Working in Role
Researches a role with different characteristics from their own by building on a clear sense of the role's past and future (PK, DI)

The teacher directs the students to discuss their roles and their motivations for wanting to adopt one of the orphans. Elise describes the "stroppy" role she wants to play. She decides that, in role, she doesn't get on with the mayor's wife, is suspicious of the mayor, and is viewed by the other characters as difficult in comparison with her easy-going husband.

Using Dramatic Structures
Uses techniques in a deliberate and conscious manner as part of the convention of teacher in role (PK, DI, CI)

The teacher in role as train manager attempts to reassure the waiting crowd. Some townspeople respond angrily; others act as peacemakers.

Using Dramatic Structures
Uses techniques in a deliberate and conscious manner as part of the convention of teacher in role (PK, DI, CI)

The students increasingly challenge the incompetence of the train manager. Elise takes the role of the person who actively confronts him about why the children are not coming off the train. She consciously manipulates gesture and movement, folding her arms and advancing threateningly on the teacher in role. Her voice is strident and demanding, and she uses pauses effectively to demonstrate her control over the situation. She also uses eye contact in order to bully the manager. She is clearly building on her earlier planning for this role.

Responding to Drama
Evaluates how elements, techniques, and conventions shape a performance (CI)

Elise clearly identifies that the dramatic tension in the scenes has made her role change and grow. She recognises that, although her own feelings and experience informed her role taking, she acted differently in role from the way she would in her own life. She also recognises that the drama provided her with the safety to challenge her teacher in role in ways that were appropriate to the "stroppy" role she had chosen.