From Script to Stage

Welcome to yet another world of creativity and performance. You have already learned how to write sketches in Year One. That was a real challenge but just so successful. Now, let us take it a step further and explore playwriting. Playwriting is all about creating stories that actors bring to life on stage. In this section, you will learn how to plan your story, build characters, outline scenes, write and edit scripts. But it does not stop there. You will also discover how to perform your drama, from choosing a script and rehearsing to setting up the stage and reviewing the performance.

This knowledge does not just make you a better writer or performer; it helps you think creatively, work with others and solve problems. These are skills that are valuable in any career, whether you are acting, directing or working in a completely different field. Let us sail into the brave new world of playwriting and performance.

KEY IDEAS

• Creating a drama piece involves steps like deciding on a story, making characters, outlining scenes, writing and editing the script.

• Performing a drama piece involves steps like choosing a script, rehearsing, setting up a stage, performing and reviewing the show.

• Playwriting is the process of writing stories for the stage where actors perform live for an audience. It includes elements such as dialogue, actions, setting and characters.

Imagine watching a play where the characters feel so real, and the story keeps you on the edge of your seat. Have you ever wondered how those plays are written? That is what you are about to learn.

In year one, you wrote literary sketches, but now you will explore “playwriting” while turning your story ideas into scripts for actors to perform on stage, and using themes to make your script depict real life experiences. A play includes dialogue (what the characters say), actions and stage directions to guide how the story is performed. Let us start creating a story.

Steps to Write a Play

The picture below shows the steps to take in writing your play.

Figure 6.1: A picture showing the steps in writing a script.

1. Decide on Your Story

Think about what kind of story you want to tell. Choose a theme that reflects real-life events or important ideas. Create a main conflict to make your story exciting. Imagine how your story will look on stage, including any special effects or creative ideas.

2. Create Your Characters

Your characters are the heart of your play. Make your main character realistic and interesting by thinking about his or her personality, goals, and background. Include a strong opponent (antagonist) to challenge your main character.

3. Outline Your Play

Plan the structure of your play by dividing it into acts, like chapters in a book. Each act should have a clear beginning, middle, and end. Think about how the story builds to a climax and ends with a satisfying resolution.

4. Add Stage Directions

Stage directions tell actors how to move and act on stage. Write simple instructions for things like entrances, exits, or important actions. Include notes about props, lighting, or sound effects to guide the performance.

5. Write Your Acts and Scenes

Using your outline, start writing the scenes. Each act should tell part of the story and keep the audience interested. Mix dialogue and action to make the play lively and engaging.

6. Format Your Script

Format your script so it’s clear and easy to read. Use all capital letters for character names, and italicise stage directions. A well-formatted script makes it easier for actors and directors to work with.

7. Review and Revise

Once your first draft is done, read through your play. Look for anything that can be improved, like dialogue, character actions, or plot points. Ask friends or classmates for feedback to make it even better.

8. Edit Your Script

Make changes to improve your play. Fix any mistakes, and make sure the dialogue is clear and the actions make sense. A polished script is ready to be performed!

Activity 6.1

Sharing memorable experiences Think about an experience that stands out to you or someone you know. Examples: a moment of difficulty, success or overcoming fear.

Share this experience with your classmates in a discussion. Listen to other examples to get ideas.

Note down some key details about your experience. They may include:

1. The people involved (e.g. Your friend, a family member)

2. The location (e.g. your school)

3. The time it happened (e.g. last year, last week)

4. Why this moment is important to you.

Think about what your experience teaches or shows. Example: Does it show “friendship”?

Choose a theme that best fits your experience. If you find it hard to think of themes, use these: kindness, courage, team work.

Activity 6.2

Outlining Script

Form a group of five members. As a group, plan the script using the following points:

1. Identify the main characters (based on real people or imaginary ones)

2. Decide on the setting (where and when the story happens)

3. Plan the main conflict (what makes the story interesting?)

Think about how the theme fits your story and add to your story Add a dialogue that shows how the characters feel or act (the dialogue should bring out the theme). For example, the dialogue could go like this:

Character 1: “I didn’t think you’d help me after what happened.”

Character 2: “That’s what friends are for. We get through tough times together.”

Activity 6.3

Writing the script using a sample Look at the sample script provided below to guide your writing. Use your outline drafted in Activity 6.2 above as a reference.

SCENE 1: The Shore

(The stage is set with a backdrop of a sunny beach. Ama is walking along the shore, humming a tune. She notices a fish caught in a net.)

Ama: (kneeling by the net) Oh no, little fish! How did you get stuck here?

Fish: (speaking with a magical voice) Please, kind girl, free me! If you do, I will grant you one wish.

Ama: (surprised) You can talk? All right, I will help you!

(Ama carefully frees the fish from the net.)

Fish: Thank you, Ama! What is your wish?

Ama: (thinking) I wish for my village to prosper and for everyone to be happy.

Fish: It is done! Remember, true happiness comes from sharing.

(The fish swims away, leaving a shimmering scale behind.)

SCENE 2: The Village

(The stage changes to show a vibrant village. Villagers are dancing and celebrating.)

Villager 1: Look at our crops! They’re growing like never before!

Villager 2: Ama is a hero! She must have done something special!

(Nana enters, looking annoyed.)

Nana: (to himself) They’ll never know that it was me who brought this prosperity!

I’ll take all the credit!

SCENE 3: The Confrontation

(Ama stands in front of the villagers, who are gathering around her.)

Ama: Everyone, let’s work together to share this bounty!

Nana: (stepping forward) No, Ama! I am the chief! I will decide how we use this wealth.

Ama: But Nana, it should belong to everyone! We can help each other!

(The villagers murmur in agreement with Ama.)

SCENE 4: The Turning Point

(Nana glares at Ama, feeling threatened.)

Nana: You think you can challenge me? You’ll regret it!

(Ama stands tall, facing Nana.)

Ama: I believe in the power of kindness and sharing. You cannot stop us!

(The villagers rally around Ama, showing their support.)

SCENE 5: Resolution

(The stage brightens as the villagers unite.)

Villager 3: Let’s work together to keep our village thriving!

Villager 4: Ama is right! We are stronger together!

(Nana realises he’s outnumbered and steps back, defeated.)

Nana: Fine! I agree. I have changed my mind. But remember, I will always be watching!

(Ama smiles, looking at her friends.)

Ama: Together, we will make our village a wonderful place for everyone!

(The villagers cheer and celebrate as the lights fade.)

Welcome to another thrilling experience in the world of drama. Have you ever wondered what it takes to be an actor/actress? Have you ever thought of what it takes to produce the movies you watch? What does it take to become Jackie Appiah or Majeed Michel? If you have ever thought of these questions while watching a movie, say no more! This week’s lesson is going to make you an authentic actor/actress by all standards. You only have to follow a few steps so get ready! Scan the QR code below to watch a short film on movie production by young people.

Script performance goes beyond reading scripts. It involves a few steps.

1. Get a script. You need to choose a suitable scene or text to work with.

It begins with selecting a script/text/scene that you want to dramatise.

Read the script for understanding. Make sure you understand the plot, characters, theme and context.

2. Rehearse your chosen scene You need to memorise the lines if you can. Otherwise, you can paraphrase it (by using your own words but keeping the original content of the text. Do not deviate from the text.

Discuss how you will move on stage and work on it.

3. Decide on a stage that fits your chosen text Which designs should be used to create the effect you want?

Which costumes can best depict who the characters are?

4. Work on technical aspects like the sound effects and lighting issues which will also affect the mood.

5. Perform the drama once all is set. Be sure to work within time.

Introduce the performance with a brief overview Deliver like a pro. You have put in a lot of effort to get this far.

As we have rehearsed, we want you to put in your best.

6. Reflection Like every good artist, sit and reflect on your performance.

Give yourself a pat on your back if you deserve it.

Then, think about which areas you would like to improve upon when next you have the opportunity to perform a drama and note them. Take feedback from your friends and note them also. When next you are called to perform again, build on these areas of improvement and deliver to the best of your ability.

Activity 6.4

Short drama for discussion

1. Scan the QR code/click the link below to watch a short drama for discussion on how actors bring characters to life through their acting.

THE HAPPY MAN x Bedtime Stories x Story for Kids, Teenagers & Adults |

2. From the video, how do you think the actors bring the characters (in terms of the roles they play in the video) to life?

3. In mixed-ability and gender groups (where applicable), discuss the following terms and how you think they will be applied in your drama/performance.

a. Blocking

b. Characterisation

c. Expression

d. Props

e. Script

f. Improv

Activity 6.5

Short Drama Performance

1. With your group members, read the following script and choose a scene for dramatisation (You can choose to act out a scene/act form your prescribed drama text or another text with your teacher’s approval).

2. Pick a role. Each group member must select a role they are comfortable with.

3. Interpret the dialogue and emotions so you know how to act each part well.

4. Note any basic blocking terms you want to incorporate.

5. Rehearse your work, incorporating the new terms where applicable. Assist each other as you rehearse your scenes. Break down the drama into smaller scenes to make the performance easier.

6. Perform your script, bringing your A-game on board.

7. Discuss each group’s strengths and areas of improvement after their performance. Be willing to accept change to improve upon your drama skills in subsequent performances.

A Short Drama Script for Performance.

The School Festival

Characters Ama: A hardworking student and the organizer of the school festival.

Rahman: Ama’s best friend who helps with the festival.

Mensima: A talented singer but shy student.

Theo: The class joker who loves to entertain.

Mrs Sena: The head teacher who supports the students.

Scene One

[Ama and Rahman in the classroom] Ama enters, excited to see her best friend, Rahman.

Ama: (excited) Rahman, the school festival is just around the corner. We need to start planning.

Rahman: (nodding) You’re right, Ama. What do we need to do first?

Ama: (talking while counting on fingers) We need to arrange performances, decorations and the speakers. Everyone must come and help.

Rahman: (thoughtfully) Let’s form teams for each task. I’ll help with performances.

Let’s get more people to help with the rest.

Exit Rahman and Ama

Scene Two

Rahman, Mensima and Theo at the school’s assembly hall.

Rahman: (calling out) Mensima, Theo, come over here! We’re looking for performers for the festival.

Mensima: (shy as always) I can sing, but I’m not sure if I can perform in front of everyone.

Theo: (laughing) Write my name, I’ll do it! I’ll make everyone laugh with my jokes.

Rahman: (encouraging) Mensima, you have a beautiful voice. Just imagine you’re singing for friends.

Mensima: Hmm, okay. I will try.

Rahman: I know you can do it.

Scene Three

[During rehearsals at the school auditorium] Ama: (clapping to draw everyone’s attention) Okay, everyone, let’s start with Theo’s performance.

Theo: (acting with a straight face) Why did the student bring a ladder to school?

(Everyone listening attentively) Because they wanted to go to high school!

Students: (laughing and clapping) Ama: (smiling) Great job, Theo. Let’s give it up for him. (Audience clapping). Now, Mensima, your turn.

Mensima: (nervous but starts singing beautifully) Students: (applauding and cheering) Go Mensima! Go Mensima! Go Mensima!

Scene Four

[On the day of the festival at the school grounds] Mrs Sena: (proudly) Welcome to the school festival! You students have worked hard to make this event special and I am proud of you all for the efforts you have put in. I will hand over the microphone to Ama, our MC for today.

Ama: (holding a microphone) Thank you, Mrs Sena. Let’s start the performances.

First up, Theo!

Theo: (performing) Thank you!

Theo then goes ahead to crack the whole school up until his time is up and he leaves the stage with a resounding clap.

Audience: (laughing and cheering as he leaves the stage) Ama: (smiling) Next, we have the lady with the beautiful voice… Mensima… Audience: Clapping as she mounts the stage.

Mensima: (singing confidently) Audience: (cheering applauding loudly) Scene Five [Right after the Festival, Mrs Sena calls Ama, Rahman and Theo] Ama: (smiling) We did it! The festival was a success.

You students have made me proud. How was the students’ reaction from where you sat, Rahman?

Rahman: Everyone enjoyed it. They did not want the programme to end. Great job, team!

Mensima: Thank you for encouraging me, Rahman. I loved performing.

Theo: (joking) Next year, I’ll need new jokes.

Mrs Sena: (proudly) Well done, everyone. You made the school proud.

1. What is the purpose of stage directions in a play?

2. List three new key terms in acting.

3. Describe how you would create an interesting main character for a play.

4. Explain how the key terms listed above apply to real life with examples.

5. Imagine your story idea is about a student overcoming a challenge. Plan a three-act outline for the play and explain how each act builds to the climax.

6. Point out each of the new key terms in scenes of a popular movie you watched.

7. What could hinder you from creating your own drama which incorporates the new terms?

8. Suggest a different way to still create the effect you need with the limited resources you have.

9. Write a short scene for your play, including stage directions, dialogue, and actions.

Perform it with a group, then evaluate how well the stage directions helped communicate the story to the audience.

10. Write a script for to be performed during an upcoming programme which seeks to speak against Gender-Based Violence and empower victims of sexual harassment.

Incorporate the new dramatic devices and other familiar dramatic devices too.