Creating more chapters
The first thing that we began to discuss when we moved onto this TIE was based around the build a friend section where we try and make "Alexis" a good friend by asking the audience what they think makes a good friend. What we began to question was it is true that every person you smile at is going to be your friend? Is trying to teach someone how to make friends really needed and/or suitable for a survival guide? We found that maybe we should get rid of the build a friend as it would be quite hard to try and portray the suggestions from the audience and so we adapted this section into top tips from us abbot making yourself more approachable to other students. We came up with these top tips:
- Don't take it personally if people walk off, it's not a comment on you.
- Talk to people in class, like people on your table.
- Have things to lend like chewing gum, pens etc as that will give you a good starting point for conversation
- Join things like school council
- Go to social places in the school like the library, the basketball courts and the computer rooms
- Join a club
This would then allow us to ask the audience what kind of clubs they would like to join in secondary school and we could then use that as a segway into Alexis' interests. To round off the top tips section we have Caitlin saying "If you put yourself in enough situations where you're meeting new people the chances are you'll have common interests and make friends. Don't worry if this doesn't happen straight away, I didn't make friends until February." Showing that these tips can be put in place but warning them not to expect to make best friends with someone on their first day as you have to get used to the people around you. We then added in Alexis saying that she went to art club and then moving on to the small scene that we have previously devised where Alexis starts to try and make friends using the tips we have provided.
We then moved onto the Bullying chapter and blocked as much as we could which lead us to thinking about the outcomes of a bullying situation and what options we had. We decided to set up a scene in a classroom which involved the bullying of Connie and we added in some of the small things that all add up to bullying like whispering, stopping the conversation when she walks in and having peers encouraging the bullying. We used this scene to show the small things that we see on a day-to-day basis that we sometimes neglect to call bullying and we wanted to show the audience that we also see this and, in turn, this gave us a segway into how to deal with the bullying. Here is the scene which we devised:
https://youtu.be/xwXyR-WV_lA (unfortunately background noise covers some of the interaction at the start but it still gives you the kind of scene we're looking at)
We then moved onto another scene that would follow on from the first scene and we could use it to get the audience to actively interact with the piece so that we could see how they would react to the situation. We made the scene at lunchtime which would follow the previous lesson and we tried to make it as realistic as possible and so we made it about Connie's phone with comments like "that's a really old phone" and "I had that phone like two years ago." We would then give the audience three options of what to do in the style of a sliding scale so that it was easiest for them to see the options and pick theirs more clearly. Our options were to fight them, ignore them or tell a teacher. The option that we wanted them to choose was do nothing and ignore them because in this situation nothing came out of it and the situation actually moved into them including Connie in conversation.
Ignore them - https://youtu.be/ZwgCIejFl9w
Fight them - https://youtu.be/rz9vFBQD9lw
Tell a teacher - https://youtu.be/EF9kDgFRWw4
We made sure that we had a scene for each of the outcomes so that no matter which one they picked we would be able to play it out and then ask them what they thought the conclusion was in terms of Connie's feelings and also has the bullying actually stopped.
https://youtu.be/xwXyR-WV_lA (unfortunately background noise covers some of the interaction at the start but it still gives you the kind of scene we're looking at)
We then moved onto another scene that would follow on from the first scene and we could use it to get the audience to actively interact with the piece so that we could see how they would react to the situation. We made the scene at lunchtime which would follow the previous lesson and we tried to make it as realistic as possible and so we made it about Connie's phone with comments like "that's a really old phone" and "I had that phone like two years ago." We would then give the audience three options of what to do in the style of a sliding scale so that it was easiest for them to see the options and pick theirs more clearly. Our options were to fight them, ignore them or tell a teacher. The option that we wanted them to choose was do nothing and ignore them because in this situation nothing came out of it and the situation actually moved into them including Connie in conversation.
Ignore them - https://youtu.be/ZwgCIejFl9w
Fight them - https://youtu.be/rz9vFBQD9lw
Tell a teacher - https://youtu.be/EF9kDgFRWw4
We made sure that we had a scene for each of the outcomes so that no matter which one they picked we would be able to play it out and then ask them what they thought the conclusion was in terms of Connie's feelings and also has the bullying actually stopped.
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