Unit Three
Understanding and discussing gang violence
Graffiti Board
Discussion about gangs and territory
Whole class work
50
Comic Strip activity
Creating a storyboard of a scene
Small group activity
52
Colombian hypnosis - Augusto Boal
Drama Activity
Pairs activity
55
Status cards
Drama Activity
Whole group and pairs activity
57
Walking debate
Gang structures
Whole group activity and pairs activity
60
Discussion groups
Small Group activity
62
Diamond Nine activity
Questioning and placing statements in order
Small group activity
65
Forum Theatre
Drama Activity
Whole group activity
68
“How big do you feel? – Knife Crime” video and
“Carry a knife and the consequences will follow” video
Responding to the advertisement campaigns about knife crime
Whole group and small group activity
70
49
Unit 3: Understanding and discussing gang violence
Graffiti Board
Discussion and writing about gang violence and territory
Whole group
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
English: Personal, Social and Cultural
Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making decisions
Concept: Human Dignity and choices, Rights and
Responsibilities
Unit theme: Exploring gang violence and territory
Oral and aural language: Responding to ideas
Writing: Creating and building a graffiti wall
Learning Objective: To discuss thoughts, ideas and feelings about gangs and gang territory and to
write responses on a graffiti board.
Learning Outcomes:
Students will work together to discuss their thoughts, feelings and understanding about gangs and
gang territory.
Students will develop an understanding of gang identity, roles in a gang and choices that are and can
be made.
Students will discuss these ideas as a whole group and create a Graffiti Board display which can be
viewed by other students in the school.
Materials: Pens, paper, large sheet of
paper for the graffiti board, Blu Tac.
The concept of a Graffiti Board is adapted from: Active Learning and Teaching Methods for Key
Stage 3, Northern Ireland Curriculum, A PMB Publication © 2007, Produced by CCEA, Website:
http://www.nicurriculum.org.uk/docs/key_stage_3/ALTM-KS3.pdf [Accessed on: 22nd August
2012]
1. Explain the learning objective to the class. They are going to create a graffiti board together
on the large sheet of paper, maybe three A3 or bigger sheets of card stuck together. The
graffiti board will be a reflection of their thoughts, ideas, feelings, knowledge and
understanding of gangs and gang territory.
2. Ask the class to talk in pairs or small groups about their own understanding of a gang, feelings
on gangs or any thoughts on gang territory. Following this these ideas could be discussed
further as a whole class.
3. The students contribute any ideas they have in writing on the graffiti board. Explain that this
graffiti board can be added to at any time while working on this topic. It may be useful to use
a KWL approach, where students write their present knowledge about this topic and some
questions about what they would like to find out and once the work has been researched
they could add to the graffiti board what they have learnt about this topic. The graffiti board
can be displayed in the classroom or the hall for all students to see and consider.
50
Class activity questions for creating a graffiti board
discussing gangs and territory and the play; Where in the
World is Frank Sparrow? :
What is meant by the term gang? How do we define what a
gang is?
Who creates gangs? Why do people feel the need to be part
of a gang?
If you are part of a gang how much choice do you have?
How did Kira feel about being part of the Kelly clan/gang?
How did Aaron feel about being part of the Souths?
Frank felt trapped in Shadow City. How will Frank feel in
his new world?
Territory plays an important part in the world of the play.
Why is it so important?
Who decides who owns what piece of land in a public space?
Why was it important for the gangs to protect their turf?
What value did it hold for them?
Were there any choices that could have been made to change
the course of events in the play?
What advice would you give to Kira or Aaron South? Why?
Is this idea of fighting over territory relevant in today’s
society? Why/Why not?
51
Unit 3: Understanding and discussing gang violence
Group Comic Strip/Storyboard Activity
Active Learning
Small groups
activity
Year groups:
2nd, 3rd, TY
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
English: Personal, Social and Cultural Literacy
Topic: Group work
Topic: Making decisions
Concept: Human Dignity
Unit theme: Link: Understanding and discussing
gang violence
Writing: Creating a storyboard or comic strip
Learning Objective: To explore gang violence by creating a small group storyboard or comic strip.
Learning Outcomes:
Students will work together discussing how the scene from the play and the gang violence can be
presented in a storyboard or comic form.
Students will develop an understanding of how a storyboard or comic strip can be used to tell a
story.
Students will consider the key moments, images and text that will illustrate the scene.
Materials: Samples of comics or graphic novels, A4 paper,
markers, pens, colouring pencils, storyboard or comic strip
template, cut out speech or thought bubbles, a copy of the text
from the play.
1. Explain the learning objective; the class are going to work in groups to make a storyboard or comic
strip of a scene from Where in the World is Frank Sparrow? Perhaps when Aaron South and his gang
confront Kira and Frank, or the final scene when Frank and Kira run and then Frank is swallowed
from below and Kira is left surrounded by police sirens (both scenes are available in the
photocopiable section)? Consider how the chosen scene could be presented in this format? Does it
change how we discuss or show the violence? What effect will it have on how we tell the story?
Divide the class into six groups depending on class size. Each group is assigned a group
representative who will take notes during the reflection part of the session. Give the group a time
limit – 30/40 minutes - to create the storyboard or comic strip as a group using the template. It
might be useful to try this activity over two sessions.
2. Each group is given samples of comics or age appropriate graphic novels, a copy of the scene from
the play; Where in the World is Frank Sparrow?, colouring pencils, markers, pens, the A4 paper
template. Ask the groups to use those materials to create a storyboard or comic strip of their chosen
scene. The group can use drawings, speech bubbles, thought bubbles, images, text, anything they
believe conveys their chosen scene from the play. Ask the group to decide on who this storyboard or
comic strip is aimed at? What age group? How can they appeal to that age group?
3. While the groups are working together the teacher can “visit” the groups and help with any
questions they may have. When the groups have completed their storyboards or comic strip explain
to the students that they now have five minutes to think about the Discussion and Reflection
questions. A copy of these questions is in the photocopiable section. A group representative can
write down answers or take notes.
52
Discussion and reflection on the activity:
How did we decide on the key moments in the
scene?
What drawings images and/or text from the play did
we decide we would use? Why?
What audience did we choose? How did we decide
on this audience group?
Did we plan the storyboard/comic strip layout first?
How did we decide on the amount of story boxes to
use? Did we take inspiration from other comic
books or graphic novels?
How did we approach the work?
Did we prefer using words/images/speech
bubbles/thought bubbles or both? Why?
Did drawing or creating a storyboard or comic strip
of the scene show the gang violence in a different
way?
53
The following questions can be discussed as a whole group or in smaller
groups and then discussed as a whole class group. The groups’ ideas can
be displayed using a mind map or a word wall with the key words the
group highlighted from the discussion.
In the play Aaron South encourages his gang to push Frank for standing on
their territory or turf.
Why did Aaron South feel he could or should do this?
Why was he so protective of their turf? What meaning did it hold or represent
for him?
How did Aaron’s actions affect what happened next?
Why did Aaron’s gang follow through on his requests?
What could they have done?
Aaaron says that he has a knife and he’s going to use it. Why was he carrying a
knife? What consequences did carrying the knife have?
Kira stands up and tells them she is Patrick Pig Iron Kelly’s daughter. What
effect did her name have on the South’s gang?
Are names and territory important to people? Why?
54
Unit 3: Understanding and discussing gang violence
Colombian hypnosis - Augusto Boal
Drama activity
Pairs activity
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
English: Personal, Social and Cultural Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making decisions
Concept: Human Dignity
Unit theme: Self-awareness in a small group,
being a leader and a follower in a gang/group.
Learning Objective: To lead your partner around the room using different movements.
Learning Outcomes:
Students will develop an understanding of working together as a pair.
Students will work together in role as a leader and a follower and then swap roles.
Students will develop an understanding of which role they preferred and why.
Students will consider how the characters in Where in the World is Frank Sparrow? led and followed
each other in their different roles.
Clear the space for this
activity
This activity has been adapted from: Colombian hypnosis pg51, Boal, Augusto, (2002) (2nd ed)
Translated by Adrian Jackson, Games for Actors and Non-Actors, London, Routledge
1. Explain the learning objective to the group. Ask the group to find a space for themselves in the
room. A cleared room is necessary for this activity or a larger hall space.
2. Ask the group to move around the room, move in different directions and to fill any empty spaces
in the room. * Health and safety – remove any chairs or objects that could cause injury when the
group are moving in the space.
Explain to the group that you would like them to form pairs. Decide who is A and who is B. A is going
to be the leader and B is going to be the follower and when the teacher says ‘Swap’ you can swap
over your roles. A is going to lead B safely around the room in different directions and in different
ways. However A must place their hand in front of B’s face, about 20 – 40cm away, palm of the hand
facing B and base of the palm at B's chin level. A then leads B with their hand. Initially encourage A
to move their hand from left to right, up and down, using slow, steady movements. B must respond
to these movements. A must ensure that B is safe at all times, but try out different ways of moving
around the room. It might be useful for the teacher to model an example of this activity for the
class. Encourage the group to use non-verbal communication and to work together. This activity is
done in silence. Swap over.
3. When the group has tried the exercise a few times ask the group to come together and to discuss
the activity based on the Reflection and discussion questions.
55
Reflection and discussion:
Ask the group if they enjoyed the activity? Why? Why not?
Did they prefer being the leader or the follower in the pair?
Why?
Did they find it easy to find different ways of moving?
Did they work together as a pair?
If they played the game again would they do anything
differently?
Follow on discussion:
Was there a clear leader/follower in
the play?
Was Frank part of a gang? Why/ Why
not?
What type of leaders were the Souths
and the Kellys?
56
Unit 3: Understanding and discussing gang violence
Status cards
Drama activity
Year groups:
2nd, 3rd, TY
Whole class and pairs
work activity:
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
Topic: Group work
Topic: Making decisions
Concept: Human Dignity
English: Personal, Social and Cultural Literacy
Unit theme: Gangs – status, character analysis and
understanding characters
Learning Objective: To understand the idea of status and roles in a gang.
Learning Outcomes:
Students will develop an understanding of different roles in a gang.
Students will consider what is meant by status in a gang.
Students will work together to discuss the ideas of status and roles in the play Where in the World is
Frank Sparrow?
Materials: A deck of cards (joker cards removed), photocopiable pairs
question cards.
Clear the space for this
activity!
1. Explain the learning objective and the outline of the game to the class. We will be using a deck of
cards (with the joker cards removed for this activity) to look at status and roles in a gang.
2. Ask the students what they understand by the word status. As a whole group write down the
suggestions on the board or a large sheet of paper. This activity could be done a similar way to the
Mind Map about the play in Unit 1. Ask the group to think about the concept of status in relation to
members in a gang.
3. Explain that in this context, status is a position in a gang. Status can change. People “play”
different status with different people. There is high, middle and low status.
57
Status Activity:
1. Ask the group to stand in a circle. Shuffle the deck of cards, remove the joker cards.
 King, Queen, Jack and ten are high status cards

Ace, two, three, four are low status cards

Five, six, seven, eight and nine are middle status cards

Ask each student to take a card but to keep the status of the card to themselves.
2. Set the context for the status cards. Everyone is on the main street of a town/city. Ask the
students to walk around the space (the main street) with the status of the card they have been
given. Ask them to think about eye contact, how they walk, do they greet other people? Bring the
group back together in a circle after a few minutes. Discuss with the group how they walked, if they
made eye contact or if they greeted people depending on their status card.
3. Play the activity again. Shuffle the deck of cards. This time ask the students to take a card, but
not to look at it themselves. This time they will try and determine what their status is from the way
other people respond to them. The students hold the card up to their forehead so that it is visible to
others but not to themselves.
4. Give a context again – main street, school, shop. Students move around the space and respond to
each other according to status. Once again they should consider eye contact, how they walk and
greet other people.
5. Ask the group to come back into a circle. Without talking to each other ask them to place
themselves in the high, middle or low status group according to what status they felt other people
treated them. The teacher asks each status group why they felt they had high, middle or low status.
Ask the students to look at the cards.
6. Ask the group to sit in a circle for a discussion about the activity and a follow-on pairs discussion
about the play.
Discussion and Reflection:
Discuss with the group how they presented the different types
of status.
What showed high, middle or low status?
Discuss with the group how it felt when they had a
high/low/middle status card? How did they respond to each
other?
Was it difficult to play the different status? Why?
How did they feel when the status was imposed on them? Did
they change the way they walked in the space according to
how other people were responding to them?
Ask the group to think about status in relation to the play.
58
Pairs Activity:
Discussion and reflection follow-on activity about Where in the World is Frank
Sparrow?
Read the following extract taken from Social Psychology (4th ed) 2005 by Michael A.
Hogg and Graham M. Vaughan aloud to the group:
“All roles are not equal: some are consensually more valued and respected and thus
confer greater status on the role occupant. The highest-status role in most groups is the
leader. In general, higher-status roles or their occupants tend to have two properties: 1.
consensual prestige; 2. a tendency to initiate ideas and activities that are adopted by the
group.
Groups furnish a pool of relevant others with whom we can make social comparisons in
order to assess the validity of our opinions and abilities.” (Hogg and Vaughan, 2005,
305)
Pairs activity: These questions are available in the photocopiable section.
Think about the different roles and status in Where in the World is Frank Sparrow?
What role did Aaron South have in the South gang?
What status did he have? Why and how did Aaron have that status?
What role did Aaron South’s gang provide for him? How had they come to the
consensus that Aaron was their leader?
What role did Kira play in her father’s gang?
Did any character’s status change? How? Why?
Frank wasn’t part of a particular gang. How did this make him feel?
Do males and females differ in their presentation of status? How did Kira demonstrate
her status?
How did the Kellys and the Souths show their status in Shadow City?
Closing Round: Ask the group
to think about the discussion
they have had about status.
Have they discovered anything
new about the concept of status?
Did the group enjoy this
activity? Why?
59
Unit 3: Understanding and discussing gang violence
Walking debate
Gang structures
Whole group and
pairs activity
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
English: Personal, Social and Cultural Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making decisions
Concept: Human Dignity
Unit theme: Considering gang violence and
responding to statements
Learning Objective: To think about gang violence using a walking debate.
Learning Outcomes:
Students will think about gang violence using a walking debate.
Students will consider different choices they can make in the walking debate.
Students will discuss what they understand by gang violence in the walking debate.
Materials: Paper, signs with Agree, Disagree, Undecided and the
statements.
Clear the space for this activity!
Adapted from:
http://www.trocaire.org/sites/trocaire/files/pdfs/edu/theme/foodcrisiswalkingdebate.pdf [Accessed
on: 25th August 2012]
Also adapted from:
http://cspe.slss.ie/resources/CSPE%20Teacher%20Guidelines%20Revised%202005.pdf [Accessed on:
25th August 2012]
1. Explain the concept of a walking debate to the group. Place a sign saying “Agree” on one side of
the classroom and “Disagree” on the other side of the classroom, “Undecided” in the middle space
of the classroom. A line could be drawn or marked with masking tape along the floor or an imaginary
line could be set for the class to move on and off when they react to the statements. Explain that
the students will stand in the middle of the classroom if they are unsure if they agree or disagree
with a statement and closer to the “Agree” or “Disagree” sign depending on what they think about
each statement.
2. Call out the statements on the following page to the group. After each statement ask the group to
step off the Agree, Undecided and Disagree line again. Discuss their reasons for standing closer to
the Agree, Undecided and Disagree signs after calling out each statement.
60
Statements for the walking debate:

A gang provides protection.

Being part of a gang means everything.

The leader in a gang is more important than the other gang members.

It would be good if gangs ruled our world.

Followers should always agree with their gang leader.

It is important to use violence to defend yourself.

Sensitivity in gang members is not allowed.

Rivalry can help build character in a person.

Being a member in a gang gives you an identity.

You should always defend your territory.

More statements could be improvised during the walking debate.
3. When the group have considered all the statements ask the group to sit in a large circle. Discuss
the various statements with the group. The teacher can call out the statements again and the group
can discuss the statements in more detail. Alternatively, the teacher might judge that it is more
appropriate to briefly discuss each statement immediately after the students maker their
Agree/Disagree choice. A circle discussion can expand on these brief discussions.
4. To develop this idea the group could consider their own statements and create a walking debate
from them.
61
Unit 3: Understanding and discussing gang violence
Discussion groups
Small group activity
Small groups activity:
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
The Law
English: Personal, Social and Cultural Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making Decisions
Concept: Human Dignity
Concept: Rights and Responsibilities
Unit theme: Gangs, violence, gang violence.
Discussion groups- Venn diagram ideas about gang
violence.
Learning Objective: To understand the idea of the gangs and different types of gang violence using
small group Venn diagrams.
Learning Outcomes:
Students will develop an understanding of what is meant by gangs and the different types of gangs.
Students will consider the role of gang members.
Students will use small group Venn diagrams as a means of discussing gangs, violence and gang
violence.
Students will work together to discuss gang violence in the context of the play Where in the World is
Frank Sparrow?.
Materials: Larger sheets of paper, pens, markers, whiteboard, whiteboard makers or blackboard
and chalk, useful information and advice sheets from Unit 4, photocopiable questions to think
about.
1. Explain the learning objective to the group. As in every classroom and lesson ensure that all the
SPHE ground rules are in place; ensure that this is a safe environment for discussion and encourage
sensitivity to the group and each other when discussing various ideas. In the centre of the
whiteboard/blackboard, draw a circle; write the word “Gangs” in one circle. Draw another circle
overlapping this circle to create a Venn diagram and write “Violence” inside that circle. Write “Gang
violence” in the middle circle. Ask the group to think about these terms. What is their understanding
of these terms? Write the group’s ideas on the board. Ask the group to consider if there are different
types of gangs, violence and gang violence? Write down any suggestions from the group on the
board.
2. Divide the group into smaller groups, maybe five or six groups depending on class size. Give each
group a large sheet of paper. Ask each group to choose a different type of gang violence, or give
each group a different heading. For example: Knife crime; Physical attacks; Verbal bullying; Social
media bullying. Give the group ten-twelve minutes to work together, discussing and writing down
any ideas about their topic.
3. Using the strategy from Unit One of the Teacher Book (see page 8), ask the group to create a mind
map of the different types of gang violence. Ask the group to consider the idea of difference and
acceptance in a gang. Give each group the 'Questions to think about' sheet which is also available in
the photocopiable section. While the groups are working together the teacher can “visit” each group
and discuss their ideas and offer help or advice.
62
Questions to think about:
What is a gang? Why or how are gangs formed?
What is gang violence? Where or when do we witness it?
What is the role of a gang member? What is the role of a gang
leader?
What could people do if they were part of a gang but feeling
uncomfortable with some of the gang’s attitudes?
Who could they talk to? What advice would you give them?
What can schools and the wider community do to prevent
gang violence?
4. Ask the groups to come back together as a whole group in a circle.
Reflection and discussion about the activity:
Ask a spokesperson from each group to discuss the various thoughts and
ideas their group had about the different types of gang violence.
Think about the various suggestions: Ask the group to think about what
policies their school has regarding gang violence. Are they aware of the
school’s policies?
(Have a copy of the Schools Anti-bullying and Equality and Diversity
policies which the class can look at and discuss.)
Does the group have any more ideas about policies that could or should be
added to the school’s policies?
Does the school have a Student Council in place? What is the role of the
Student Council?
What could the Student Council do to promote difference and acceptance
in the school?
Discuss ideas with the group. Write down any suggestions from the group.
If the school does not have a Student Council at present could the group
discuss this with the wider school community, principal and other teachers
and think about setting up a Student Council?
What does the wider community do to address/prevent gang violence? Ask
the group to think about various advice agencies. What agencies could help
with promoting difference and acceptance in the school and the wider
community?
What agencies could people talk to if they were being targeted by a gang
or unhappy as a gang member?
A copy of the Useful Information in Unit 4 of the Teacher Book can be
given to each student.
63
Follow on reflection and discussion, linking with the play:
As a whole group discuss the ideas of gang violence and difference
and acceptance in the play Where in the World is Frank Sparrow?
Think about Where in the World is Frank Sparrow?. What forms of gang
violence took place?
What might Aaron South have thought about the rivalry between the
Souths and the Kellys?
How did Aaron South respond to people breaking the rules about
territory?
What role did Kira see for herself in the Kelly gang? What role did she
play in this gang?
How did Kira respond to the gangland violence?
What choices did Kira make?
What choice did Kira make near the end of the play? Why did she make
that choice?
Think about the idea of difference and acceptance. How was Frank
different from the other characters? What did Frank do to gain
acceptance from his peers?
Who did Frank talk to about how he felt?
Did Kira have somebody to talk to?
Who could Aaron have spoken to?
Did any character try to change what was happening?
Think about Frank and Kira. What action did they take? Why?
64
Unit 3: Understanding and discussing gang violence
Group Diamond Nine activity
Active Learning
Year groups:
2nd, 3rd, TY
Small groups activity:
SPHE: Belonging and Integrating
Topic: Group work
CSPE: The Individual and Citizenship
Concept: Human Dignity, Rights and Responsibilities
English: Personal, Social and Cultural Literacy
Unit theme: Gang violence, speaking in a group,
expressing opinions.
Learning Objective: To use the Diamond Nine task to place statements in order of priority using the
characters in the play as a basis for the activity.
Learning Outcomes:
Students will discuss the statements in small groups and decide the order for priority in relation to
the characters.
Students will consider the statements in relation to the different characters in the play.
Materials: Diamond Nine statements
Adapted from the National PSHE CPD PROGRAMME, Paul Gateshill, Principal Consultant for PSHE
National PSHE CPD Programme. Presented at the PSHE Association Conference 2010, Website:
www.pshe-cpd.com and www.pshe-association.org.uk/file_download.aspx?id=7340
[Accessed 22nd August 2012]
1. Explain the learning objective and the Diamond Nine task to the students. Divide the students
into small groups of five or six depending on the class size.
2. The Diamond Nine task can be used with a group of students to consider different topics. The
groups are given ten statements and asked to choose nine of the ten statements and place them in
an agreed order of priority in a diamond shape. The top priority statement goes at the top of the
diamond, then the next two under that, followed by a row of three, then two, ending with lowest
priority statement at the tip of the diamond. The students can adapt the wording of the statements
if they like. There is no right or wrong answer or correct order for the statements. The main
objective is to consider the statements and think about why the statements are placed in this
diamond order.
1
3
2
5
4
7
6
8
9
65
3. Each group is given ten statements from the gang violence statements below. Choose nine of the
statements. Explain that the group choose the character of Aaron first, then Kira and finally Frank.
Place the statement cards in order according to how they think those characters would place them.
Diamond Nine Statements: Focus on
Gang violence
It’s important to
I feel like I belong
be part of a gang
It’s better to be
It’s important that
seen and not
my family is
heard
respected by other
people
I believe in doing I don’t care what
the right thing
other people think
about me
I don’t consider
I regret what I did
myself to be
violent
Carrying a knife
I want people to
provides
get along
protection
66
Discussion and reflection
When the group have created their Diamond Nine with the statements ask
the groups to consider the following questions:
Discuss as a group how they decided on the order of priority for each
character.
Was it easy to decide on the order of the statements for each character?
Did the groups adapt any statements for any character? If yes, why?
What statements would they add to the Diamond Nine?
*Note: This activity could be adapted and used in SPHE, CSPE and English for a variety of discussion
areas.
67
Unit 3: Understanding and discussing gang violence
Forum Theatre
Active Learning
Whole group
activity
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
The law
English: Personal, Social and Cultural Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making decisions
Concept: Human Dignity
Concept: Rights and Responsibilities
Unit theme: Gang violence
Oral and aural language: Speaking and listening
in groups, responding to literature
Learning Objective: To work in role as characters from the play.
To make decisions in role.
Learning Outcomes:
Students will develop an understanding of working together as a group.
Students will work together to make decisions in-role as characters from the play.
Students will develop an understanding of how decisions have consequences.
Students will consider how to give and receive advice.
Clear the space for this
activity
The Forum-Theatre activity pg 37 is adapted from: Jonothan Neelands,(Ed Tony Goode) (1990)
Structuring Drama Work Book, Cambridge, Cambridge University Press.
1.
Explain the learning objective to the group. Forum Theatre is derived from Augusto
Boal’s Theatre of the Oppressed. A situation/scene is acted out by actors for an
audience. However, both the actors and the audience have the right to stop the action
and performance at any point and change the course of events. The audience can step
in and take on one of the actor’s roles if they wish.
2. The group needs to watch the situation being performed very carefully and consider
what advice they can give to enable the characters. The situation could be based on
the work about gang violence or a scene from the play can be chosen or the class may
choose to improvise a scene based on a gang making decisions about their territory.
3. For example the class might decide to choose a scene from Where in the World is Frank
Sparrow? , perhaps the scene where Aaron South and his gang approach Frank and Kira
about being on the South turf. Five or six actors could present the scene. The class
observe closely as Aaron asks if it is fair if he uses a knife? An audience member may
choose to intervene and say, “Stop!” and step into the scene as one of members of the
gang or may suggest to one of the actors playing a gang member to question the actor
playing Aaron about using a knife. The actor in role as Aaron can react to this, thus
forcing the character to re-think his actions. The teacher could step in and model
offering advice too.
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4. This scene or situation could be tried by different actors and audience members
stepping in and then discussed as a whole group after completing the activity. Forum
Theatre can be used across a wide variety of subjects to encourage students to
consider different events and actions and their consequences.
Reflection and discussion:
Ask the group if they enjoyed the activity? Why? Why not?
What was it like when they stopped the situation/scene?
How did this enable the characters?
What changes occurred in the situation/scene?
How did the actors feel about the observers telling their
character what to do?
How useful would this activity be to discuss other relevant
issues or ideas?
If they tried Forum Theatre again would they do anything
differently?
Follow on discussion:
What group dynamics existed in Where in the
World is Frank Sparrow?
How did the gangs decide what to do?
Was there a clear leader/follower?
Were the characters aware of their position in
the gang?
Could a member of Aaron South’s gang have
said something to stop the attack?
Why did Kira feel she had to name who she
was?
Was her identity as Kelly important to her?
Why? Why not?
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Unit 3: Understanding and discussing gang violence
Responding to the “How big do you feel?” Knife crime - Garda Síochána campaign and “Carry a
knife and the consequences will follow” – Metropolitan Police video
Whole group and
small groups activity:
SPHE: Belonging and Integrating
Influences and Decisions
CSPE: The Individual and Citizenship
English: Personal, Social and Cultural Literacy
Year groups:
2nd, 3rd, TY
Topic: Group work
Topic: Making decisions
Concept: Human Dignity, Rights and
Responsibilities
Unit theme: Gang violence and knife crime
Learning Objective: To watch the “How big do you feel?” and the “Carry a knife and the
consequences will follow” videos and discuss thoughts arising from the videos.
Learning Outcomes:
Students will watch the “How big do you feel?” and the “Carry a knife and the consequences will
follow” videos and think about what is being portrayed in the videos.
Students will think about the topics raised in the video and discuss the different effects of knife
crime.
Students will think about why knife crime is happening and how it affects the individual and the
victims.
Materials: “How big do you feel?” and “Carry a knife and the consequences will follow” videos–
ICT, Internet access needed. Hand-out with the questions about the video, paper, pens.
*Prior to the lesson, look at the “How big do you feel?” and “Carry a knife and the consequences will
follow” videos -
how big do you feel? –Knife Crime on You Tube [Accessed 25th August 2012]
http://www.droptheweapons.org/droptheknife.html [Accessed 25th August 2012]
Click on the Carry a knife and the consequences will follow section of the webpage.
*Note: Ensure that you have checked the website for any changes prior to watching the video with
the class.
1. Explain the learning objective to the group. Discuss the questions the group will be answering
while watching the video. Give the group the hand-out with the questions to think about and answer
while watching the video.
2. Watch the two videos. Discuss the videos and the various answers the group has given to the
questions.
3. Write the word “Knife Crime” on the board, as a whole group create a mind map of this term. Use
the questions on the hand-out as a starting point for a discussion about causes and effects of knife
crime.
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Question to consider:
Knife Crime
What is knife crime?
Why do people feel the need to carry a knife?
What are the effects of knife crime?
What are the causes of knife crime?
What can be done to prevent knife crime?
What consequences of knife crime are highlighted in the videos?
Once a knife is introduced into a fight what changes?
How can you protect yourself and others against knife crime?
What information is available about knife crime in Ireland?
Questions for the “how big do you feel?” - Knife Crime and “Carry a
knife and the consequences will follow” video:
What happens if you are convicted of carrying a knife?
How much will you be fined?
Are there other consequences to carrying a knife?
What consequences of knife crime are evident in the “Carry a knife and the
consequences will follow” video?
How does the character carrying the knife feel?
Why did the producers of this video choose to show the effects of knife
crime in this way?
Reflection and discussion:
Discuss the various ideas about knife crime with the group. Ask the group for ideas and
advice they would give to young people considering carrying a knife or being part of a
gang that uses knives?
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