The Crucible Key Stage 4 Workshop (3 hours)

. Spectrum Line: Introductory exercise to get the students up on their feet and ‘on task’ quickly. Students are asked to stand along an imaginary diagonal line stretching across the space. At one end is January 1st, at the other December 31st. Without speaking students are to position themselves along the line where they feel their birthday would be. Allow 10 seconds! Check the order, now allow students to discuss the task but only allow 5 seconds. Now try the same exercise but replace birthdays with: level of confidence at drama, knowledge of text, status of allocated character (produce character cards).

. Establishing plot: Arrange the class into a circle. Each student to state what the play “is about…” in one sentence. Go round the circle, telling the story chronologically, one sentence each. Students are allowed to ‘pass’ if uncertain. Adapt accordingly dependant on group’s prior knowledge of the text.
(c. ACTION/PLOT/CONTENT)

. Establishing structure and key points: Discuss possible opening and closing images for The Crucible. Volunteers to form a physical image for each, using ideas from the audience. Provide a title for each image. Organise into groups of 3 or 4. Each group produce 3 key images, each accompanied by a spoken caption.
(a. STILL IMAGE)

. Establishing key characters: Group Photograph. Re-arrange groups of 3 or 4. Produce a tableau (group photo) depicting key characters from the play. The image should convey their status, attitude, relationships etc. Consider the use of levels, proxemics, facial and physical expression in forming the image. How might a character react when another enters the space? Does this change the dynamic of the picture? How and why? Choose a key line from the text for each character and/or provide each one with a label, either in their hand or around their neck that best describes their role. “The___________”. Make the label double sided so that students can decide how the audience view the character and how the authorities of Salem view them or how the character views themselves opposed to how we view them.
(a. STILL IMAGE, MARKING THE MOMENT, b. SPACE/LEVELS, MIME & GESTURE)

. Exploring key themes: Hysteria. Introduce the exercise by using a topical news story as headline. Discuss how such stories can get misconstrued/exaggerated. Salem News Headline – “Village Girls Found Dancing in the Woods at Night”. With the class in a circle pass round this information as a whisper. Form a rhythm to the line. Next time round each person has to add some information to ‘spice up’ the story. Build up volume and rhythm to create a sense of excitement, anxiety and fear – Hysteria!
(b. VOICE)

. Soundscaping: Give each student a card with a line from the play written on it (see Resources). Students lie down, spread around the space and close their eyes. Consider the context of the line and how it might be delivered. What emotion/mood is conveyed? (Introduce music to set mood/atmosphere) Now, replace the words with sounds that you feel convey the emotion behind the line. Explain: Complex exercise, deconstructing text, using abstract forms to create mood and impact.
(b. USE OF SOUND/MUSIC, USE OF VOICE)

. Exploring abstract elements: Allocate groups of 3 or 4 one of the following key words: FEAR (Tituba, Mary, Hale, Parris) BRAVERY (J. Proctor, E. Proctor, G. Corey, R. Nurse) GUILT (Hale, J. Proctor) DECEIT (Abigail, Parris) HYPOCRISY (Parris) VENGEANCE (Putnam).
Create a physical image that represents a key word using posture, gesture and facial expression. Add vocal sound. Add a line from text. Work on fluidity from one image to the next so whole group present a choreographed movement piece (incorporate atmospheric music). Work on pace, repetition, rhythm etc.
(b. MOVEMENT, MIME & GESTURE, VOICE, SPACE/LEVELS, SOUND/MUSIC, c. SYMBOLS)

. Exploring extracts from the play: Allocate students a specific extract for them to work on. The aim is for them to highlight what is, for them, a significant moment in this scene. Marking the moment
     - Pages 25-27: Abigail, Mercy, Mary and Betty
     - Pages 28-30: Abigail & John
     - Pages 51-55: John & Elizabeth

(a. THOUGHT-TRACKING, NARRATING, FORUM THEATRE, MARKING THE MOMENT b. THE USE OF SPACE/LEVELS, THE USE OF VOICE, THE USE OF SPOKEN LANGUAGE, c. ACTION/PLOT/CONTENT, FORMS, CLIMAX/ANTI- CLIMAX, RYTHMN/PACE/TEMPO, CHARACTERISATION)

. Reflection and Evaluation: End with a short discussion session to re-cap and evaluate the activities covered in the workshop session. Lead into the 4 areas of further development and explain the aims and objectives of each presentation task. (Arrange class into 4 working groups). Distribute Presentation Task sheets .

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