Production of a Play

A school production of a play can be as simple as a Readers’ Theatre without props or special set. Sometimes the simpler the better!

There are many easy ways to add a “touch” such as putting masking tape on the floor to designate the stage area. A big carpet does the same thing plus it dulls the sounds of footsteps that sometimes interrupt hearing. A real stage can however help more of the audience to see the actors clearly.

Learning the parts offers opportunity for the actors to focus on voice projection, expression, gestures and eye contact with the audience. The trick is to evaluate the purpose of the production and the time available for rehearsals, preparation of set and props.

The choice of a play for a school production is best when the children have a voice in selecting the play. Do Readers’ Theatre with several plays after talking about an opportunity for a school production. Then organize a class vote to choose the play.

Distributing the parts to players

Take the time to discuss each character, how their personality will be expressed, use of voice changes, and gestures that would add to the play.

There are many ways to go about choosing parts. Each child can write his or her name on a piece of paper and write the three parts he or she would like to play in order of priority. Pin these to the bulletin board and all together try to give each child first, second or possibly third choice. Having two teams of players provides back up in case of illness or absence and gives opportunity to more children to play important characters! A few children may really prefer to do the artwork for the programme or the background of the set and may not wish to be actors.

Rehearsals

Both teams rehearse the play by reading the parts until most have memorized their parts. This is the time for creating a relaxed atmosphere where children are willing to project their voices, change their voices, make exaggerated gestures and make suitable sound effects. The goal is not a perfect play but a creative and valid dramatic experience. Encourage the students to improvise if they forget their lines. Ask players to help each other as discreetly as possible if a cue is missed. Coach children to speak loudly and clearly.

The best place to begin rehearsals is in the regular meeting place for the group. Put masking tape cues on the floor to indicate where the audience will be situated and where doors and props will be located. When the group finally rehearses on stage, put the masking tape indications in the same pattern.

Venue

Let’s not wait for a real theatre to have fun with drama! However, it is important that each child be able to participate, so a venue for presentation should be decided with input from each family.

Stage and background

A stage can be improvised using a large carpet or even a masking tape outline, especially if the audience sits on the floor. A raised stage is more important if parents attend and chairs are used for seating.

A mural background will add interest to the play and offer the visual artists in the class a chance to shine. Invite the children to brainstorm ideas for the background. Draw a sketch on a small piece of paper as a plan, then help the children to draw the sketch on large mural paper. Projecting a Power Point background on the wall behind the stage area is a good option as well.

Set, lighting and sound effects

It is wise to limit the number of props used, or the audience may spend too much time waiting for the stage to be set. A few good props are probably best. Large cardboard boxes can be transformed into a set — students love to create props rather than use real objects!

Effective lighting is as important as being able to hear the players. Multicoloured lighting adds a theatrical dimension to the production when it can be arranged safely.

Having children provide their own singing and special sound effects is really the most fun. Consider recording the sound effects ahead ot time, and have students rehearse their proper sequence and timing.

Other tasks to be accomplished by students, depending on their level, are advertising the production and producing a program.

Conclusion

Drama is a powerful tool for learning. It offers children the opportunity to express themselves, to create a world and present their production to an audience.

The presentation is also an occasion to involve the audience in the children’s learning experiences. Schools benefit from having parents and the community see and participate in their work.

Presenting a play is also an opportunity for the class to do a community service such as inviting seniors to attend and providing them with preferential seating and special attention. Depending on the subject of the play, children from a nearby daycare centre could be invited to a presentation, or a food drive could be organized at the event to support a local food bank. The students will have many more ideas!

Best wishes to all groups of children who embark on this creative learning adventure.