makes a statement such as ‘Change places if you like Drama’

The seated members of the group must swap seats with someone else if the question relates to them. The person in the middle has to find a seat too! The result is that there is always someone left without a seat. They then make another statement like ‘Change places if you have blond hair’ and the game continues.

 

Note: It is important to discourage pushing in this game, and for reluctant pupils, statements to do with facts (like blue eyes, blond hair etc) work better!

Categories

The group form a line without words and hands in category of:’

Height (tallest to the shortest)

Eye colour

Month of birth

Etc.

The point of this exercise is to simply categorise but thinking of other means of communication rather than gestures and verbal language

 

Check Homework of research into Genocide reasons for each country allocated.

 

Scripted Stewards

Introduce flashcards formula. Suggest scripted responses of the stewards that they carry on cards

Stage one– C section

Each person will come up with a question and an action that could be asked in the citizenship test

On the floor are five sheets of paper – each go around and suggest questions. Questions could be suggested around the five senses: sight, sound, touch, smell, taste

 

We read the questions and, as a group, select one from each sense for phase one’s questions

 

Pick one to develop with scientific ‘facts’ as propaganda

 

Try to make each question so that it requires a binary answer – for example apples or bananas

 

Must research, in partners, facts that could be used as a propaganda to push for the answers they favour

Stage 2 –

Phase two – what is the procedure? No voice and no pens.

4 citizenship questions, with two of our own, that discriminate.

We encourage community cohesion so they answer as a group

The other group cannot answer

 

Stage 3 – Change the rules.

Do we turn it on its head and ask questions about the Commonwealth?

Do we give British culture questions that include music, film, art et cetera?

What happens next?

Insert scientific facts about certain criteria of the test.

Decide who gets passports and who gets an ID card – maybe that’s in stage one.

Income, education, benefits will be increased or supported if you succeed the test.

Impose new restrictions to those on lower scale, i.e. no voice

Divide and rule by forming groups – encouraging teamwork

Immigration – case studies through drama

Partners pick a case study and create three frozen images that depict the journey from phase 1 to 3 of the case study / immigration

Some notes for the production following this session

No reference to UK or British et cetera.

Phase one is the deciding phase.

Phase two rule applies to X group as misleading

Questions are linked to government – but no specific government

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