This is for the sixteen plus age group. Included is an eight minute work set in 1897 when Oscar Wilde and Alfred Douglas met again after Wilde came out of prison.
It is useful because it identifies what was at the heart of this relationship, an understanding lost in scandal for over one hundred years.
It is also useful for encouraging tolerance regarding LGBTI relationships.
The learning objectives are performance for camera, appropriate camera shots and storyboarding for a cafe scene, the actor-director relationship, portrayal of LGBTI relationships and the significance of music in literary works.
The differentiation opportunities this resource offers teachers are that it facilitates students with creative, technical and performance skills while giving academic students the chance of research, evaluation and debate.
It links to the AS drama curriculum, which requires students to perform in plays and direct works, including period drama. It also links to the Media Studies curriculum in offering students the chance to produce a short film.
How to Use the Resource:
Create a cafe scene with definitive characters in.
Read Intentions and the poetry of Douglas and Wilde.
Encourage a director to research facts in the text to inspire
actors and identify what questions to ask them.
Consider improvisation at the end of the resource and use of French.
Question the kind of shots necessary for this kind of scene.
This resource is for drama, English and Media Studies students aged fifteen plus. Included are two main characters, two supporting roles and a Voice-Over. It is useful because it offers students the challenge of producing a period film set in 1910 that draws attention to history’s forgotten story; how the writer Arthur Ransome and publisher Martin Secker challenged the United Kingdom literary estabilshment by ensuring the disgraced writer Oscar Wilde was acknowledged as a genius in the face of a movement to suppress his work.
It is also useful in the way the text casts a light on the mainly white, homophobic and gender specific UK of just over a hundred years ago. Students can learn the phrases used then, and what our ancestors faced in relation to progress in regard to LGBTI matters.
A third way it is useful is how it relates to the upcoming summer Pride festival.
Learning objectives are:
How language and behaviour has changed in one hundred years.
To evaluate how far we have come as a nation in terms of progress.
Discussion and introduction of Ransome’s forgotten masterpiece:
Oscar Wilde: A Critical Study
Uncovering the world of 1910.
Portrayal of poetry on film.
Incorporating Voice-Over into film.
Storyboarding for film.
The opportunities for differentiation with this resource are in the way it requires students with different skills to come together to produce one piece of work This piece of work addresses the technical, creative and academic, allowing students to be assessed according to their individual strengths and allows for on-going assessment.
It links to the AS drama curriculum, in its period focus and in the opportunity it offers students to direct and perform dramatic works, AS level English in that it offers text study and Media Studies in the opportunity it offers students to produce a film.
Tips On How to Use the Resource:
Identify the facts in the text and think how they can be used in performance.
Investigate the milieu and events surrounding the text and their significance.
As an exercise try male/female role swapping.
Encourage directors to ask questions.