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verbatim1.pdfVerbatim Theatre is an evolution of documentary theatre, a form that emerged in Germany in the 1960s. It is, in itself, a descendant of Brecht's Epic Theatre of the 1920s and used many of Brecht's conventions to engage the audience's consideration of the issues at hand.
All of these styles still under the umbrella of ''political theatre'' - theatre that is made with the intention of raising awareness about social and polictical issues, to challenge the state of affairs or people's beliefs on an issue, or to address perceived injustice.
All of these styles still under the umbrella of ''political theatre'' - theatre that is made with the intention of raising awareness about social and polictical issues, to challenge the state of affairs or people's beliefs on an issue, or to address perceived injustice.
On the left is an extract from the chapter on Political Theatre in ''Centre Stage" by Matthew Clausen.
What is the purpose of Verbatim Theatre?
What is the purpose of Verbatim Theatre?
The acting skills required to transform characters can be seen in the clip on the left from "The Laramie Project", one of the most successful pieces of Verbatim Theatre. Note how the actor changes her voice and posture to play the laid back women on the left at minute 1:19, then the poised professional reporter at minute 1:45.
This website discusses some of the impact that "The Laramie Project" has had. Read at least down to the section titled "The Artists' Response to the Tragedy".
This is mostly likely beyond the wildest dreams of the creators, Moises Kaufman and the Tectonic Theater Project.
"When Kaufman learned of Shepard’s murder on October 12, 1998, he posed this question to his company based 1,800 miles away: What can we do as theatre artists to respond to this incident, and, more concretely, is theatre a medium that can contribute to the national dialogue on current events?"
Read this review of a recent (2013) piece of Australian Verbatim Theatre, Gaybies by Dean Bryant.
Then watch the short clip on the right (language warning).
If you saw Come From Away last year in Melbourne, you have probably remembered that it too is a piece of Verbatim Theatre.
This video on the left intersperses interviews with the real characters, Nick and Diane, and clips from the show that tell their story.
You can read the background to how this remarkable show was made in this article.
What is the process for making Verbatim Theatre?
What is the process for making Verbatim Theatre?
Watch these 3 videos that outline the process and some of the things aware of when creating a piece of Verbatim Theatre.
VERBATIM THEATRE LEARNING TASK
VERBATIM THEATRE LEARNING TASK
You are going to research and then write your own Verbatim Theatre Monologue. It will be 4-6 minutes long.
You are going to research and then write your own Verbatim Theatre Monologue. It will be 4-6 minutes long.
You will undertake these tasks across a number of lessons, as instructed through Compass Lesson Plans.
You will undertake these tasks across a number of lessons, as instructed through Compass Lesson Plans.
1. Select an issue that you will investigate for this task. You can choose from one of the options below. Or, if you have another issue you would like to investigate, you will need to get approval.
a) High-stakes testing; eg. VCE exams, NAPLAN. Are they worthwhile? Should they be cancelled this year?
b) Abiding by lockdown rules; eg. whether you should be allowed to do things like visit grandparents, do learner-driver sessions..
c) AFL/NRL seasons; when they should resume, how they should operate, should spectators be allowed?
d) Arts Industry in shutdown; what has been the impact on the arts industry from COVID-19 and how should the government be providing more assistance?
**Note: if we decide to all address the same issue, there is the potential to edit everyone's work into a larger piece of digital theatre on that theme. If anyone is a nifty sound designer (or just interesting in having a go), you would have the opportunity to create a sound design to cohese it together.
2. Further research around the issue. You will read at least 3 articles about this issue. You can use the ones provided in this link for each issue, then find one more of your own. You need to annotate these articles with your own thoughts, responses and questions, as well as highlight any interesting quotes from the author or experts/people they have quoted in turn.
3. Select 1-2 people to interview about their opinion on your chosen issue. You need to choose people who have a specific investment in the issue. Examples below:
a) Teachers, students studying for exams, examiners, parents of students impacted, university professors.
b) Anyone who is feeling impacted by lockdown/restricted in their freedoms,
c) Players, fans, managers, club members.
d) Professional artists from any form (theatre, dance, music), councillors or other government officials, economists.
4. Write your interview questions. Your interview will need to go for about 3 minutes, so approx. 4-6 questions (you may not use all of them). Questions need to be open-ended (can't be answered with a simple yes or no) so that you get the most interesting responses. You will submit your questions for approval before conducting your interview. Examples below:
a) What do you think is the main reason for high-stakes testing? What use do exams provide for students (or not)? How would you change the way exams/testing is conducted?
b) In what ways do you think the lockdown rules have helped this health crisis? In what ways do you restricted and do you think it is fair?
c) How important do you think it is that the season resumes in 2020? How do you imagine the season could continue, or do you think it should have continued?
d) How has your work been impacted by lockdown? How would you like to be supported in this time? Do you think the government should do more to assist, and if so, in what ways?
5. Conduct your interview. You need to record it, and then transcribe it (type it out). We will discuss strategies for recording, but the most straightforward is probably to set up a Google Meet, Zoom or other video conferencing and record it that way. You can have video turned off. You will complete a short Google Form to help you consider what responsibilities you have in regard to ethical practice about this stage in the process (as covered in the video above).
6. Developing your interpretation.
At this stage you need to decide whether you are creating a monologue or a scene where you collaborate with other class mates. From all the work you have done - the stories, interviews and articles, think: who are some characters that your interpretation might have? What is a key event that has been discussed that your monologue narrative could focus around? What will the theme of your performance be?
7. Draft a script for your performance. It needs to have a story arc (perhaps the key event can be the climax/crisis). You will receive feedback at various stages, and then you will rehearse! You must include quotes from at least 2 of your texts (interviews, articles). You can be one character for the whole monologue, or you can transform and play more than one. However, if you choose the latter, your monologue should still be predominantly from ONE character's perspective, with other characters providing context or additional info.
8. Rehearse and then record your performance. How much you use costumes, props, etc is completely up to you. Your ''set'' can be anything you are able to set up at home (or in your backyard). If you are in a group, you will need to record on Zoom or another platform that allows you to record in gallery view.
How am I assessed?
How am I assessed?
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