Writing A Fathers Day Class Play
Getting To Know Dad by Interviewing With Creative Purpose
This script writing process begins with interview techniques. The students will come to know their fathers better whilst learning the arts of conversation.
Performing an original play for father can be a fun way to build relationships. If done yearly an adaptable bank of scripts could be built to share with the wider school population. Before you begin please read this article about the Creative Arts Interview.
Process
Tell the students that you are searching for the funniest "Dad Story." The interview script will be suitable for the development of a play.
Clearly set out a Criteria Sheet and a more thoroughly detailed Instruction Sheet and send the students home to interview Dad
If they have 'no available Dad' tell them to interview another family member (who can talk about dad)
Rather than send an email, it is better if they interview dad personally. They will gain most relationally from this style of interaction. However if this is not possible there are many ways to conduct an interview.
- send an email interview
- ask dad to write a letter
- tape or video record an interview
- have a sharing circle around the table with other family members and then have fun as other family members recount dads tale with you as recorder
- sit and interview dad with pen in hand
The students are to ask dad to remember the funniest time from
- his child hood
- his work life
- back in his school days
- whilst out on a fishing trip
- funny but disastrous situation
- when he met mum or was dating mum
- when you (the student) were born
Involve the entire family if possible. This could become a bonding opportunity.
- while the student interviews dad other members could be doing caricatures and cartoons of the situation.
- family member could write down their version of the story
- family could help with the setting out of the questions
- if you find good ways to involve family post them to the discussion boards.
For the sake of script development ask questions such as "At the time what would you have been...
- doing
- wearing
- thinking
- hearing (music)
- seeing (environment, arts styles, social construction city vs town, car types)
Delve into the emotional qualities of the scenario
Ask
- what made you angriest
- what made you saddest
- what made you laugh the most
Find old photos (of the worlds biggest fish, funny captures such as dripping wet after falling off the boat) If the images are clear enough teach digital processes by creating a huge back drop using the resource material gathered in the research process. Seek out letters and mementos (such as the booby prize for the smallest fish.)
Choosing the Story
Allow each student five minutes of persuasive presentation. Let them tell you why their story should be chosen. Since only one play can be developed students, who go through the experience of this project will be able to develop a family play. They could video of the play for the family archives.
A formula for developing the play.
- select a member of the class to act the story out.
- video record the enactment
- refine this impromptu script to conventional script format
- from visual references develop costumes and set and props
- after four or five improvisations settle a final script
- formalize the procedures by publishing the script
- make brochures, tickets and other accompanying print materials
For assessment the teacher create an assessment pathway to arrive at a global comment about the body of work created during the project by
- Setting the interview Outcomes Based AssessmentTask 1
- Developing a play with the class collaboratively focusing on the chosen story. This can be formative input for the class.
- Sending the child home to develop the family play and have the video of this as Outcomes Based Assessment Task 2.
In the article Outcomes Based Assessment I have talked about pinpointing check in spots. I use the old racing pit stop as an analogy. The picture is featured below.
