UNTRAINED

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NB Teachers should consider which option is most suitable for their class depending on the confidence and experience of the students Option 1 – Simultaneous exploration – each student does the activity/sequence at the same time 6. Have the students find a space to do the series of activities listed above 7. Teacher to call out each action outlined above and students to do them in their own space Option 2 – Students do each activity/sequence in small groups with other students watching 6. Students to be in groups of no more than four. One group to be selected while the others watch as ‘audience’. 7. Each group in turn to rotate being the ‘performers’ and doing the series of actions outlined above 8. Students to discuss how it felt to do the different actions. The following questions may help prompt discussion. • Were some actions harder than others? • What did doing basic actions tell them about the way their own bodies moved? • Had they thought about simple things like how they slept or putting on a shirt before? 9. What did they learn about others through watching their simple movements? Did it change their understanding of how they interact with others? Nature of Performance Topic/Theme Learning Experiences Nature of Performance 1. Students to consider the following quote: “I can take any empty space and call it a bare stage. A man walks across this empty space whilst someone else is watching and this is all that is needed for an act of theatre to be engaged” (Peter Brook, 1968 p9) 2. Ask students to work in pairs and discuss this quote in relationship to: a) their own experiences of viewing performances/theatre b) how this relates to/sheds light on the production of Untrained c) how this quote/perspective might shape their understanding of the question, ‘What is performance?” Each pair to do the following activities based on their understanding of what performance is. 3. Pairs to brainstorm words, images and anecdotes to represent their understanding of performance. 4. These should then be swapped with another pair. The alternate pair is to highlight five of the words, images or anecdotes they believe represent most clearly an understanding of performance. They then give these back to the original pairs. 5. The original pairs are to consider the five selected words, images or anecdotes and match these with colours. 6. Pairs are to create a visual arts piece displaying the five words and appropriate colours to portray their understanding of performance. NB These could be displayed along with the original words, images or anecdotes that inspired them if desired. 10
7. Students are to consider the words and colours and in pairs develop a series of five physical images to represent what inspired them. Encourage students to draw on natural movements, line and shape as well as focusing on mood and level. 9. If desired, students can perform their five physical images as a stimulus for discussion on the varying answers to the dilemma – ‘What is performance?’ What is Drama?/What is Dance/Movement? Topic/Theme Learning Experiences Debate – Dance/Movement or Drama? 1. Elicit from students what they believe was the inspiration for Untrained. Consider the title as well as referring to pre-performance thoughts for this piece. 3. Explain that the students will be taking part in a debate arguing either that Untrained is predominantly a drama piece or predominantly a dance piece. 4. Allocate students groups and either the dance or drama focus 5. Students should conduct research to ensure they consider Untrained through an understanding of: • the history of drama/dance, • characteristics of their allocated artform, • other examples which will support or refute their perspective • contemporary dance/movement and its role within the broader artforms of drama and dance Their research work should be recorded for use in their presentation/debate. Where possible, developing the presentation the use of technology should be encouraged. 4. Each group is to present their information in 2 ways. a) Through a verbal/multimedia presentation drawing on the areas outlined in point 5 (above) arguing their perspective b) Through a ‘frozen image’ representing what group feels is the essence of Untrained as either dance or drama. NB If students have not done ‘frozen images’ before - explain they are to create a real life photograph using their bodies. 5. Schedule each group’s performance and presentation. Following each image, the class should discuss the elements of drama or dance displayed in the image. 6. At the conclusion of all presentations, encourage a class discussion regarding the relationship between drama and dance/movement as represented in Untrained. 11
Page 1 and 2: LUCY GUERIN INC. UNTRAINED Directed
Page 3 and 4: Director’s Notes Lucy Guerin Untr
Page 5 and 6: Classroom Management Suggestions Da
Page 7 and 8: Introduction to Performance Topic/T
Page 9: Performance Reflection & Humour Top
Page 13 and 14: Physical Tableaux Series (NB studen
Page 15 and 16: Collective Discussion 9. A ‘Drawn
Page 17 and 18: Amateurs take the spotlight, steal
Page 19 and 20: What emerged from this series of ta
Page 21 and 22: Indeed, there were more than a few
Page 23 and 24: of a playground ball court or a box
Page 25 and 26: other and us. We have guessed at an
Page 27: Spring Dance festival looks to have

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