Poverty - Drama Keystage 3

1. Choose and read sections from Hard times, good times and Living in 'slum' conditions, or summarise the main points it covers with the pupils.

As a class, discuss what you define as 'poverty'. Do you see evidence of poverty in the area that you live today?

In groups, take one minute to create a tableau entitled, 'Poverty'. Experiment with different bodily levels and proximities as well as gesture and body-language. What is the opposite of poverty? Is it wealth? Is wealth about having enough or having more than enough?

Create a tableau of 'Wealth'. What evidence of wealth is there around Brighton & Hove today? What are the effects on society of the latter? (suitable for Years 7, 8 and 9)

2. Take the quote 'They were lovely times when dad was in work' from Hard times, good times, as a stimulus*. In groups, devise a scene in which a father returns home to his family to tell them he has lost his job. Show how the family react. In the scene, make it clear what will have to change in their lives through lack of money. (suitable for Years 8 and 9)

• Extension - *you may wish to begin with this or do it instead: In groups, devise a scene set in modern day, where the family breadwinner has to tell the rest of their family that they have lost their job. It may be a single parent with teenage children.

• Further extention - add three short scenes showing the effect of this on the whole family, e.g., children teased at school for not having the latest things, single parent not having enough money to pay for the groceries etc. At the end of each scene, all the characters freeze and speak a line each to the audience, saying how they are feeling at that moment.

3. Read the quote 'Neighbours pitched in to help the ill'* from Being ill, keeping healthy.

* You may wish to do this exercise, as a starter, before discussing the section.
In a circle, choose to volunteers to go into the middle and begin a spontaneous improvisation in which they have a problem, e.g., they are locked out of their house. They must make the problem clear to the audience. The pupils in the circle will then go in, one by one, as 'friendly neighbours' with an offer of help. The pupils who go in must have a clear idea on how they can help before they go in e.g., tell them they can use their phone to call a locksmith, bring them a cup of tea to calm them down etc. The aim is to have as many people in the scene, helping, as possible. (suitable for Years 7,8 and 9)

• Extension - in groups of six, devise a scene showing what life was like for a family living in 'slum conditions'; one member of the family is ill (doesn't have to be seen in the scene), as a cause of this lifestyle and the family can't afford professional medical help. Show how the neighbours rally round to help, by looking after other siblings, doing housework and donating/making meals. (suitable for Years 7and 8)

4. Read the section Product to keep you healthy: then and now.
In groups, create a parody of a modern advert promoting the products used as medication. Use techniques such as: an expert talking about the product's benefits, a 'before and after', a demonstration on how to use the product and it's effect and a slogan. Try to bring out the irony of how inferior we'd see these products today. (suitable for Years 8 and 9 and links to KS3 English Media Studies)