Workshop 4 – Shirley

For each of the workshop activities, remember to uphold the expectations of your class and the accompanying resources in the links and activities on the Respectful learning page. These expectations should be regularly reflected on and discussed as part of the activities for this resource.

Review p 34 of Teaching First Nations Content and Concepts in the Drama Classroom on Ilbijerri Theatre Company's education webpage, and discuss what is appropriate and not appropriate when learning about and performing Aboriginal and Torres Strait Islander characters in the school classroom. Note: your teacher may wish to review this with the whole class.

You may want to make these expectations clear and accessible for members of the class to access, if you have not already done so.

Objective

To consolidate your understanding of contemporary Australian theatre practice and your understanding of issues and concerns central to the play Stolen through a focus on the character of Shirley.

Assumed knowledge

It is assumed that you have completed Activity 2 on the Respectful learning page, including accessing associated resources on Ilbijerri Theatre Company's education webpage.

Instructions

By now, you have developed a range of workshop and activity approaches for exploring contemporary Australian theatre practice with the play Stolen. Continue with these approaches in your staging of Shirley's monologues.

• In groups of 3 or 4, as director/designers/actors, explore the possibilities for staging Shirley’s monologues (one or a combination, if appropriate, for a performance of 1 to 2 minutes). You might wish to explore one or more of the following aspects:

• • • a monologue recorded as a voice over

    • design choices – lighting, costume, sound, the knitted clothing

    • symbols as production elements – knitting, the big black car

    • the 2 generations of removal – herself and her children

    • the role of Shirley as a child in the children’s home.

Reflection

Who does Shirley represent in the diversity of experiences of The Stolen Generations? 

Answer this question first in class discussion, then individually, using theoretical and experiential evidence from the play (250 words). Record this workshop evidence in your study notes (see the Study notes page).