NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Drama
Drama Skills: Robert Burns
Student’s Guide
[ACCESS 3]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for Drama.
© Learning and Teaching Scotland 2009
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
Contents
Introduction
4
Stimulus 1: ‘Auld Lang Syne’
5
Stimulus 2: The Burns Supper
9
Stimulus 3: ‘Tam o’ Shanter’
15
Stimulus 4: Robert Burns
20
Glossary
24
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
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INTRODUCTION
Introduction
Learning outcome 1
Participate with others in creative drama activities.
Learning outcome 2
Use drama skills to explore dramatic situations.
Learning outcome 3
Portray a character.
Learning outcome 4
Review and evaluate participation in creative drama activities.
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 1: ‘AULD LANG SYNE’
Stimulus 1: ‘Auld Lang Syne’
1.
While exploring this stimulus, you worked with others. Who do
you think was a supportive group member and how did they help
the group work together?
2.
If you use flashbacks and flash-forwards in a drama, is the
structure of your drama linear or non-linear? Why is it good to use
flashbacks and flash-forwards in a piece of drama?
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 1: ‘AULD LANG SYNE’
3.
What were the four tableaux (frozen pictures) that your group
came up with? Either draw in the spaces or write a description of
each tableau.
4.
What was difficult about making up the frozen tableaux?
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 1: ‘AULD LANG SYNE’
5.
Set yourself a target for next time in drama. (It might be to
participate more, be more confident, take on a bigger role,
contribute more ideas….)
Next time in drama I will…
6.
Draw a ground plan for one of the scenes in your ‘School Prom’
drama (key, audience, viable, entrance/exit, scale).
Audience
Key:
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
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STIMULUS 1: ‘AULD LANG SYNE’
7.
Fill in a character card for the character you played in the drama
about the school prom.
Name:
Age:
Physical description (What they look like.)
Personality (What kind of a person was s/he – kind, moody…etc.?)
What was their voice like? (Tone, pitch, pace, volume.)
What were their movements like? (Facial expression, gestures, body
language, posture.)
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 2: THE BURNS SUPPER
Stimulus 2: The Burns Supper
A stereotype is an oversimplified idea or image of a person or group.
A stereotypical idea of a Scot is someone who wears a kilt, eats haggis
and shortbread, and has red hair.
1.
Write down as many stereotypes as you can think of for men and
women. Two examples are given for each.
Stereotypes of men
Stereotypes of women
Will never ask for directions
Always leave the toilet seat up
Take hours to get ready
Cannot park cars
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 2: THE BURNS SUPPER
2.
Write your toast to the ‘lassies’ or ‘laddies’.
Ladies and gentlemen, a man is often described as….
(Explore some stereotypes)
However,… (Say something nice about men)
Finally, please be upstanding for the toast – to the laddies! (Hold up
glass)
You could share your ideas with a few others and then use all your
ideas to work together and produce a longer toast.
You could perform it as a monologue.
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 2: THE BURNS SUPPER
3.
Giving the time, place and action, write out the scenario for your
improvisation about the boy or girl whose parents did not agree
with their career choice.
Scene 1
Time
Place
Action
Scene 2
Time
Place
Action
Scene 3
Time
Place
Action
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 2: THE BURNS SUPPER
4.
Did anyone in your group change their voice or movement when
improvising this drama? Describe what they did with their voice
and movement, and say why you thought it made the drama better.
5.
The Disastrous Meal. What did you do or say to help the group
create this drama? Did you:








give ideas
help set up the space
make suggestions about voice/moves
find props/costumes
decide on lighting/sound Fxs?
Add on three more
things you should do in
the creating process.
When we were devising this drama I helped my group by… (Give
examples.)
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 2: THE BURNS SUPPER
6.
Fill in a character card for the character you played in The
Disastrous Meal.
Name:
Age:
Physical description (What they look like.)
Personality (What kind of a person was s/he – kind, moody…etc.?)
What was their voice like? (Tone, pitch, pace, volume.)
What were their movements like? (Facial expression, gestures, body
language, posture.)
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 2: THE BURNS SUPPER
How did they feel about one other person in the drama? What
relationship did they have with that person?
What did you do to show and express those feelings? (Think about
facial expressions/movements/voice.)
7.
Writing in role. Imagine the character you played w ent home after
the disastrous meal and wrote his/her diary entry, showing their
thoughts and feelings about the dinner. Write this diary entry.
Dear Diary,
Tonight was a disaster!
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 3: ‘TAM O’SHANTER’
Stimulus 3: ‘Tam o’ Shanter’
1.
Discuss what happens in the poem ‘Tam o’ Shanter’ by Robert
Burns? How would you describe the story to someone who hasn’t
read the poem?
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 3: ‘TAM O’SHANTER’
2.
Describe the freeze-frame created of the pub scene. Describe your
and your classmates’ body language, facial expressions and frozen
gestures.
3.
Match up the following forms of drama to the meanings.
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Rehearsed improvisation
Written words of a drama.
Script
Drama created on the spot
without a rehearsal.
Dance drama
Drama created without a script
which is rehearsed before
presentation.
Spontaneous improvisation
A drama created through dance
moves.
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 3: ‘TAM O’SHANTER’
4.
‘Coffins stood round, like open presses,
That shaw’d the Dead in their last dresses’
Describe in detail what everyone in your group did to create this
tableau.
5.
Who gave a particularly good performance in the dance drama and
tableaux? Say why you thought their performance was good. Share
this with them.
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 3: ‘TAM O’SHANTER’
6.
In the graveyard. Write the scenario that you created, giving the
time, place and action of your drama.
Time
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Place
Action
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 3: ‘TAM O’SHANTER’
7.
What mood and atmosphere did you write for your scene and how
did you create it?
8.
What do you think you did well in exploring this stimulus ‘Tam o’
Shanter’?
9.
How could you improve your performance? Set yourself a target.
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 4: ROBERT BURNS
Stimulus 4: Robert Burns
My research
With a partner, find out all you can about Robert Burns:







his life
where he was born
what he wrote
when and why he died
the relationships he had with others
what he is famous for
what it was like to live in those days.
What I found out:
You will use this information in a presentation to your teacher or class.
You can present in any way: a leaflet, a PowerPoint, a talk or any other
way.
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
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STIMULUS 4: ROBERT BURNS
2.
Hot-seating. Imagine you could ask two questions to each of the
following people from Burns’ life. What would you ask them?
Robert Burns
Question 1
Question 2
Jean Armour
Question 1
Question 2
Mr Armour, Jean’s father
Question 1
Question 2
3.
Now imagine you are one of these characters. Provide the answer
to one of your questions.
Question number
to
Answer:
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 4: ROBERT BURNS
Think back to all the activities in this unit about Robert Burns.
1.
What have you learned about Robert Burns?
2.
What have you learned about yourself after participating in these
drama activities?
Prompts
Confidence
Voice
Language
skills
Movement
Co-operation
Characters
3.
What have you learned about others in your class during this unit?
Prompts
Talent
Patience
Participation
Teamwork
Working with
others
Voice
Movement
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
STIMULUS 4: ROBERT BURNS
4.
To be successful in drama, what do you think you need to do?
5.
Reflect on your learning. Do you have any other thoughts or
things you would like to say about your learning in this unit?
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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STIMULUS 4: ROBERT BURNS
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DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
GLOSSARY OF TERMS
Glossary
kirk
wha
o
take heed
o’er
whene’er
ye
cutty
sark
nigh
ghaists
houlets
warlock
auld
towzie
tyke
gie
charge
presses
shaw’d
tint
thegither
auld lang syne
tak
church
what
of
be warned, take care
over
whenever
you
short
shirt
near
ghosts
owls
male witch
old
dishevelled, messy
a rough, boorish person
give
job, burden
cupboards
showed
lost
together
long ago, long since
take
DRAMA SKILLS: ROBERT BURNS (ACCESS 3, DRAMA)
© Learning and Teaching Scotland 2009
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