World War Two - Drama Keystage 3

1. Discuss what the pupils think of when they think of 'World War Two'.

• Do they have anybody in their family that went to war?
• Is there a memorial in Brighton for those who served in the war?

2. Read the section, 'Diary of a teenager, 1943'.

• Ask the pupils to sit in a space on their own and imagine that they are a person of roughly the same age as them in 1939 and they've just been told that their country is officially at war. Pupils to think about what might be going through their character's head that night before they go to sleep. Teacher goes around the room and points to each student who speaks aloud any thoughts that they have. Encourage them to be serious. (suitable for Year 9)

• Extention  - Pupils to write a monologue of their thoughts and feelings. (suitable for Year 9)

3. Ask pupils to imagine that they are a young man of serviceable age who has been called up. In groups, create a scene of packing and saying goodbye to each member of your family. What objects do you pack to remind you of your family? - make this clear in the scene. (suitable for Year 9)

• Extension - When the pupils as soldiers arrive at their new barracks, they are put through their places by their strict sergeant, played by a teacher in role or talented student. They are made to march in strict unison and their appearance and attitude are checked. (suitable for Year 9)

• Further extension - Teacher asks pupils to arrange the space to resemble army barracks, with suggestion of beds etc., and pupils, as soldiers, get into a frozen image of what they might be doing after training is over for the day. The teacher then signals for this to go into a spontaneous improvisation of the soldiers getting to know each other and talking about what they have left behind and how they feel about the war. What are the different attitudes of the soldiers? (suitable for Year 9 & Keystage 4 Drama/English Year 10)

• Further extension- The soldiers have been at the barracks for a few weeks. Set up a tableau of them relaxing in the barracks: it's effective if they are mid action e.g., playing cards, cleaning shoes. Teacher or student in role come in as the sergeant and tell them that they will be going into combat the next day. How do the soldiers react? Replay the scene adding a dramatic pause at the point when they hear the news. How does their body-tension change in the action they are doing? (suitable for Year 9)

• Further extension - Pupils write a letter in role, for their family back at home. It may be the last letter that they write, so what do they need to say? (suitable for Year 9)

• Further extension - Teacher leads an exploration exercise of how different injuries sustained to different body-parts would affect the way the soldiers might move. This can lead into a solo or group scene where the soldier returns home after the war, having been injured and lost comrades. What is different about the Brighton they left? How do people react to them? How are they different? (suitable for Year 9)