Drama Techniques: Freeze Frame and Tableau

Audio Transcript Auto-generated

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  Hello, everybody. This is Dr A.

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  And welcome to today's lesson on drama techniques where we're going

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  to be looking at how to use freeze frame and tableau or

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  tableau is also another. It's a French word,

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  uh, talking about still images. So how are we gonna do these two today and

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  Mm,

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  yeah.

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  Hello, everybody.

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  So what we're gonna do is we're gonna explore

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  a little bit about what these concepts are and

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  how you can

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  understand the thought processes that go with these activities, and

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  you will be able to see that they are not just activities where it's just

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  fun and nothing else.

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  If anything, it is fun because it's different. But also at the same time,

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  it will

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  promote deeper thinking. You've done right. So

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  let's get into it, shall we?

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  So

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  let's 1st 1st ask the question.

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  What is a freeze frame now? Have a think in your head. And of course you've heard

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  this term before. I'm pretty sure Freeze

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  Freeze. For example, what happens when people say freeze? Uh,

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  so you have freeze frame and also what is a still image? And

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  if there is a difference, what is the difference between the two.

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  So have a think about this. Pause the video for a while and have a thing

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  all about

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  what, if any,

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  are the slight differences between freeze frame and still image?

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  And what's the definition? So pause that, and I'll wait for you. Take about

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  a minute.

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  Do that now.

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  Okay,

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  right now,

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  hoping that you have your definition is ready so

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  that you can start comparing and having a look.

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  Now, when we talk about freeze frame now, generally

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  the concept is the same as still image or tableaux,

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  but normally within a freeze frame.

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  The word freeze

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  tells you more about what exactly it is and conventionally,

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  when when you talk about what a freeze frame is is that it is a trans

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  transition from movement where somebody is moving all

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  the Children and the students they're moving,

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  they're doing something, and then perhaps the teacher will say freeze

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  so they have to freeze. And within that moment that they're frozen.

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  There are a lot of things that we can do. What are they?

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  Well, we're going to look through them

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  so that can be their acting through a scene.

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  So let's say, for example, if they're doing literature

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  and within the storey that they're doing. They're acting a scene out

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  and in the scene. For example,

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  we use Macbeth, the classic Macbeth.

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  And if Lady Macbeth is there,

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  you will have the scene where Lady Lady Macbeth talks about

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  the out damn spot where she can't absolve herself from the guilt.

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  Now, if the student is going through this and then we say pause,

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  then they will have to pause at that particular scene.

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  And then

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  what are some of the things that we can do as teachers? Anybody?

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  Let's have a think about that. Imagine

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  that the scene has happened and you pause it.

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  What are some of the things that you can do?

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  Simple. One

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  simple one can be just to ask the character

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  what is going on in your head right now.

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  So

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  have a think about that and have a think about

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  what that does for the student and how it forces the student to think in a certain way.

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  So that is freeze frame.

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  Generally, it's similar to think about it as having a pause and play button

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  anytime that you want them to freeze, you can say pause.

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  You can say freeze in any scenario, whatever they're doing,

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  there are many things many activities that we can

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  do while we're doing the freeze frame activity.

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  So anytime hit the pause button and they will freeze. Now

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  we go to still image or tableaux, and tableau is

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  generally

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  it requires more thinking,

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  and how that's different is, if you remember from Freeze Frame,

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  they're doing something already freeze.

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  But with tableau, we give them a task.

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  We can give them a task, and we tell them that.

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  Okay, we want to create a picture within a certain time or a certain time period,

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  and within the picture you need a, B, C D E

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  go and do the picture.

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  And then when they when they are ready,

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  then they come up and they perform the picture.

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  Then they perform, and then they

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  they're frozen.

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  So have a have a look at that. So let's have a look and see.

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  What can you see in this photo?

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  Have a think about that. What can you see? So you see, there are three characters

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  in the front, and there's one in the foreground,

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  and there's one character in the background

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  and what may be happening, so we know that something is happening

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  and you can see that they're looking at something.

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  And the character in the background is sort of feeling indignant somewhat.

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  What exactly is happening?

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  Well, we don't quite know, but something definitely is happening.

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  And

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  you were able to catch that

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  because the moment was frozen in time.

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  So how do you think about that?

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  You were able to catch this image because not the image.

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  But you were able to catch what was happening within the image.

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  What was happening within the scene

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  because it was frozen in time and you had the luxury of

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  looking at what's happening

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  looking at the scene, and

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  you can understand what's going on.

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  The students who are watching can also have a look and see what's going on

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  and for the actors themselves.

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  They can even go one step further and not just

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  have a look at what's going on but have a feel

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  of what's going on. So this is how they integrate

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  the drama processes into one simple activity.

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  Now,

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  mhm,

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  I want to ask you a question and question is,

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  what are some of the things that you can do in a freeze frame,

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  and I've talked to you a little bit about that,

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  and I want you to take about a few minutes,

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  take a few minutes and really have a brain drain and have a look and see.

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  What are some of the things that you can do

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  with freeze frame or with still image. And you'll be surprised that

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  you can actually do a lot with just a very simple tool,

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  which is just to get the students

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  to freeze.

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  So take around 3 to 5 minutes

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  or less if you

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  if you are disinclined. But

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  try and do this activity where we need you to think first.

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  So have a think about what are some of the things that you can do

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  in a freeze frame, and you can pause the video.

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  And then after that, you can hit play again to continue

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  ready

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  pause,

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  right,

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  Let's see what you have.

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  And if you found that my picture moved its because I paused as well,

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  let's have a look at what are some of the things

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  that you can do through Still images and freeze frame?

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  Shall we?

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  Right? So through still images and freeze frames, You can

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  hold a dramatic moment still

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  for shared critical analysis, inter thinking and interpretation.

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  So remember that photo we saw earlier on

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  you can ask. What's happening into thinking means thinking between the students.

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  What do they think? How do they interpret that particular scene while that is frozen

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  and next, it offers a shared common visual focus. So everyone

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  is looking at

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  the scene, and everyone is focused on the scene.

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  And when that happens,

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  the students they have a sense of deepened engagement and concentration,

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  and they focus attention

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  on parts of a storey or

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  whole images.

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  So, like I said before that, if you remember, if it's part of the storey,

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  you can let's say you were doing a classic storey, for example, a Robin Hood.

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  So Robin Hood in that particular moment,

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  where he is battling the sheriff of Nottingham

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  and just before he's about to fire off the arrow, you say pause!

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  And now what's happening in his head?

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  And during this time there can be a lot of thinking going on a lot of deepened

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  thank you

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  analysis of being in the moment where they can

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  figure it out and what's happening there is that

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  they're living

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  in the moment, and it is different from just

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  reading a book and saying, Okay,

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  what do you think is happening

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  when Robin Hood wanted to fire the arrow?

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  So instead of that,

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  the students are looking at

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  an image in real life,

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  the actors who are playing it, they're acting the image in real life, and with that

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  they can analyse in three dimensions of four dimensions or whatever.

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  Uh,

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  so it is more than just reading words of a page

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  Now

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  it supports the critical analysis of key moments,

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  and this is another important one.

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  Let's say you have a drama that's happening.

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  It can be a process drama.

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  It can be an acting out, a scene in literature, whatever it is, and it's happening,

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  and you find that

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  maybe

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  it's moving

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  a little too fast,

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  so you want to control the pace so you can stop the drama at any time,

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  pause the drama,

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  get the students to reflect

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  and then control the pace

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  it invites and generates curiosity and discussion around

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  important moments and the characters within them.

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  It encourages.

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  Or they still still images and freeze frames

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  encouraged individual and shared reflection and evaluation.

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  They provide a memorable visual image, and

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  they stimulate the next part of the drama.

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  So these are some of the ways in which we can use freeze frames

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  Now.

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  I'm hoping that you got that so far and

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  that you're seeing that even though the freeze frame is

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  a rather simple concept,

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  it's just freezing time and having the students freeze

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  doing whatever it is that they are doing.

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  But within that, there are so many things that can be unpacked and explored

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  during the time that they are all frozen. So

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  now,

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  simple enough, storey frozen. But let's say

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  we're out of the pandemic era

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  and we have face to face classes with actual students.

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  Hopefully,

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  and

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  we want to train them into making

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  more interesting pictures,

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  more interesting images instead of just having everybody

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  stand up and do the same thing.

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  So how do we do it? And there are many ways, but

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  one of the best ways that I really, really love

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  is the concept of

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  levels.

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  No,

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  I want you to have a look at this next image.

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  Have a look at that and tell me,

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  how many levels do you see. So this was actually within a

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  drama workshop that I gave teachers in Dzhokhar and these were the participants.

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  They were very sporting bunch.

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  So have a look and see how many levels do you see there and then?

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  So then you can see what I'm talking about. When I talk about levels,

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  you can see that there are three levels, right?

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  So there's the level at the bottom

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  where you have one of the teachers doing the

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  almost like a an aero plane sort of movement and the other one a

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  Tiger movement and the other one is standing up and the other one is

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  clawing up and you can see that she's looking that she's doing something,

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  and

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  all of that creates a more interesting picture rather than just to have

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  a single line

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  or just to have people

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  bunching up together and doing something.

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  It makes for a much more interesting scene,

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  and people can have a look more on what

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  is happening right now within the frozen image.

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  So this is one of the ways in which we can make it really, really interesting.

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  Now let's go on to the next part. So I'm hoping that that

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  part was okay for you and that you can process freeze frames

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  and tableau still images because there's a lot that can be done,

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  a lot that can be explored.

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  And let's go on to the next part, which is the activity,

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  right?

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  Let's have a look at an activity that we can do, and

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  this is very, very simple. You don't really need a textbook for this.

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  You don't really need

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  anything because everything that the students need is already there inside them.

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  So let's have a look.

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  So there is an activity emotions,

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  and

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  that's the topic. And the first step is to brainstorm some examples of emotions.

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  Now,

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  Very simply put, you can

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  you can modify this activity based on the

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  ages of the students. So, for example,

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  if it were younger students, you can have

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  pictures of people or faces in various states of emotions. So

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  a happy person, an angry person or you can have

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  a big wording, which is anger, frustration, happiness,

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  all these things you follow me so far,

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  right?

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  The next step is once the students know what a

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  this once the students know what

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  a a lesson as what emotions look like. Then we can

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  go move to the next step, which is to elicit

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  what a scene expressing these emotions may look like so you can elicit feelings.

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  You can illicit body language. You can elicit facial expressions, and

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  this can be done

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  without a context. This can be done within a context.

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  You can do this within within literature.

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  You can do this within when, when exploring a text.

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  Basically, it's up to you how you do it. So let's say, for example,

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  you have a text and the text.

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  Uh, I'm just talking here.

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  So, for example, that the text is occupations and then one of the occupations is

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  a fireman, and,

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  uh, and you would want to

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  illicit. Maybe. What are some of the feelings

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  that come with being a fireman?

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  And what are the markers of body language? What are the facial expressions?

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  So once you've elicited them, then you can make the students act out a scene

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  using these emotions and

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  freezing these emotions in a tablet or a freeze frame.

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  Does that make sense?

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  Right? So that's give an example. Now,

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  your turn. I've given you some examples, and I've given you some definitions.

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  And now it's your turn to go a bit deeper and try to think

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  and use your own brains. Now,

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  let's have a look at this

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  I'd like you to discuss. Well, you can't discuss at the moment.

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  So I'd like you to think

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  Take some time. You can pause this video and think,

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  How can you use this in your own classroom? So this meaning tableau or freeze frames

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  depending on the level of the students,

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  What units or lessons will this be suitable for And

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  what language learning objectives can you set for this activity?

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  And right now is where we start the thinking about

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  trying to match

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  the drama objectives with the objectives of language learning with E

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  S L objectives from the syllabus or from the curriculum.

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  So have a think about that. Have to think about

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  again.

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  How can you use this in your own classroom?

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  What units or lessons will this be suitable for And

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  what language learning objectives can you set for this activity?

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  So try and do that within.

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  Well, if this was a normal conventional class, I probably give you around 15 minutes

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  and then to present and discuss which takes the time.

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  But this is a recorded class and simulated. So it's up to you.

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  You can pause that and take some time.

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  But I really would like you to think about what I've asked you to do, because

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  these are very important steps for you to start training your brain

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  right.

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  So now let's move on to the next slide, shall we?

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  Now here are some examples of still image or tableaux activities,

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  and these are a lot and there are such fun.

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  If you're able to do them in the class, the students will really enjoy them.

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  And they are all based on the very simple concept of

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  freeze frame and tableau.

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  So, first of all, you can have sequencing images.

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  So, for example, you can let the students,

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  uh, make tableau or make three scenes for a storey.

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  So let's say, for example, a well loved storey Cinderella,

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  so you would want the student.

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  You can ask the students to come up with three still images

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  about the storey of Cinderella,

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  so that's one

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  and the next one is still and moving image,

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  and this one is the one where they are moving and the teacher can say pause

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  and then play, pause and play So they have

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  movement,

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  and at the same time they have frozen pots.

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  The next one is now.

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  This is really interesting, and if possible,

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  I'd like you to do a little bit more of reading on this

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  thought tracking because thought tracking is

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  such an interesting

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  concept of it's such an interesting tool.

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  Now, remember what I said early on?

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  When, let's say, for example, you had the picture of

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  this, this girl,

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  you had the picture. Now,

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  if you were,

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  uh,

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  what do you think would be going on in your head? What would she be connected to?

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  The character that she is portraying? And the answer would most probably be yes.

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  So during this time, when you do thought tracking,

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  when thought tracking is done when the students are frozen

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  and you can tap them on the shoulder

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  and they can talk about their feelings, their thoughts

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  and once they're done, they can freeze back in place and they're finished,

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  and you can do that for every character

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  or whichever character that you want to explore.

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  So, for example, if you have a very angry, angry protagonist antagonist.

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  So you want them to explore? Why is the antagonist so angry?

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  And you can do that by reading the book.

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  You can do that by analysing can do that by discussing, but if you do this,

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  it adds an additional extra layer.

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  So this person, this student is acting out

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  this character of the antagonist,

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  and he's frozen there

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  and tap.

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  I'm so angry at this person because his family wrong to my family,

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  and I will not rest until I get my revenge. This hatred burns within me,

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  and I can't control it. That's why I'm the way I am.

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  Uh, and then he goes back into character. So that is thought tracking.

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  So thought tracking is when you give the

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  characters the opportunity to express themselves and talk about

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  how they're feeling, what they're doing and so on. So it explores the character.

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  That sounds really interesting, doesn't it?

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  Okay, right, And let's have a look at some of the next ones,

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  so you have asking questions of objects within the image,

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  so there's an image you can do the image,

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  and then you can have the other students asking questions

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  of the objects in the image.

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  So if there's a ball in the image, you want to ask the questions about the ball

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  just to get a better idea of what's going on.

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  Contrasting images can be, for example,

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  if you have two images side by side before and after

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  or

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  or, uh, something contrasting. For example, poor and rich,

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  happy and sad. So the students can explore and have a look,

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  Uh, and they can see that

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  the difference between the two scenes helps to move the storey along.

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  Or, if it's even just to understand emotions or whatever it is,

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  you can use contrasting images and to to to make the students see the contrast.

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  Next, you have captioning images so you can have an image

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  and then ask the students to write down a caption for the image.

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  That's another one copying images.

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  So there's one image there in the new copy, next one,

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  extending and elaborating the image.

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  There's one, uh, image that they can see,

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  and then they can build up on the image and continue the the

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  the the acting part on what they think is gonna happen next, For example,

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  recording images through drawing.

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  They can do a performance Carousel performance

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  Carousel is when you have different groups.

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  But each group is acting out a part of the storey

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  and you can have And this is perhaps one of

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  my favourites image flashes or image bites or some people,

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  uh, label it as

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  open and close and what that is.

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  Now, if you can imagine this, if you can imagine that you have

• 28:57 - 28:58

  students

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  in front of you right now and they are working to create a still image.

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  One of the things that may happen is that it may take

• 29:09 - 29:13

  some time for them to move from one image to another.

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  Are they going about? And they're doing this and doing that And that may

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  may interrupt the immersion that the others may be feeling when they watch it.

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  So

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  one really interesting way is before everybody gets set up, they will.

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  The teacher will say close.

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  What that means is close your eyes

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  so I'll demonstrate what that looks like. Yeah,

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  yeah,

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  I'll demonstrate and let me just

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  add on something there.

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  Kit. No,

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  I'm gonna use

• 30:04 - 30:07

  okay, Just give me a second,

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  right? Okay.

• 30:09 - 30:09

  No,

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  let's say

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  when I say

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  close, your eyes will see this which means to say that you can't see me

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  and when I see open

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  your eyes can see me again.

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  So let's say that I want to have a scene from two boxers their boxes that they're in,

• 30:32 - 30:33

  they're in a boxing match.

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  And,

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  uh, the first scene goes like this.

• 30:38 - 30:39

  Close.

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  Open,

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  close,

• 30:53 - 30:54

  open,

• 30:57 - 30:58

  Close,

• 31:01 - 31:02

  open,

• 31:04 - 31:05

  close,

• 31:06 - 31:09

  Open. So you see what I mean?

• 31:09 - 31:15

  So what you see is you see flashes of images of the storey progressing,

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  and this is one of the ways that we can use freeze frames,

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  right? So

• 31:21 - 31:29

  that is quite a lot of information that we've done on freeze frames and tableau. And

• 31:30 - 31:36

  again, what I would like you to always think about is this which is

• 31:36 - 31:37

  how

• 31:37 - 31:45

  think of how you can use any of these in your classes in any part of the class.

• 31:45 - 31:53

  In a normal E s L lesson with the text without a text in a

• 31:54 - 32:00

  a literature lesson where maybe you have a storey, a short storey, a poem

• 32:00 - 32:03

  how can you use

• 32:03 - 32:08

  freeze frame and still images tableau

• 32:09 - 32:12

  to really tap into the potential

• 32:13 - 32:14

  that can be offered

• 32:15 - 32:19

  when they are exploring

• 32:21 - 32:22

  silence or not?

• 32:22 - 32:25

  silence, but rather, uh,

• 32:25 - 32:29

  when there are stillness when they're exploring stillness,

• 32:30 - 32:32

  there's a lot that happens in stillness.

• 32:32 - 32:40

  And there there are many things that you, as the teacher can do to use this

• 32:41 - 32:42

  technique.

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  Okay, guys. So that is the end of today's

• 32:49 - 32:53

  lecture on freeze frame and still images.

• 32:53 - 32:55

  And I'm hoping that with that,

• 32:55 - 33:02

  that's giving you a bit more understanding into a very important

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  technique or tool that we as drama slash e s l teachers have

• 33:10 - 33:15

  so the please make sure that you try and tie

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  everything in with the learning objectives of the day.

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  That's it for me and we'll see you in the next class. Bye bye.