The year 6 classes are studying Radio Drama. I have posted previously about how they created radio commercials to explore the creative potential of the voice. We also had a chance to perform poems to apply characterization techniques to voice. Then we attempted to develop better enunciation and articulation by performing tongue-twister poems in this tongue-twisting lesson.
The next lesson in this unit of work is ‘radio interviews’. The learning objectives for this lesson are:
1) to develop better voice projection
2) to create a radio interview
The warmup chosen was a voice-projection exercise where the students form pairs and then line up facing each other. The pairs then start a conversation, until they are instructed to move three feet away from each other, and continue the conversation. After about 30 seconds, they move another three feet away from each other, and so on. After the warmup, we debriefed as a class to explore the benefits of this warmup, and the skills it allows us to practice, and how it linked to voice projection.
After the debriefing, I explained the new theoretical material for the lesson. I explained what voice projection is and how performers can use certain strategies to improve their voice projection. The students were told that they will have an opportunity to practice those strategies through a simple performance exercise: radio interviews.
The task required the students to form groups of 3-4 members, pick a celebrity/cartoon-character to interview and write up five questions and answers. Each group had to have 1 or 2 radio hosts asking the questions, and the remaining group members play the chosen character/characters or celebrity/celebrities who answer the questions (in character). Each performance also had to include a jingle for the radio station, created by the students’ voices.
The students were told that for this performance the audience members will sit at the very back end of the room (as far away from the performance space as possible), and so the performers really had to project their voice if they want to be heard.
The task was very engaging for the students. One group interviewed Spongebob Squarepants, and another interviewed Bart Simpson. Most of the boys decided to interview famous sports-stars I haven’t even heard of (sports isn’t really my strong point)! The audience members gave the performers positive comments and useful suggestions after every performance, because I like to allow my students to step into the “critic’s shoes”. To wrap up the lesson, the students had to write an ‘exit slip‘ explaining what they learned today and what they found enjoyable.
Overall, the lesson was a success, the students created some fantastic performances, and most groups projected their voice well enough! This lesson can also be adapted and used in any subject: interviewing a scientist in Science, a mathematician in Maths, a book author in English/ESL/LOTE etc…
Here is a radio interview created by a group of girls who decided to interview Bart Simpson. There is also a snapshot of the whiteboard, and some of the exit slips!