One-off Workshop: Crying in Public

This one-off 90 minute workshop sets up a dramatic situation around public crying, and explores possible outcomes to a confrontational situation told by credible characters.

Learning objectives

Working in collaborative groups, students develop story-making and characterisation skills through exploring/developing a scenario about crying in public and present it to their peers.

Resources/research

• Telegraph, Why are we so ashamed of crying in public? https://www.telegraph.co.uk/lifestyle/wellbeing/moodmind/11470449/Why-are-we-so-ashamed-of-crying-inpublic.html
• The Guardian, How to cry in public like a grownup https://www.theguardian.com/books/2015/may/07/cryingin-public-a-guide-no-need-to-fear-tears

Warm-up (15 mins)

a) In pairs, A pretends to B that all’s well, trying to bottle something up. What is the outcome?

b) Same pairs, B tries to involve A in OTT displays of weeping and wailing over something trivial. What is the outcome?

c) Same pairs, both afflicted by big outward displays of public crying over a serious matter.

Teacher-led discussion (10 mins)

Teacher explains that crying in public was not always approved of; men particularly were not supposed to display public emotion, whatever the cause. The British were once known for their Stiff Upper Lip (keeping emotional control at all times). The death of Diana, Princess of Wales in 1987 in part changed that, with massive public outpourings of public grief. Teacher asks what students feel about public displays of emotion, from anger to love and from shame to regret.

Teacher asks if there’s a balance between OTT public emotion and pretending everything’s fine?

• Does crying release emotion? Is that good?
• Is it best to comfort a public crier or mind your own business? Why?
• What about when a baby or toddler cries in public? Or a pensioner?
• What about if a teacher cried in front of a class?
• What about crying in public if you’ve been hurt, bullied, attacked, stabbed, robbed or racially/sexually abused?

Drama Skills

Each group should think about whether any drama devices such as still images, cross-cutting, mime, narrators in and out of role, voice overs, slo-mo and flashbacks would help convey meaning to their audience.

Characters

Put each character through the test. Who is he/she? Where do they live? When and where is the scene taking place? How would my character REALLY respond in the scene we are making?

Devising start points (30 mins)

In groups of 4/5/6, devise a short drama around ONE scenario that could lead to public crying:

a) Love

b) Disappointment

c) Shame

d) Grief/loss

e) Anger

Possible locations include the street, a toilet, in court, or in class. Have characters consider the possible outcomes of crying or of bottling up and not showing emotion: embarrassment, rejection, comfort, misunderstanding, and so on.

Sharing scenes (30 mins)

After selected shared scenes, allow time for brief peer, self and teacher comment and assessment of:

a) use of drama techniques

b) characters

c) story

d) credible use of the theme

e) food for thought for an audience

Plenary/Discussion: (5 mins)

• Were the characters consistently believable; did they respond to others and the situation as it moved along? 
• Was it an effective performance?
• What drama techniques did you employ and why? 
• What changes would you make if you had time?