Status lessons

• Drama
• Middelbare school
• vmbo t, mavo, havo, vwo
• Leerjaar 2

This year

Who am I?
Short introduction -->  Ms. Tangerman. 

Drama is a half-year subject in year 2. We work with 2 periods.

Before we begin, I’d like to refresh your memory about the rules that apply during the theatre class....

Today

We start working on the theme of period 1, but we also work on getting to know each other a little bit better. 

Period 1: Status.
Learning objective for today: you understand what status is and can recognize high vs. low status.

• Exercise + group assignment

Status...what comes to mind?

Discussion in pairs.

• What does status mean in every day life?
• Do you have some examples?
• How can you see status in body language, voice, posture?
  
  Think, pair, share!

Exercise: meet & greet!

Everyone walks freely around the room.
* in silence!

When the teacher says “stop!”, you pair up

 with someone you don’t know well.
* boy/girl is not a crime!

Teacher gives a quick status instruction for both:

For example: people on the left side --> high status, people on the right side --> low status

You greet each other in silence, using only body language that reflects your status.

Switch partners a few times with different combinations (high/high, low/low, high/low).

           Assignment in groups!

Status scenes in small groups.

• Form groups of 4/5 people. For today, you can create your own groups.
  
• Each group receives a simple location (from the teacher!)
  
• Create a short, silent scene (30–45 seconds) where each person has a  different status (from very high to very low).
• Everyone must clearly show
   their status using:  posture, gestures, and movement. 
  
• Time to rehearse: 10 min.

Locations: 
-  At a café

- Waiting for the bus

- In a classroom before the teacher arrives

- At a birthday party
- A fancy restaurant
- Airport check-in
- Police station

Time for feedback!

Who was the highest status?  Who was the lowest?

Which details made it clear?

End of the lesson

What signals make high or low status clear?

Did anything surprise you about playing a different status?

Next week: please bring a notebook (schrift)

See you next lesson!

Lesson 2 status

High status/low status

Today

Learning objective for today:
You will deepen your understanding of status in drama.

You will combine physicality with vocal choices and language to convey high or low status in a scene.

• Improv exercise + group assignment

The throne game

We put a throne in the center of the stage.

One student is the King or Queen – they have the highest status.

3–4 students are servants (start at very low status)

Start acting (improv)

When a servant walks behind the throne and is out of the King/Queen’s sight, they secretly transform into high status.

As soon as the servant comes back into the King/Queen’s line of sight, they must instantly drop back to low status.

Assignment

Setup: groups of 2. Choose a situation (next slide) to work with. Assign each character a different status level (low/high) 
Task: create a 1–2 min scene showing clear status relationships using both physical techniques as your voice (text!)
 Extra option:  change the status hierarchy (e.g., the servant becomes the most powerful). Do think of a good reason for the switch!

Situations 
(or create your own!)

• Job Interview from Hell
• Family Dinner with Secrets
• Classroom Power Struggle
• Restaurant Chaos
• Hospital Emergency Room
• Celebrity Meet & Greet
• Detective Interrogation

Lesson 3 status

The switch!

Today

Learning objective for today:

Practice switching status quickly and clearly when an (external) event changes the situation.

• Exercise + group assignment 
• Perform
• Make groups for next week

Step 1: exercise prep!
(in notebook)

Before creating the scene, each student chooses or creates a character:

Name

Age

Occupation or role

Current status level (1 = very low, 10 = very high)

Personality traits (confident, shy, controlling, insecure, charming…)

What they want in life (goal or motivation)

Some quick questions to answer in your notebook... -->

Quick questions!

What is my character’s status at the beginning of the scene?

Why do they have this status?

What do they want in this situation?

What could make their status rise or fall?

Step 2: improv!

Work in pairs (or groups of 3 if needed). Find a place in the classroom but make sure you can see the bord!

You act out the character you just created in step 1 

One character begins with high status, the other with low status.

They greet each other and interact for 20–30 seconds.

Teacher calls out an external event (see the bord).  When the event is called, both characters must adjust their status immediately (physically, vocally, and in attitude) to reflect the new situation.

Situation 1:

One of you just won the lottery

Situation 2:

You realize the other person is your boss

Situation 3:

You realize the other person is famous

Situation 4:

The other person knows a secret about you...

Show us the best one!

Some pairs act out the stituations they really liked!

Feedback:  What helped make the status change obvious?

Which was easier: starting in high status or switching suddenly?

How can you make your status shift believable in a longer scene?

Step 3: prepare for next week...

Groups of 4/5 people. 

Sit down and tell each other about the character you created for yourself.

The group receives a general situation that allows strangers or acquaintances to interact. 

Next week we start preparing for the test assignment. 

General situations to pick from:

• Waiting room for an audition 
•  Elevator breakdown
• Airport gate
• In line at a coffeeshop 
• Public transportation 
• Shared room in a hostel
• Shelter during a storm

Reflection Questions:

•  Which moment in today’s exercises made your status change the clearest? Why?
  

• How did your body language and movement show the difference between low and high status?

• Was the reason for your status change believable to the audience? 

• If you could improve one thing for next time, what would it be..?