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KS3 Horrible Histories Horrible Histories KS3 Alicia Pope KS3 Introduction Alicia Pope did a degree in English Terry Deary’s Horrible Histories markets itself as ‘history with the gory bits left in’ and it and Theatre & Media Drama at the doesn’t disappoint. The irreverent collection of books and the TV series, along with various University of Glamorgan, followed stage shows and recently a movie, offer children and adults alike a look at history with all the by a PGCE at UWE in Bristol. She ‘off with their heads’ that it entails. is currently in her ninth year of This scheme of work is based on five books from the series and offers ideas for practically teaching. exploring content through devising and improvisation. Although the activities are based on specific sections from specific books, many of the activities are designed to be adjusted to fit with many different Horrible Histories texts. The Mysterious Maya Learning objective § To use the information from Angry Aztecs to create a vlog using multi role. Discussion: Horrible Histories style Horrible Histories is essentially a comedy sketch show, but one of the reasons it has been so successful is that is written by an experienced team of adult sketch show writers who have perfected their craft and created a show that is sophisticated and engaging, so much so that many of its songs and sketches have had hundreds of thousands of hits on YouTube. The show is also popular because of its talented cast and its non-patronising, engaging tone, and its willingness to tackle the topics that children want to know about - death, blood, wee and poo. Text: Angry Aztecs by Terry Deary, Ask students to list the conventions that they are familiar with from Horrible Histories. These ISBN: 9781407104256 might include the short sketch format, often incorporating modern television show ideas; mult-roling; ensemble work; direct address; songs and irreverent humour, as well as the mix of historical fact and modern day life. Warm-up: Zip, Zap, Boing Ask students to stand in a circle. Explain that you have a ball of energy which can be passed to the left by gesturing to the left with your left hand or to the right by gesturing to the right with your right hand and saying ‘Zip’. When the zip gets to you, you can either continue the zip in the same direction or you can stop the zip by raising both arms and saying ‘boing’. If a zip is boinged then the last person to zip must zip in the opposite direction and gesturing that way with their hand. Alternatively, they can ‘zap’. You zap by placing both hands together with arms extended and throwing the ‘energy’ across the circle whilst shouting ‘Zap!’ (It is important that students point clearly at someone or the game breaks down.) The person who receives the zap then continues with a zip in either direction. You cannot boing a zap. You can only zap after you have been boinged. You cannot zap a zap. Aim for speed for maximum effect. Main activity 1: Miserable Mayan Children vlog Discussion: Who are your favourite vloggers/YouTubers? What conventions do you expect to find in their videos? What conventions do you use if you make your own videos? Read Miserable Mayan Children on pp. 20 to 24 and discuss what life was like for Mayan children. Discuss each of the ten items and how you might devise work around it, e.g. The two wells § Vlogger introduces themselves – ‘Hey guys, here I am at the “speaking to the gods well” where they just flung six-year-old Suzy down the hole. Hey, Suzy! What’s up? That’s it, keep your head up.’ § Vlogger speaks to Suzy’s parents/siblings about what’s happening. www.dramaandtheatre.co.uk Autumn Term 2 2019/20 Drama & Theatre 1 Horrible Histories KS3 § Vlogger leans over into the well and shouts down to Suzy. § Suzy is hauled out of the well and reveals what the gods have told her. This could be very dramatic or very trivial. Or Suzy might not make it out of the well. In groups of four, use the information from pp. 20 – 24 to create a Miserable Mayan Children vlog. As there is a lot of information, groups could just choose three or four elements to explore in their vlog. Actors frequently multi role in Horrible Histories, so this technique would be an ideal focus for this activity. Things to consider: Multi role – Students might opt to have to have the same vlogger to introduce each item, or they might switch this role. Encourage them to opt for creating a different role in each scene so that they can consider their use of skills. For each character they should think about: § Who is your character? Think about age, gender, status. § How does your character interact with the other characters on stage? This might link to their status as well as their age. Is your character confident and outgoing or self-conscious and quiet? Why? § How does your character move around the space? Consider posture, gesture, gait. § How is your character feeling? How will you express this through your use of facial expressions? § How will you use vocal skills to create your character? Consider pitch, pause, pace, volume, accent and emphasis. Rehearsal, performance and feedback After each performance, ask the audience for positive comments on the work they have seen. Encourage students to think in Drama terms about what they like or what has worked, e.g. ‘Sam’s facial expression was effective; her wide eyes and raised eyebrows worked well with her high pitched, tone of voice’, rather than ‘It was good’. Equally, with points of constructive criticism try to encourage students to offer practical suggestions of how to improve work. Terrible Tudors Text: Terrible Tudors by Terry Deary Learning objectives and Neil Tonge, ISBN: 9780439944052. § To use a split stage to devise a Tudor doctor and patient scene § To use the information to devise a scene based on crime and punishment. Warm-up: Who am I? This is an old favourite that students always enjoy. You might choose to play this in small groups and perhaps narrow the focus by giving each group a certain play, book or film and suggesting characters from one specific place rather than anyone in the world. Each person needs a pen and a sticky note. Ask each person to write the name of someone from their chosen play/book/film on their sticky note. It should be someone that everyone is likely to be familiar with rather than a more obscure character. Each person takes one of the names and without looking at it sticks the note to their forehead. Around the circle each person asks a question that has a yes or no answer, e.g. Am I man? Do I have a beard? Am I a baddie? If the answer to the question is yes, they can ask another question, if it is no then play moves to the next person. Continue for a set time or until everyone has guessed their person. Main activity 1: Doctor, Doctor... Read pp. 22 to 25, Doctor, doctor…! and Patient, patient…!. In groups of four, ask students to use the information from the book to devise a doctor and patient scene which mixes a Tudor doctor with modern patients. The patients should present with modern complaints, but the doctor will offer Tudor advice, e.g. patient arrives with a very sore throat, possibly tonsillitis, doctor examines them and prescribes eating the scrapings from the skull of an executed criminal. The doctor should be very earnest with their advice and the patients should react in the way one might in the twenty-first century if, for example, your doctor prescribed eating live spiders to cure migraine. Whether the patients walks away or the doctor forces them to www.dramaandtheatre.co.uk Autumn Term 2 2019/20 Drama & Theatre 2 Horrible Histories KS3 accept their treatment is up to each group. One student should take on the role of the doctor while the other three play the patients. For higher ability groups, each patient could multi-role and create a second character with a different ailment. For staging, encourage students to use a split stage with the doctor on one side and the waiting room on the other so students are always acting. In the waiting room they may be obviously ill, waiting quietly, looking at their phone, reading a magazine as well as reacting to other patients coming out horrified with their prescription to swallow lice. § How will your Tudor character differ from your modern characters? § How will you show this in your use of movement, facial expression and vocal skills? § How will you create a modern character that is different from yourself? If you multi-role how will your characters differ from each other and from yourself? Rehearse, perform and feedback. Main activity 2: Crime and punishment In groups of four, using the information on pp. 42 and 43, ask students to create an ensemble piece exploring different crimes and their Tudor punishments. Offer students the freedom to choose how they present the information. Discuss their suggestions as a class and create a list of ideas for students to choose from. Again, it works for this to be a mixture of modern and Tudor characters. There is potential for humour with a Tudor ‘punisher’ suggesting someone has their ears cut off for walking out of the supermarket with something they accidentally left in their trolley or a modern person suggesting rehabilitation or counselling in the face of a punishment of burning at the stake being presented.
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