‘Tam O’ Shanter’

Lesson 1

Robert Burns

• Robert Burns is regarded as Scotland's greatest poet and songwriter. • Robert Burns (1759-1796) was born in Alloway in Ayrshire, the son of a farmer

who provided him with an excellent education. • Robert Burns wrote many songs and poems including ‘ Auld Lang Sang’, ‘O my

luve’s like a red, red rose’, ‘ The Twa Dogs’,’ The Cotter's Saturday Night’ and ‘To a Mouse’.

• On the anniversary of his birth, Scots both at home and abroad celebrate Robert Burns with a supper, where they address the haggis, the ladies and whisky. A celebration which would undoubtedly make Burns proud.

Tam O’ Shanter

• Watch the film of ‘Tam O’ Shanter’ and think about the following points:

- What happens in the story?- Who are the main characters?- Where and when is this set?* Remember – don’t be put off by the language, once you have

heard it a few times it will become a lot clearer!*

Film of Tam O’ Shanter• http://www.youtube.com/watch?v=dkiZbpd9stw• http://www.youtube.com/watch?v=VvRIvq-Abeo

‘Tam O’ Shanter’ (in a nutshell)• Johnny and Tam in the pub drinking.

• Tam decides to take the shortcut home through Alloway Kirk with his horse Meg.

• In the graveyard Tam sees the devil waking up the dead.

• Witches, warlocks and the dead all dance Scottish dances, the devil playing the bagpipes.

• Tam gets carried away and shouts out ‘Weel done cutty sark’. They start to chase him.

• He jumps on his horse and tries to cross the bridge. (Witches can’t cross running water.)

• One witch catches Meg’s tail and pulls it off.

Lesson 2

‘Tam O’ Shanter’But to our tale: Ae market night, Tam had got planted unco right, Fast by an ingle, bleezing finely, Wi reaming saats, that drank divinely; And at his elbow, Souter Johnie, His ancient, trusty, drougthy crony: Tam lo'ed him like a very brither; They had been fou for weeks thegither. The night drave on wi' sangs an' clatter; And aye the ale was growing better: The Landlady and Tam grew gracious, Wi' favours secret, sweet, and precious: The Souter tauld his queerest stories; The Landlord's laugh was ready chorus: The storm without might rair and rustle, Tam did na mind the storm a whistle.

In the pub1. As a class set up the scene in the pub in a freeze-frame.

People drinking, laughing, etc. 2. Scottish music starts and the pub comes to life. 3. During the hustle and bustle try to find at least one other

character who is interesting and who your character can interact with.

4. Create a 30 sec improvisation in your pairs/groups that showing why your characters are in the pub. You will be given a number.

5. Return to the class pub scene. When your number is called out you will perform your improvisation.

6. Closing time (music fades). Everyone gradually leaves, leaving the stage empty.

Lessons 3 - 5

Stylised MovementStylised movement involves telling a story/ ideas through abstract movement.•Balance – e.g. try shifting your weight forward, back and side to side. •Speed – e.g. vary the speed of your entrance.•Timing – e.g. try using cannon or unison.•Positioning – e.g. try to vary the space between you and other group members. •Use of levels – e.g. vary your use of levels.•Use of Space – e.g. how well do you use the performance space. •Rhythm – e.g. vary your entrance to a beat or offbeat. •Stance – e.g. vary the attitude you are trying to get across with your body.•Use of Direction – e.g. vary your direction.

Watch the following video to help you understand stylised movement• http://www.youtube.com/watch?

v=_XPsSzOsFrw

Task

• In groups of 2/3 choose a character from the list.

• Think about how this character would make their entrance into the Kirk using movement only. Remember they are no longer human so try to make your movement more stylised.

• Your entrance should last 30 secs to 1 min.

At the Kirk

Witches Murderers

Warlocks Auld Nick

The undead Thief's

Character Entrance• Now that you have created your entrance you should

experiment with the following (one at a time):• Balance – e.g. try shifting your weight forward, back and side to

side. • Speed – e.g. vary the speed of your entrance.• Timing – e.g. try using cannon or unison.• Positioning – e.g. try to vary the space between you and other

group members. • Use of levels – e.g. vary your use of levels.• Use of Space – e.g. how well do you use the performance space. • Rhythm – e.g. vary your entrance to a beat or offbeat. • Stance – e.g. vary the attitude you are trying to get across with

your body.• Use of Direction – e.g. vary your direction.

• Now that you have experimented with different ways of moving, you should make your entrance longer (2 minutes).

• Your entrance should now be stylised and effective for an audience to watch.

Homework- Bring in a suitable piece of music to play during your performance and suitable costume to wear.

Task

Lesson 6

• Present your entrances to an audience.

HOMEWORK: Complete the given questions on the above task.

Lessons 7 - 10

Mood And Atmosphere

• Mood and Atmosphere is created on stage and felt by an audience.

• Please give 5 examples of different moods/atmosphere.1)2)3)4)5)

In the graveyard• One of the scariest sections in Tam O’Shanter

is when the dead are brought to life in the Kirk and then when they all start to chase Tam.

• In groups of 4/5, create your own drama called ‘The graveyard’. This could be a play about a group of children who dare each other to stay in a graveyard until midnight and all the scary things that happen to them. This should last at least 5 minutes long and everyone should take an equal role.

• You must aim to create a spooky mood and atmosphere through the content of your drama and through your use of theatre arts.

Content and Theatre Arts

THEATRE ARTS• Lighting• Costume• Sound/Music• Props• Set• Make up• Special Effects

CONTENT• Do they tell ghost stories?• Do some of them go

missing?• Do they see some ghosts?• Do they hear strange

noises?• Is someone playing tricks on

them?

• You will have to create your drama and think about the theatre arts you want to include. Remember the mood and atmosphere you are trying to create.

Lesson 11

Present

Lesson 12

Test