Soap Op er a Ob ject ives

1. Soap OperaObjectives • To understand the genreSoap Opera. • To identify, and understand the elements of Soap Opera.

2. 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.

3. Elements • Continuous opennarrative • Cliff-hanger • Story spans many episodes • Focus on current family life through personal relationships, topical issues, emotional and moralconflicts. • Settings are mainly places regularly used by characters.

4. Name some examples of Soap Opera on TV.

5. Soap OperaObjectives • 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

6. Task- Improvise your own soapepisode in household sized groups. Focuson current family life through personal relationships, topical issues, emotional and moralconflicts. Settings should be places regularly used by characters.

7. Where is it set? • Who are the characters? • What is the story going to be about?

8. Soap OperaObjectives Lesson 3 To understand and demonstratethe use of climax/anti-climax. To understand and demonstrate the use of the cliff-hanger in the Soap Operagenre. To apply a freeze frame appropriately.

9. Task- Usingthe improvisedplays from the last lesson: • Create climax/anti-climax • End on a cliffhanger.

10. Soap Opera Objectives Lesson 4 • To explore and understand how the deliberateuse of levels , space and movement showcharacter and story. • To explore and understand how the deliberateuse of hot seating buildscharacter and story.

11. 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.

12. Tasks • 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

13. Script • Write dialogueand directionsfor your Soap. • All cast to have the same copies of the script. • Score scripts

14. 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.

15. Lesson 6 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 cliff-hanger. • To work in a variety of groupings to produce high-quality work • To edit and annotate script.

16. Lesson 7 • Perform • Communicate a radio production of a Soap Opera. • Communicate movement and action through sound. • Communicate character through voice. • Evaluate.

17. 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

18. During this course you can achieve the following levels: Performing---------------------- Level 6: • I can communicate a convincing character using words, movement and gesture • I can think of and apply different ideas to enhance a • performance • 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

19. 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