Three Billy Goats Gruff (An exploration of the character of the Troll)
Sequence of Activity:
•Doughnut Storytelling: Retelling the story. Alternate from the outside tellers to the inside tellers in the doughnut circle. Outside circle moves round one after each telling to ensure a variety of partners.
Retell the story:
- in one minute
-as though you were the troll
-as though you were the little billy goat gruff
-in the style of a western movie
-singing it
-in gibberish
-as a news reader
-as gossips who have heard of the events
Its not important that everyone has the same version of the story, or that there is one version. The key is that everyone knows about trolls and goats.
Sequence of Activity:
•Doughnut Storytelling: Retelling the story. Alternate from the outside tellers to the inside tellers in the doughnut circle. Outside circle moves round one after each telling to ensure a variety of partners.
Retell the story:
- in one minute
-as though you were the troll
-as though you were the little billy goat gruff
-in the style of a western movie
-singing it
-in gibberish
-as a news reader
-as gossips who have heard of the events
Its not important that everyone has the same version of the story, or that there is one version. The key is that everyone knows about trolls and goats.
•Frozen Image: In small groups imagine the curriculum for troll school. List what sorts of classes, events and socialising happens in
•School Motto: create a caption for your photograph that encapsulates the philosophy about learning for this school.
•Share the Frozen Images complete with Captions.
On a series of graffiti sheets asks students to list what they think trolls value, what they are like, and what is important to them. Add to these sheets throughout the session.
•Small group improvisation: In small groups improvise the moments leading up to the first day for a young troll at your school. Stress that these improvisations will not be shared back with the class but be used to try out a range of possibilities for the morning. .
.
•Silent Negotiation
Each person writes two lines from the improvisation. One that would end a scene about the morning andf one you consider either interesting or ahs dramatic potential for your scene. In the groups silently negotiate the order of the script. Once the order is established prepare the scene for presentation.
•Share these scenes as prepared. Allocate one of the following different genres of drama and represent the short scenes from the Troll Family in this way e.g.
-In the style of a western
-As a ballet
-As an opera
-As a radio play
-As a child’s TV cartoon
-As a soap opera
-As a thriller
Narrate each one of the scenes by talking about how these are ways trolls learn to be trolls. List back on the board what we now know about trolls.
•Share these scenes as prepared. Allocate one of the following different genres of drama and represent the short scenes from the Troll Family in this way e.g.
-In the style of a western
-As a ballet
-As an opera
-As a radio play
-As a child’s TV cartoon
-As a soap opera
-As a thriller
Narrate each one of the scenes by talking about how these are ways trolls learn to be trolls. List back on the board what we now know about trolls.
Outside Reflection:
What have we learnt about trolls? Go back to the sheets and discuss
What do we still not know about trolls?
In our lives, who are often portrayed as trolls?
Is this portrayal fair?
Are trolls and goats so very different to each other?
What have we learnt about trolls that might make a difference to how we see modern day trolls?
© Peter O’Connor 2008.
© Peter O’Connor 2008.
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