Soap Opera Objectives To understand the genre Soap Opera. To identify, and understand the elements of Soap Opera.

Soap Opera originated from soap manufacturers using the medium of drama serials through radio to sell their products. In April 1941, the UK created the Soap Front line Family, which was broadcast through radio to America to encourage American intervention on Britain's behalf in World War 2.

Elements Continuous open narrative Cliff-hanger Story spans many episodes Focus on current family life through personal relationships, topical issues, emotional and moral conflicts. Settings are mainly places regularly used by characters.

Name some examples of Soap Opera on TV.

Soap Opera Objectives Lesson 2. Objective: To understand and use current topics to create a Soap episode. To take part in organising and directing drama for a specific purpose and audience To encourage others to express their opinions and contribute own ideas To solve problems in the group by encouraging others

Task- Improvise your own soap episode in household sized groups. Focus on current family life through personal relationships, topical issues, emotional and moral conflicts. Settings should be places regularly used by characters.

Where is it set? Who are the characters? What is the story going to be about?

Soap Opera Objectives Lesson 3 To understand and demonstrate the use of climax/anti-climax. To understand and demonstrate the use of the cliff-hanger in the Soap Opera genre. To apply a freeze frame appropriately.

Task- Using the improvised plays from the last lesson: Create climax/anti- climax End on a cliffhanger.

Soap Opera Objectives Lesson 4 To explore and understand how the deliberate use of levels, space and movement show character and story. To explore and understand how the deliberate use of hot seating builds character and story.

Lesson 5 To use the voice to express character and emotion. To explore and understand contrasts. To know what is a dramatic pause and be able to apply it skilfully. To write a script in the correct format.

Tasks 1.Vocal contrasts A: (Angry and quiet) What are you doing? B: (Angry and loud) What are you doing? A: (In love and quiet) What are you doing? B: (In love and loud) What are you doing? A: (Upset) What are you doing? B: (Laughing) What are you doing? A: (Fast) What are you doing? B: (Slow) What are you doing? 2. The dramatic pause

Script Write dialogue and directions for your Soap. All cast to have the same copies of the script. Score scripts

Soap Script Your script should include: The place The time of day Non speaking actions important to the scene. The character names with their (action/emotion) instructions and speech.

Lesson 6 Objectives To take part in organising and directing drama for a specific purpose and audience. To create a complete Soap episode that uses dramatic pause and ends on a cliff- hanger. To work in a variety of groupings to produce high-quality work To edit and annotate script.

Lesson 7 Perform Communicate a radio production of a Soap Opera. Communicate movement and action through sound. Communicate character through voice. Evaluate.

During this course you can achieve the following levels: Creating Level 7: I can put all the research, discussion and ideas together I understand and use the rehearsal process I take part in organising and directing drama for a specific purpose and audience I understand and use abstract concepts. Level 8: I can encourage others to express their opinions and contribute my own ideas I can solve problems in the group by encouraging others I am aware of, and suggest, different genres when devising work

During this course you can achieve the following levels: Performing Level 6: I can communicate a convincing character using words, movement and gesture I can think of and apply different ideas to enhance a performance I can communicate the intentions of the playwright Level 7: I take responsibility for my part and support other actors I can take part in a full-length play I can use a range of technical resources to enhance the play I think carefully about the intentions of the playwright in terms of space, timing, and language Level 8 : I can work in a variety of groupings to produce high-quality work

Evaluating Level 5: I can make constructive comments on my own and other people’s performances. Level 6: I can respond to a range of texts in original and different ways I can challenge ideas and contribute ideas sensitively I can work in small groups to show how symbols can be used Level 7: I can use technical terms to describe how characters and plots are shown in a drama I can identify and analyse how different effects were achieved I can comment on whether the effects used were relevant to the content of the drama Level 8: I can use the appropriate terminology when reviewing performances I can write about my own contribution to the work done in class I can comment on dramatic effect