One-off Workshop: Take Nothing for Granted

Wise people learn that a person smiling in welcome may be holding a weapon behind their back. A caller who says ‘Press 1 to claim your Amazon refund’ may not be genuine. We know we shouldn't take others at face value and things aren't always what they seem. Indeed, nothing may be what it seems.

Learning objectives

• To create a one-off devised scene around the idea of trusting others
• To explore credible characters to drive the theme
• To work collaboratively to create devised drama.

Warm-up (10 mins)

Ask students in small groups to create a quick scene in which friends meet a stranger who turns out to be something different from the first impression given.

Stage 1: Teacher-led discussion (15 mins)

• Ask students what they think if they see a woman pushing a pram. Is it a baby? Yes. But what if it was a doll for some reason? Or what if the pram carries a pet? Or a gun?
• How easy is it for young children to be tempted into a stranger's car?
• Do we always believe the salesperson/the news/the internet?
• Discuss how we take things at face value, almost always.
• Does a person need to have a distrustful, suspicious mentality to see everything as danger, threat, menace or evil? Are most people trusting or devious? Are there any student examples?
• Or, are most people a mixture, sometimes open and taking for granted, occasionally suspicious and not fooled?

Words and phrases to help ideas flow. Con artist; scam merchant; trusted too often; two-faced; final chance; please believe me; try these sweets; something to lift you up/bring you down; I watched a heart operation on TV so don't worry.

Resources

• BBC Bitesize: Honesty and trust bbc.co.uk/bitesize/guides
• Poem: post Covid on taking nothing for granted poemhunter.com/poem
• Ideas for drama stimuli pinterest.co.uk/dramastimuli

Stage 2: Outline of activities in groups you have chosen (15 mins)

Make choices about…

• Their characters (backstory, age, relationships, motives, fears, likes/dislikes)
• Where does the story happen? (school, home, shop, office, street, park)
• When? (pre-pandemic, post-pandemic, ten years ago)
• How do these characters interact? (relatives, gang, friends)
• Do they need at least one innocent, naïve victim? (almost certainly)
• Should one at least be the villain, the liar, the cheat? (definitely)

The outline of the plot comes from what they know about characters so far. How will the innocent be duped, taking at face value one or more of the villains? How will it end? Is there a comeuppance? Is there a message – don't trust anyone? Take nothing at face value?

Stage 3: Tasks

• Devise a 5-minute scene (max) in which the following happens – somebody trusts others and/or takes someone for granted and is let down. It needs a beginning and an ending.
• Every student must be included and contribute something.
• A range of drama techniques must be used like mime, voice levels, gestures, facial expressions, physical activity, a narrator in role or not.
• Minimal entrances/exits; no stage furniture.

The title could be interpreted that we shouldn't take our loved ones or people who help us for granted. We never say thanks, we never show appreciation. Ideas are available here.

Devising (30 mins)

Circulate round groups encouraging, checking on plot, characters emerging, and that all students are involved.

Sharing and showing (30 mins)

It's important for each group to share something, even if not a fully worked piece. Ask them to focus on most effective sections.

Reviews (20 mins)

Ideally students should give a quick review of their own work and that of one other student and you can add a constructive comment. Base this on characters, storyline from theme and use of drama techniques.

Ideas could be developed into longer piece, a drama with a message about trust/mistrust, lies/truth/perception/reality. What they've learned by making almost instant characters could be useful in other character work.