One-off Workshop: The Attraction of Opposites

Learning objectives

Working in collaborative groups, students develop characterisation and devising skills through exploring a situation where two people are attracted to each other while being very different in so many ways – and how their relationship might just work.

Resources

For students 

• ‘Opposites Attract’, Paula Abdul, YouTube video – very 80s but makes the point well: tinyurl.com/TD-A1-OA

For teachers 

• ‘The Real Reason That Opposites Attract’ – a Psychology Today article: tinyurl.com/TD-A1-PT

Warm-up (10 mins)

The teacher sets up the following situation, in groups of five or six: A is having a party with friends. Z lives nearby and gatecrashes the party. A and Z take an instant dislike to each other, more than because Z came uninvited. Create a two minute scene where the dislike is obvious.
In this relationship, A and Z may be of whatever genders students choose. They can also be of different races, cultures, heights, weights, outlooks – the more differences, the better. Natural instinct will be for the class to choose to be teenagers. However, some might be persuaded to up the age group a bit. One partner could be significantly older than the other. The teacher asks one group to share their scene.

Follow up (10 mins)

Put the same characters the next day by the wheelie bins. A and Z are not quite so hostile. Z invites A out for a drink. Create a two-minute scene in which the small change is obvious. The teacher asks another group to share their scene.

Discussion (5 mins)

The teacher leads – it’s said that in relationships, opposite types attract each other and often stay together longer. Those of similar personalities are more likely to clash. Any ideas why? Is anybody able to share an example of opposites together?

Discussion prompts

• We have this cultural idea that opposites attract, but not in work or other environments where the old saying ‘birds of a feather flock together’ is more likely to be true. How much do you agree?
• People often say their partner is their ‘other half’, meaning he/ she/other is the completion of the circle that makes them a whole human being. How do couples of different views compromise?
• The theme of this session implies characters have choices about each other, but it may be that arranged relationships/ marriages could play a part, even a complicating part.

Developing the idea (20 mins)

In the same groups, students stage the previously arranged drink. Where is it? Why are A’s friends there? Are they different characters? Let the differences emerge but start to seem appealing. Think of the following to help craft basic character outlines:

• Caregiver/self-focused
• Extrovert/introvert
• Inspirer/detractor
• Optimist/pessimist 
• Reliant/reliable
• Organiser/follower
• Thinker/doer

Development points to build into the final scene, set a week or month or year later (20 mins)

• How is the relationship going to develop?
• How do friends and family view the relationship?
• How do A and Z view each other’s friends and families?
• Does either A or Z win people over?
• Is there someone close who can comment/interfere?
• Is the relationship built on trust?
• Can they accept the differences in important matters?

Sharing the scenes (20 mins)

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

Plenary/Discussion (5 mins)

• Were the characters always believable and did they respond to the situation as it moved along? Was the piece effective as a performance?
• Was it credible that two such opposites would work together? What about issues like family, faith or attitudes to money? Could they live with them?
• How many out of ten would students give the pair’s chances of long term survival?

Homework/Follow-up

Write a diary entry, letter or draw a storyboard explaining how one thing came between them and made the differences too much, or how they worked it out in the long run.