Explore, analyse and imagine

3. Creating a character

Required Resources

• Student Worksheets 5 -9
• Slides 9-16

Delivery

• Explain that the task for the lesson is to create a believable character. The character should be in their 70s and will be interviewed about their experiences as a POW. Students should provide brief information on:
  • How they came to be in combat / captured.
  • What their daily life was like in the camps.
  • How they eventually escaped / were set free.
• Display Slides 9-14 which contain background information on the conflicts during which the British Service Personnel were POW.
• Distribute Student Worksheets 5-9 to students. The worksheets contain information about a number of soldiers' experiences as POWs. Students should review the information and write a series of interview questions which can be asked to their character. These questions need to cover the three points above and should be designed to elicit information which will be interesting or entertaining to the interview's audience.
• Slides 15-16 explain the task to and outline the points for consideration.
• Students should then conduct research for the creation of their character, drawing out any details which they think would be engaging for an audience. Remind students that they should concentrate on meeting the assessment criteria on Student Worksheet 2.
• Students should then complete the characterisation grid on Student Worksheet 4.
• Once completed, students need to write an interview script for their character, providing answers to the questions which they previously set for their character. Each interview should last approximately 3-5 minutes. To make it engaging, pupils may wish to consider:
  • To whom the character is speaking (and perhaps the differences between them in terms of age, gender, background, etc).
  • Where the character is interviewed (e.g. at home? In a studio?)
  • How the character feels about being interviewed and how their emotions will change throughout the piece, especially when dealing with potentially difficult topics/memories.
  • Responses of the interviewer/how they want the audience to respond.
  • How they want the performance to end.

Differentiation

Lower Ability:

Lower ability students may struggle to answer all of the questions above so could be asked to concentrate on a few.

Higher Ability:

Higher Ability students could be asked to conduct research on conflicts other than those covered in the Student Worksheets and create a character held captive during that conflict.