Minds On
Let’s warm up
Let’s begin with a deep breathing activity.
Don’t forget to do your safety check!
Warm Up
Warm up
Imagine you have a bubble wand, or a bubble wand is being held in front of you. With the wand close to your face, begin to blow bubbles.
Attempt blowing bubbles by selecting two or more of the following directions:
- blowing really large bubbles, with long slow breaths
- blowing a lot of small bubbles, with short, quick breaths
- blowing bubbles in different directions
- blowing a variety of large and small bubbles
You may choose to explore this audio recording entitled “Bubble Breathing” to complete this breathing activity.
Bubble Breathing
Drama game
Attempt to share a story in three words:
- The first word would tell the beginning of the story – e.g., night.
- The second word would tell the middle of the story or the problem of the story – e.g., blackout.
- The third word would tell the end of the story or the resolution of the story – e.g., candles.
Consider how you can use your voice, tone, face, and/or body to express yourself as you share this story.
Let’s get started
Explore the following posters for theatrical performances.
The Rez Sisters is a Canadian play written by Indigenous playwright Tomson Highway.
Billy Elliot was a movie from the year 2000 that became a musical. It premiered in London, England in 2005. The music was written by the musician Elton John, and Lee Hall wrote the book as well as the screenplay for the musical.
Image 1: This poster has the play title, The Rez Sisters and an eagle who is holding a BINGO chip in its mouth. It shares the playwright’s name, Tomson Highway, and the awards that it has won.
Image 2: A poster ad for the musical, Billy Elliot. In the poster, a young dancer is jumping in the air. The backdrop looks like an industrial wall.
There are theatrical productions that are stories originally told for the stage as in the first example. Other stories are adapted from a novel, short story, or film and transformed into a play or musical, such as the second example.
Brainstorm
Brainstorm
What do you think goes into the process of adapting an already created piece into a play or musical? How would this be different then writing a story directly as a play? Explain your ideas.
Record your ideas digitally, orally, in print, or in a method of your choice.
Action
Get ready, get set…
Adaptations: The playwright
In a theatrical adaptation, a written story or film is re-written to turn it into a play or musical. The playwright (writer of the play) must make important decisions when creating an adaptation.
Explore the video clip to learn more about adapting a story for the stage.
Pause and Reflect
Pause and reflect
According to playwright Kate Hamill, what is the benefit of working on an adaptation?
What is the challenge?
Press ‘Answer’ to access the answer to these questions.
The benefit of working on an adaptation is that the audience already has an attachment to the story and the characters. The challenge is that the audience feels that attachment and will have expectations about how the story is being told.
Check out this video to learn more about the way in which adaptation is written.
What makes Kate’s adaptation of Jane Austin’s Sense and Sensibility original? Kate is making an original version of the story that can stand on its own.
Student Success
Think-Pair-Share
What could be the benefit for Kate of taking the original work and adapting it in her own way? What could be the challenge of this?
Record your ideas in a method of your choice and share, if possible, with a partner.
Note to teachers: See your teacher guide for collaboration tools, ideas and suggestions.
Creating an adaptation using elements of drama
To create a theatrical adaptation, decisions need to be made.
- How will the elements of drama be implemented?
- What conventions of drama will become the focus?
To begin, the story needs to be chosen. For this example adaptation, the Aesop fable called “The Wasps, the Bees and the Hornet” is being adapted for the stage.
Press ‘Aesop’ to reveal information about Aesop and his fables.
In the mid-6th century BCE, Aesop, who was a former enslaved person from Greek slave, wrote tales called fables. These 725 fables were often shared using the storytelling tradition of passing the tales orally from person to person but were also available for children to learn to read. These fables, as written, were not long stories. They would begin with a setting and a situation and then move quickly into the “punchline” or the moral (lesson) of the tale.
The Bees, the Wasps, and the Hornet. A store of honey had been found in a hollow tree, and the Wasps declared positively that it belonged to them. The Bees were just as sure that the treasure was theirs. The argument grew very pointed, and it looked as if the affair could not be settled without a battle, when at last, with much good sense, they agreed to let a judge decide the matter. So they brought the case before the Hornet, justice of the peace in that part of the woods. When the Judge called the case, witnesses declared that they had seen certain winged creatures in the neighbourhood of the hollow tree, who hummed loudly, and whose bodies were striped, yellow and black, like Bees. Counsel for the Wasps immediately insisted that this description fitted his clients exactly. Such evidence did not help Judge Hornet to any decision, so he adjourned court for six weeks to give him time to think it over. When the case came up again, both sides had a large number of witnesses. An Ant was first to take the stand, and was about to be cross-examined, when a wise old Bee addressed the Court. “Your honor,” he said, “the case has now been pending for six weeks. If it is not decided soon, the honey will not be fit for anything. I move that the Bees and the Wasps be both instructed to build a honey comb. Then we shall soon see to whom the honey really belongs.” The Wasps protested loudly. Wise Judge Hornet quickly understood why they did so: They knew they could not build a honey comb and fill it with honey. “It is clear,” said the Judge, “who made the comb and who could not have made it. The honey belongs to the Bees.” Ability proves itself by deeds.
Next, the elements of drama need to be implemented in this adaptation. Press on each tab to reveal the elements of drama to learn more about the decisions the playwright and others involved in the production would have to make to create a successful adaptation.
Analysing the background, motivation, speech, and actions of characters to build roles; using voice, stance, gesture, and facial expression to portray character.
The playwright and the director would study the characters (The Wasps, the Bees, the Ant, Judge Hornet) in the original story to build their roles and make decisions about how they will use voice, face, and body to effectively create the characters.
Analysing relationships to develop the interplay between characters.
The playwright and director would focus attention on the relationships between the Wasps, the Bees, the Ant, and the Judge and determine how to portray these relationships on stage.
Using props, costumes, and furniture to establish setting; modifying production elements to suit different audiences.
The scenic designer and costume designer would work with the director and playwright to create the woods, including the tree with the nest and the courtroom that brings the audience into this story effectively.
Using various stage effects to produce specific audience reactions.
The lighting, sound, projection, and scenic designers would work with the director to create the best stage effects to produce the proper reactions from the audience. Elements like the sounds of the woods and the most effective lighting would all be considered.
Using a wide range of devices to highlight the central theme for the audience; making deliberate artistic choices to sharpen focus.
The playwright would make creative decisions to include and remove the elements necessary to adapt the original story into their version of the story. For example, does the playwright keep the six weeks between discussions into the story?
Use your learning to answer the following fill in the blanks activity about using the elements of drama to create an adaptation.
For each sentence, select the missing word from the drop-down menu.
Using the conventions of drama in an adaptation
Now that these decisions have been made by the creative team, a decision about which conventions of drama to use and how to use the conventions in order to effectively and creatively perform this fable has to be made.
Explore the drama conventions that need to be considered to effectively perform the adaptation.
Tableau
Tableau is a group of silent, motionless figures used to represent a scene, theme, or abstract idea (e.g., peace, joy), or an important moment in a narrative. Tableaux may be presented as stand-alone images to communicate one specific message or may be used to achieve particular effects in a longer drama work.
Explore this video entitled “What is a Tableau?” to learn about the four different features of a tableau. The four features are stillness, facial expressions, filling the space, and levels.
Mime
Mime is the use of gesture, movement, and facial expression without words or sounds to communicate actions, character, relationships, or emotion.
Explore the following video of an example of a mime performance. Consider how the performer creates their character by using exaggerated movements, gestures, facial expressions and props.
Monologue
A monologue is a long speech by one character in a drama, intended to provide insight into the character.
Explore this video to learn more about monologues.
Narration
Narration is a convention in which a speaker describes the action that is occurring in a drama. Instead of creating dialogue, a playwright could decide to tell the story through the use of narration.
Explore this example narration audio clip for “The Wasps, the Bees and the Hornet.”
The Wasps, the Bees and the Hornet
Visual aids/props
Visual aids are pictures, projections, or objects used to enhance drama performances.
A prop is a portable object used in a drama to support the action or to give authenticity to the setting.
Explore this video to learn more about using props in a performance.
Soundscapes/sound effects/musical accompaniment
A soundscape or sound collage is a combination of sounds used to create an atmosphere or to enhance important moments of a scene using voice and/or instruments.
Musical accompaniment includes musical scores (compositions) or songs are added to a production to also create an atmosphere.
Using artificial sounds artistically in performance is referred to as sound effects.
Explore the video to learn more about how sound effects are made.
Adaptations: The sound designer
Check out this video to learn about the job of sound engineer/designer.
Pause and Reflect
Pause and reflect
How do decisions made by the sound designer affect the production?
Create an adaptation for “The Wasps, the Bees and the Hornet”
One way to adapt the fable “The Wasps, the Bees and the Hornet” is to focus on the element of character.
What conventions could be used to focus on character? Press all of the conventions that apply.
Adaptation checklist
Press ‘Check’ to access the list of all conventions that apply.
Tableau, mime, monologue all relate to the characters themselves in the adaptation.
Reflect on how a playwright could develop each of the elements of drama. If there are specific conventions that may help, highlight these.
Record your ideas in a method of your choice.
Press the following tabs to access more information about different elements of drama.
To highlight the importance of the characters in this fable, the use of the convention of monologue would be effective.
In this fable, which of the following characters should have a short monologue? Why?
The Ant should have a short monologue because he discusses the challenge behind deciding who should get the honey, the Judge because he has to declare the verdict, and the Council for the Wasps because he needs to explain why the description fit his clients.
Consider how each of the characters express themselves and what their relationships are to each other.
In this fable, which relationship(s) would need to be formed?
The relationship between the Wasps and the Bees needs to be established to understand why they are arguing over who should get the honey. This can be done through short dialogues.
What visual aids and/or props could be used to guide the setting of the story? Add notes to the story indicating where different props or scene changes would be important.
A possible answer to this question is the following: When the characters are in the “courthouse” there could be seats made of logs and a witness chair made from a taller stump. The judge could sit in a low branch of a tree with the honey dripping from a tree the entire time in a tree that is visible.
How could tension be created using sound effects and music?
Possible answer to the question: during the courtroom scene, when the Ant comes to the witness stand, the music should be dramatic. When the Judge gives its verdict, the music should become louder, and the sounds of buzzing should be audible. There should be a sound of drips of honey hitting the ground throughout.
How could tableaux be used to create pictures of this fable, focusing the audience’s attention on specific moments?
Possible answer to this question: Create a series of tableaux with transitions.
- the Wasps and the Bees at the tree staring at the honey beside each other but in their own groups
- same scene but now with judge hornet in the frame
- the courtroom
- the ant at the witness stand
- the Judge as the focus declaring the verdict
- the Bees at the honey tree with the wasps in the distance
Go!
Independent task: Creating our own adaptation
Now that you have explored possible ways to adapt the Aesop fable with a focus on the elements of drama, using drama conventions, it is time to try it on your own.
Use “The Wasps, the Bees and the Hornet” fable or choose “The Lion and the Mouse” fable provided here.
Press ‘The Lion and the Mouse’ to access the fable.
The Lion and the Mouse
A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came upon him unexpectedly, and in her fright and haste to get away, ran across the Lion’s nose. Roused from his nap, the Lion laid his huge paw angrily on the tiny creature.
“Spare me!” begged the poor Mouse. “Please let me go and some day I will surely repay you.”
The Lion was much amused to think that a Mouse could ever help him. But he was generous and finally let the Mouse go.
Some days later, while stalking his prey in the forest, the Lion was caught in the toils of a leftover fishing net. Unable to free himself, he filled the forest with his angry roaring. The Mouse knew the voice and quickly found the Lion struggling in the net. Running to one of the great ropes that bound him, she gnawed it until it parted, and soon the Lion was free.
“You laughed when I said I would repay you,” said the Mouse. “Now you see that even a Mouse can help a Lion.”
A kindness is never wasted.
Press on the element of drama on which you will focus.
Elements of drama
Create a plan of the adaptation using one of the drama conventions.
In a method of your choice or using the chart provided, create your plan of how to use one of the conventions to highlight your element of drama. Use the accordions earlier in the Action section to help you.
Note: If you are using “The Wasps, the Bees and the Hornet,” be sure to create your own examples.
Complete the Conventions Plan in your notebook or using the following fillable and printable document. If you would like, you can use speech-to-text or audio recording tools to record your thoughts. Consider adding your work to your drama portfolio.
|
Convention I will use: (tableau, mime, monologue, narration, visual aids/props, soundscapes/sound effects/musical accompaniment) |
How I will use this convention to highlight the element of drama |
| E.g., tableau |
Create a series of 6 tableaux to highlight the focus and emphasis for the adaptation. These will include:
|
Press the ‘Activity’ button to access Conventions Plan.
Consolidation
Putting it all together
You are now ready to present your adaptation using a method of your choice.
How would you like to present your adaptation?
- in a live performance
- in a recorded performance – video or audio
- in a detailed written or typed description
Consider the following questions as you prepare your presentation:
- How will my audience know the convention and element I have chosen?
- How will I introduce this fable to my audience?
- How will my audience know my adaptation choices?
Pause and Reflect
Pause and reflect
Compare and contrast the original story and your adaptation. What is similar? What is different?
Portfolio
Review your learning
Consider adding your answers to the reflection questions to your portfolio.
- What are some of your main takeaways in creating your own adaptation? What did you enjoy the most about your creation? What would you like to continue to practise?
- Is there anything you would change if you were to adapt this fable again?
- Which part of this creation process highlighted a strength of yours? What did it highlight? How could this strength help you in other areas of creating an adaptation?
Reflection
As you read the following descriptions, select the one that best describes your current understanding of the learning in this activity. Press the corresponding button once you have made your choice.
I feel…
Now, expand on your ideas by recording your thoughts using a voice recorder, speech-to-text, or writing tool.
When you review your notes on this learning activity later, reflect on whether you would select a different description based on your further review of the material in this learning activity.