Soap Opera
Objectives
• To understand the genre
Soap Opera.
• To identify, and understand
the elements of Soap Opera.
• Soap Opera originated from soap
manufacturers using the medium of
drama serials through radio to sell
their products.
• In April 1941, the UK created the
Soap Front line Family, which was
broadcast through radio to
America to encourage American
intervention on Britain's behalf in
World War 2.
Elements
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Continuous open narrative
Cliff-hanger
Story spans many episodes
Focus on current family life
through personal relationships,
topical issues, emotional and moral
conflicts.
• Settings are mainly places
regularly used by characters.
Name some examples of
Soap Opera on TV.
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Soap Opera
Objectives
Lesson 2.
Objective: To understand and use current
topics to create a Soap episode.
To take part in organising and directing
drama for a specific purpose and audience
To encourage others to express their
opinions and contribute own ideas
To solve problems in the group by
encouraging others
Task- Improvise your own soap
episode in household sized
groups.
• Focus on current family life
through personal
relationships, topical issues,
emotional and moral conflicts.
• Settings should be places
regularly used by characters.
• Where is it set?
• Who are the
characters?
• What is the story going
to be about?
Soap Opera
Objectives
Lesson 3
• To understand and demonstrate the
use of climax/anti-climax.
• To understand and demonstrate the
use of the cliff-hanger in the Soap
Opera genre.
• To apply a freeze frame
appropriately.
• Task- Using the
improvised plays from the
last lesson:
• Create climax/anticlimax
• End on a cliffhanger.
Soap Opera Objectives
Lesson 4
• To explore and understand how
the deliberate use of levels ,
space and movement show
character and story.
• To explore and understand how
the deliberate use of hot seating
builds character and story.
Lesson 5
• To use the voice to express
character and emotion.
• To explore and understand
contrasts.
• To know what is a dramatic pause and
be able to apply it skilfully.
• To write a script in the correct
format.
Tasks
1.Vocal contrasts
A: (Angry and quiet) What are you doing?
B: (Angry and loud) What are you doing?
A: (In love and quiet) What are you
doing?
B: (In love and loud) What are you doing?
A: (Upset) What are you doing?
B: (Laughing) What are you doing?
A: (Fast) What are you doing?
B: (Slow) What are you doing?
2. The dramatic pause
Script
• Write dialogue and
directions for your Soap.
• All cast to have the same
copies of the script.
• Score scripts
Soap Script
Your script should include:
• The place
• The time of day
• Non speaking actions important to
the scene.
• The character names with their
(action/emotion) instructions and
speech.
Lesson 6
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Objectives
To take part in organising and directing
drama for a specific purpose and
audience.
To create a complete Soap episode that
uses dramatic pause and ends on a cliffhanger.
To work in a variety of groupings to
produce high-quality work
To edit and annotate script.
Lesson 7
• Perform
• Communicate a radio production of
a Soap Opera.
• Communicate movement and action
through sound.
• Communicate character through
voice.
• Evaluate.
During this course you can achieve the following
levels:
Creating--------------------------Level 7:
• I can put all the research, discussion and ideas
together
• I understand and use the rehearsal process
• I take part in organising and directing drama for a
specific purpose and audience
I understand and use abstract concepts.
Level 8:
• I can encourage others to express their opinions and
contribute my own ideas
• I can solve problems in the group by encouraging
others
• I am aware of, and suggest, different genres when
devising work
During this course you can achieve the following levels:
Performing---------------------Level 6:
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I can communicate a convincing character using words,
movement and gesture
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I can think of and apply different ideas to enhance a
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performance
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I can communicate the intentions of the playwright
Level 7:
• I take responsibility for my part and support other actors
• I can take part in a full-length play
• I can use a range of technical resources to enhance the play
• I think carefully about the intentions of the playwright in
terms of space, timing, and language
Level 8
:• I can work in a variety of groupings to produce high-quality
work
Evaluating-------------------
Level 5:
• I can make constructive comments on my own and other people’s
performances.
Level 6:
• I can respond to a range of texts in original and different ways
• I can challenge ideas and contribute ideas sensitively
• I can work in small groups to show how symbols can be
used
Level 7:
• I can use technical terms to describe how characters and plots
are shown in a drama
• I can identify and analyse how different effects were achieved
• I can comment on whether the effects used were relevant to
the content of the drama
Level 8:
• I can use the appropriate terminology when reviewing
performances
• I can write about my own contribution to the work done in class
• I can comment on dramatic effect