(Assumption: The group has had some basic, introductory work in verbal improvisation and concentration, commitment, and believability. The leader should be flexible to accommodate different approaches to the story-e.g., news conference, interview, TV news broadcast, radio/TV talk show. Also explore how different publications would approach the same story-e.g., a local newspaper, "The National Enquirer," "Time".)

Materials Needed

leader's copy of the story or article with units circled and labeled copies of news story or article, one for each student pens, pencils
Optional: cassette tape player and music appropriate for the presentation

Motivation

1. Raise and discuss relevant issues suggested by the story or article.

2. Examine any photos from the story and discuss what the people in it might have been thinking or feeling just before and at the moment the photo was taken.

Presentation

1. Distribute copies of the news story or article to students. Have the class read the story aloud, exchanging readers for each new unit. Tell students which paragraphs to circle and label as "1," "2," "3," etc.

2. Briefly discuss selected issues raised by the story, as needed.

Playing

1 Ask players to select a partner and sit together.

2. Select one photo with caption (or a paragraph from the story) and discuss the possibilities for extracting/adding characters, a scenario (e.g., what the scene is "about"), and a conflict or tension. Brainstorm as a class possible ideas. Ask players to improvise with their partners on the same scenario. All groups work simultaneously and none of their work is shared. After a minute of improvisation, ask players to share what ideas emerged from their work. Discuss how this kind of work will be what players will develop with the units from the story (a 30 second to one minute vignette that is verbal and shows a "slice of life"; a linear "beginning, middle, end" is not necessarily needed)

3. Distribute the units of the story among the groups. Assign or ask for volunteers for particular units.

4. Give players 10-15 minutes to develop their scenes. Circulate among the groups to assist, as needed. Encourage groups to "get on their feet" and practice the scene several times, not just sit and talk about iL End the practice period when it seems as if all groups are ready.

5. Arrange the groups in a circle structure, so that they are numbered sequentially according to their assigned unit. Have each group arrange their chairs or other properties, as needed, in the space.

6. Give players 1-2 minutes to develop a tableaux that represents one moment from their own presentations. Suggest that the frozen picture is like a photo from a newspaper, and a photojournalist was present when the action of the scene occurred. Share the tableaux in the order the scenes occur. Sidecoach as each group shares: "What does the action infer or suggest?" "What might have been said or what happened just before this photo was taken?" "What kinds of emotions or internal thoughts do the body language and facial expressions suggest?" "What do you think is going through this character's mind?" Discussion/response may not be necessary.

7. After the tableaux have been shared, ask each group to do a final practice review of their improvisation. All groups work simultaneously.

8. Establish final guidelines for the presentation. Set up any needed lights, sound music, etc. and discuss any "last minute" directions for sharing (e.g., "When you're finished with your work, don't say 'Thats it.' Just sit and look towards the next group to give them a non-verbal cue.").

9. Have each group present their scenes in the predetermined order. The leader intervenes or facilitates only when needed (e.g., if a group loses commitment to the action).

10. End the presentations with a final tableaux of "photos." Assessment and Reflection

1. Assess the work, focusing on such components as commitment to the playing, and believability of action.

2. Reflect on the issues raised by the playing, such as the multiple perspectives from the people involved with the situation, the complexity of the problem, possible solutions or speculation on the outcome.

3. If the group would like to share their work with a class of observers, discuss what can be explored to make the presentation even more effective. Continue to develop it through practice.
 

* An alternative to working in this structured form is to read the story completely and ask players, "If a photojournalist had been present throughout this story, what photographs might have been taken to accompany the article? Who would have been in them? What would they have been doing or saying?" As players suggest the photograph ideas, ask for volunteers to form the number of people needed for each photo. Possible photos/events not directly mentioned but inferred from the news article are also possible.