Issues and conventions

Some of these contemporary theatre practices have similarities to Aboriginal and Torres Strait Islander Pedagogies and Storytelling Practices. As there are lots of different Pedagogies and Storytelling Practices used by Aboriginal and Torres Strait Islander Peoples, you may want to ask your teacher how you can learn more about these Pedagogies and Practices, including from your local community, if appropriate. You may also wish to review the Respectful learning page. This list is not meant to be exhaustive or prescriptive: you can add to, refine or change this list depending on your study of the play.

• Non-linear, episodic structure  

• Traditional story-telling – Sandy’s Dreamtime story of the Mungee 

• Parody of traditional children’s nursery rhymes  

• Stylised movement – children’s games  

• Monologue – Shirley 

• Direct address – Jimmy  

• Voice over – Mum’s letters to Jimmy 

• Transformational acting and use of props 

• Minimalist and symbolic set – filing cabinet, Venetian blind, suitcases 

• Performance technologies – lighting, sound, projection 

• Realist acting style within a non-naturalistic setting.

Learning intention

To develop your knowledge of conventions of Contemporary Australian Theatre Practice by identifying and performing these conventions in Stolen, and to share and discuss this with the rest of the class.

Assumed knowledge

• A working understanding of the Australian Drama and Theatre rubric. For more, read through the Unpack the rubric page.

• An awareness of the conventions of contemporary theatre practice in Stolen. You can refer to the list above to support you.

• As a class, you should have reviewed the material and completed the activities from the Respectful learning page.

Materials

Markers and a big sheet of paper, or an online document that can be shared with the rest of the class.

Instructions

• Select a scene from Stolen that showcases at least 2 conventions of contemporary Australian theatre practice. You can draw from the list above or identify your own.

• In small groups, develop and perform a 2 to 3 minute excerpt of this scene. You may need to negotiate production elements with your teacher, if your conventions require them.

• Perform your scene to the rest of the class. As you perform, the teacher will say 'pause' during your performance where you freeze and allow the audience time for quick class discussion. Your teacher will also appoint a class scribes to take notes that can be shared for revision.

  • • If the freeze is too difficult to hold during the discussion, you might want to adjust the freeze slightly so that you are more comfortable performing, yet the audience can still see your paused performance while they are coming up with answers.

• When paused, your teacher (or a class narrator) will ask these questions.

  • • Can you see a contemporary theatre convention being employed here?

    • Where can you see it? Hint: describe it using the elements of drama and production.

    • How does it create or enhance the dramatic meaning of issues or concerns being explored?

• When paused, the class scribes will note the scene that is being performed, and the answers to the questions that the class come up with. These could be written on a big piece of paper or shared digitally for later revision.

Teacher note

The selection of issues used in this exercise should be considered within the specific school context and in line with the Controversial Issues in Schools Policy.

Learning intention

To consider the impact that performing contemporary Australian theatre plays has on today's audiences and their thinking about artistic, cultural, social, political and personal issues and concerns.

Assumed knowledge

• As a class, you should have reviewed the material and completed the activities from the Respectful learning page.

• This is a challenging task and you should only attempt it after you are comfortable with the play Stolen and associated issues and concerns.

• If you completed Activity 11, you should select a different scene for this activity.

Instructions

• In a group of 3 or 4, select one current issues or concern impacting Aboriginal and Torres Strait Islander Peoples. Note: you may also wish to complete these first few steps as a class, focusing on one issue together before selecting and performing a scene.

• Do a web search and discuss what your chosen issue or concern is about. In your discussion, consider the following aspects of the issue or concern and how they are related (if they apply).

  • • Cultural

    • Social

    • Political

    • Personal

    • Artistic.

• Sometimes theatre makers will make reference an issue or concern happening right now when putting on an older play. Select a scene from Stolen and develop a performance of the scene (approximately 1 to 2 minutes) that changes production elements or theatre conventions to demonstrate your scene's connection to your chosen issue or concern. In other words, add your own reference to your issue or concern that's happening right now.

  • • Remember: it may not be appropriate to change some aspects of the production, conventions or script, as this might change the intended meaning or be disrespectful to the playwright or the represented experiences of the characters. Make sure you discuss your ideas with your group and your teacher and be clear about why you are making the changes and what you are trying to communicate to the audience. You may also wish to review the resources on the Respectful learning page.

• After the performances, your group can answer questions from the rest of your class about your decisions and intentions.