Approach 2 for using the film at AS/A2

Approximately three one-hour lessons

Subject ranking: Drama/English/Film/ Media

Focus

Comparing the role of the actor in film and in theatre and considering the characters created for The Caretaker.

Aims

  • To explore how the characters have been constructed in The Caretaker by the dramatist, the actors and the director and how these vary in theatre and film;
  • To examine the nature of the characters themselves.

Learning areas

  • The characters
  • Characterisation: How are these characters created? What performance techniques do the actors use?
  • The different techniques of the actor in film and in theatre.

What you need

  • Copies of the script or chosen section (eg pp 12�17, Eyre Methuen edition).
  • A video or DVD of the film, set at the beginning of this sequence;
  • A TV and video/DVD player;
  • A basic storyboard template;
  • A digital camera.

Lesson 1

  • Read the selected section of the play, from Davies' line 'This your house then, is it?' up until Aston says, 'Have a look.'
  • Divide the class into pairs and ask them to act the scene for a theatre audience.
  • Ask for volunteers to perform the scene for the class.
  • Discuss and make notes on how they interpreted the scene, and the key elements of theatrical acting used to communicate their ideas.
    • Identify the basic needs of theatre audiences to see and hear � the importance on stage of bigger expressions, clear use of voice, physical gestures etc.
  • Watch this section of the film and ask the class to identify the key elements of the film interpretation and how it differs from their own theatrical one.
    • Ask them to identify how the film interpretation is communicated by the actors and the director.
  • Watch the same scene from the film again and ask students to identify the differences between film and theatre acting.
    • Discuss the ability of film acting to be far more intimate and detailed, and introduce the notion of 'underplaying' a role.
  • Alternatively: reverse this activity by asking the students to watch the film first, discuss the narrative and meaning, then improvise the scene, without scripts, for the stage. Discuss how the actors have to adapt their style for this different medium.

Lesson 2

  • Watch the same section of the film again and then discuss:
    • What are the director and the actors communicating about the characters?
    • How do the actors do this? What are their performance techniques? What are the key elements of the film acting that make it effective, eg facial expression, eye-contact, use of voice, physicality (eg body-language, movement) etc.
    • How does the director control our view of the characters? Editing cuts? Camera angles? Types of shot?
  • How could the characters be communicated differently in this section of the film? Ask the students in pairs or threes to re-direct this scene to create a different impression of the characters.
  • Ask them to record their ideas by either creating a storyboard with a series of simple drawings or still photographs using a digital camera, or by writing a shooting script listing the shots, action etc.

Lesson 3

  • Look at the scene again, and compare the students' storyboards/shot lists with the scene as it appears.
  • Get each pair of students to work with another pair:
    • Pair 1 should advise Pair 2 on playing the roles in their version of the scene.
    • Pair 2 should act out the scene, if possible while Pair 1 photographs them, using the storyboard or shoot list.
  • The pairs can then swap over and repeat the activity.
  • Finally, repeat the activity, with each pair directing the same actors for a theatrical performance of the play. How far is it possible to get the same characterisation effects using only theatrical, not filmic, devices?
Last Updated: 22 Mar 2010