An Anti-Bullying Play for Teens

n Relate the SHOWDOWNproduction to the OntarioCurriculum.

n Learn how Forum Theatrecreates a unique relationshipwith the audience.

n Discover the W.I.S.E. anti-bullying strategy.

n Get ideas on projectactivities for your classroom.

Teacher’s Guide

SHOWDOWNAn Anti-Bullying Play for TeensPresented by Mixed Company TheatreWritten by Luciano IognaDirected by Simon MalbogatSet designed by Stephen DroegeCostumes designed by Angela Thomas

Mixed Company Theatre157 Carlton St., Suite 201Toronto, ON M5A 2K3416-515-8080 416-515-1832 (fax)www.mixedcompanytheatre.commixedco@echo-on.netCharitable #: 11903 1870 RR 0001

Development Partners for SHOWDOWN:The National Crime Prevention Centre, the Ontario ArtsCouncil, the John McKellar Foundation, the CanadaCouncil for the Arts and the Toronto Arts Council.

Educational Advisory Team for the Development of SHOWDOWN:Patsy Agard, Vice-Principal, TDSBMary Helin, Guidance Head, Havergal CollegeHeli Kivilaht, Drama Head, TDSBRoma Nazarewycz, Elementary Teacher, TCDSB

For Mixed Company:Simon Malbogat, Artistic DirectorAlice Walter, General ManagerTamara Romanchuk, Programmes ManagerPatterson Fardell, Educational Arts ConsultantKilby Smith-MacGregor, Development AssociateHillari Blumfald, Production Manager

Mixed Company Theatre157 Carlton St., Suite 201Toronto, ON M5A 2K3416-515-8080 416-515-1832 (fax)www.mixedcompanytheatre.commixedco@echo-on.netCharitable #: 11903 1870 RR 0001

Teacher’s Guide Prepared by Tamara Romanchuk, 2004

Introduction- Background- Forum Theatre Format- Goals of SHOWDOWN- Caveat

The Play- Synopsis- Character Breakdown

Pre-Show Activities - Theatre Etiquette- Sensitivity in the Classroom- Bully Map- Auto-Sculpting- Play Review

Information Handouts- Characteristics of Bullies- Characteristics of Victims- Examples of Bullying- The W.I.S.E. Anti-Bullying Strategies

Post-Show Activities- Theatre Elements to Explore- Power, Status & Confidence- Victimization and the Need for Empathy- Strategies for Positive Power

Bibliography & Resources

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Index

Cover Photo: Paul Hardy and DylanJuckes in the Fall 2002 Tour ofSHOWDOWN.Back Cover: Paul Hardy and DhariniWoollecomb in the Fall 2003 Tour ofSHOWDOWN.

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BackgroundAcross Canada, media coverage of teen bullyingcases is front-page news, as incidents haveescalated into gang murder and victim suicide.Names like Reena Virk and Dawn-Marie Wesleyare becoming every concerned parent andteacher’s nightmare: is this happening tosomeone I know? Why were these teensphysically, mentally and emotionally abusing eachother? What can we do about this issue aseducators, parents and teens?

With this challenging issue in mind,SHOWDOWN, a timely project, is aimed atengaging students around the complex issues ofbullying, conflict resolution and emotional literacy.SHOWDOWN addresses this sensitive issue byinvolving the different groups of people who areaffected by it: students (including the bully, victimand bystander), the school administration, theparents and the community at large.

The Forum Theatre FormatSHOWDOWN is presented in a forum theatreformat. Forum theatre is issue-based andinteractive, and provides opportunities forstudents to participate in realistic situations.Forum Theatre also purposely presents worst-case scenarios in order to stimulate audiencemembers into action. Students reshape theproduction by intervention, thereby becomingactors themselves, or "spect-actors."

Students view the show or scenes once, then thesecond time around they participate by stoppingthe action when they want to suggest another,more constructive solution to the problemspresented. Their interventions are mediated by aMixed Company facilitator who ensures that thework remains productive and helpful. Studentsrehearse for reality in a safe, theatricalenvironment, re-constructing the actions on stageto create more positive alternatives and models tothe anti-models presented in the play.

The Goals of SHOWDOWNSHOWDOWN is a production that specificallyaims to help teens recognize the different formsthat bullying can take: name-calling, exclusion,extortion, threats and physical violence. At itscentre, this Forum play examines bullying from apower perspective, revealing that bullies are notlooking for a fight, but a victim: How can I controlthis person? And finally, SHOWDOWN aims toprovide students with the Mixed Company anti-bullying W.I.S.E. strategy (see page 6 handout )a toolbox of positive ideas and solutions tobullying behaviour.

Once we recognize and deconstruct the attitudesand power imbalance behind bullying, theninterpersonal change is possible. Successfulconflict management skills can teach studentshow to define and manage boundary issues asan important first step to understanding andhandling bullying. When victims and bystandersare able to take a stand and deem somethingunacceptable, then a bully must deal with thatnew situation. When the behaviour/responsechanges, then the interaction can change.SHOWDOWN makes these interactions explicitand open to audience members for explorationand debate.

Caveat: DisclosureMixed Company does not ask for or encouragepersonal disclosure from students during thecourse of the show. However, we are dealingwith volatile issues. Sometimes, during theinteractive segment of the performance, a studentmay either disclose or otherwise be adverselyaffected by recalling incidents of bullying theyhave experienced.

Mixed Company therefore STRONGLYrecommends that your school’s guidancedepartment be present at the show and/or beavailable as a referral option for students dealingwith these issues. Please feel free to forward thisguide to your school’s guidance department fortheir information.

Introduction

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Play SynopsisSHOWDOWN follows the cycle of abuse as itbegins at home and is carried through into theschool and the community.

Beginning in the Roberts household, Dad sets theexample by yelling, using put-downs and threatsof physical violence. His behaviour impacts onthe household in varying ways. Mom pops pills toalleviate her stress. Ashley charms andmanipulates dad to defuse his anger. And Drewacts out his hurt and resentment by taking it outon others.

In school Drew torments Carl Ottey. But eventhough Carl suffers through extortion, theft andphysical violence, witnesses are reluctant to helpand Carl unwilling to report it. Holding in his fearand anger serves only to fuel Carl’s own thoughtsof revenge. ‘Loser ’ Teresa Walcott, desperate forAshley Roberts attention and friendship,unwittingly walks into a trap: a public humiliation.But not satisfied with having thoroughlyembarrassed her, Ashley continues topsychologically torment Teresa, driving her intofurther social isolation.

The play ends with hard facts and heartfeltquestions: Bullies continue to abuse. And victimsalways pay the price. Is this the only way?

Character BreakdownAshley: Clearly a popular girl with brains, beautyand attitude to spare, she is one of the two mainbullies in SHOWDOWN. She is a high status girlusing her power to control, manipulate andsocially exclude others when she sees fit.

Drew: Drew is Ashley’s younger brother. He is avery aggressive young man who imitates hisfather but is unable to gain his dad’s approvaland respect. Drew dominates his peers, seems tohave no sense of remorse for hurting others andrefuses to accept responsibility for any of hisbehaviour.

Mom: Overworked and under appreciated,Mrs.Roberts has very poor tools for coping withher abusive husband and disrespectful kids. Sheself-medicates (popping pills) in order to alleviateher stress.

Dad: Mr. Roberts is a man of little patience whowould rather use his hands rather than reasonand patience to settle an argument. Although hedemands respect from his family he does notrepay the courtesy. He is the ‘king of his castle’and no one is allowed to forget it.

Carl: Carl is a typical grade 9 student who lovespopular music, movies and, of course, girls.Although not an obvious victim at first, he quicklyfalls into the victim pattern. Not only does he fearretribution if he were to report Drew, he is alsoafraid of the stigma of ‘ratting’.

Sonya: Also in grade 9, Sonya finds Carlinteresting and cute and sweetly flirts with him atthe start of the play. A girl who recognizes Drewfor the bully that he is, she is, however, too afraidto stand up to him.

Mrs.Rogers: Mrs.Rogers is the school Vice-Principal. She is an efficient administrator whotries to maintain order and discipline. Althoughshe feels she has dealt effectively with Drew’sbullying, her strategy leaves Carl feeling less thansecure and protected.

Jason: Jason, Ashley’s boyfriend, is the highschool hunk. He is sensitive to Ashley’s needsand tries to cater to her every whim. But he too isunable to stand up to her and is often a victim ofher scathing tongue and manipulative ways.

Teresa: Teresa tries desperately to fit in andlongs to have friends. But because of herawkward style and insecure manner she is easilytargeted as the school loser, a loner who othersfind easy to mock or just ignore.

The Play

Theatre EtiquettePlease discuss theatre etiquette with yourstudents prior to your theatre experience; this isan important component of cultural literacy. Asmembers of the audience, you play an importantpart in the success of a theatrical performance.Students accustomed to watching television intheir own homes and those who attend rockconcerts and movies are used to eating snacks,moving around, getting in and out of their seats orsharing comments aloud during a show. Moviesand TV shows are not affected by the audience.BUT THEATRE PERFORMANCES ARE!

Students may not be aware of how disturbingsuch behaviours can be in live theatre, not only toother audience members, but to the actors onstage / in the performance space who can seeand hear them out in the audience. Please makeclear to students that the rules are different at alive theatre performance, whether it is in acommunity venue or in your school. Discussbehaviours that are problematic and explain WHYthey are a problem.

Please review the following theatre rules andguidelines with your students prior to your theatreexperience:

n Students’ behaviour is the responsibility ofschool staff and volunteers.n Photography and both audio or video recordingduring a performance is strictly prohibited byCanadian Actors’ Equity regulations.n Please be considerate audience members!Talking, whispering, shuffling about in seatsduring a live performance are rude and disruptivebehaviours that are disturbing for other audiencemembers and distressing to the actors.n Please try not to leave your seat and re-enterthe performance space (even if it is your school’sgym) during the performance. Try to planwashroom visits before the show or after.n Do not throw anything on to the stage or intothe audience. This is disruptive, rude anddangerous for the actors.

Remember, your students are ambassadors ofyour school! A hard-working cast of actors and ahost of talented theatre artists and educatorshave worked hard to create an enjoyable andentertaining theatre experience for our schoolaudiences. With your co-operation in followingthese guidelines, we are sure it will be just that!

A Note on Safety in the ClassroomAs SHOWDOWN tackles the extremely sensitiveissue of bullying, Mixed Company would like tostress the need for sensitivity and an atmosphereof trust in the classroom. The students may betaking emotional chances in opening themselvesup to this material, so we urge you to proceedwith an awareness of these emotional chances,and respect for the students’ willingness to share.

Before beginning any of these activities, pleaseask the students to agree to the following rules:n Do not cause harm to others (physical oremotional).n Do not cause harm to oneself when revealingor exploring emotions that are painful at this time(physical or emotional).n Do not cause harm to the space (room andfacilities).

A Note on Activities The following activities relate SHOWDOWN tospecific outcomes outlined in The OntarioCurriculum for grades 7-10. Teachers may usethis study guide to enhance their classroom’sviewing experience of SHOWDOWN and todeepen student understanding about the play andthe production. The Guide may also be used toachieve expectations as outlined in The OntarioDramatic Arts, Physical Education and Health,Social Studies and Language Arts Curriculums.Use the highlighted dramatic outcomes at the endof each activity to select activities suitable for thegrade and development level of your group andto adapt exercises to the needs of your students.

Pre-Show Activities3

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Activity #1: Bully MapThe Bully Map encourages students to developtheir skills for observation and assessment ofpersonal safety hot spots. This activity can alsobe used as an environmental assessment foryour school in determining the types, the patternsand the severity of bullying occurring in yourcommunity.

Create a map of your school; include the playingfields and the nearest public transportation busstop(s). Provide students with 3 colour markers(or pens or stickers): green represents a zonerelatively free of bullying, orange represents azone with a moderate amount of bullying activity,and red represents a hot spot for bullying.

Students begin by filing out their own map. In agroup the class builds a comprehensive map.Note: After receiving each student’s map at theend of the class you can always add in areas thatstudents may have been hesitant to talk about inthe group.n Why do you think bullying occurs morefrequently in certain places than in others on themap?n Are there bullying activities that are associatedwith certain places than others?n How long do the bullying incidents last?

Activity #2: Auto SculptingBy using images, groups are able to representmore than they would be able to communicatethrough words. This is an opportunity forstudents to begin observing and sharing their ownthoughts and feelings on the topic of bullying oron conflict in general. It is also an expressiveopportunity for students to start to work with theirbodies, using gestures and space and beginningto explore character motivation.

All students form a circle and face outward withtheir eyes closed and minds blank. Announce aword or phrase associated with the issue ofbullying (e.g. victim, bully, bystander, teacher,parents, power, loneliness, exclusion, aggression,

loyalty, ratting/baiting). Everyone takes their firstimpression of that word/phrase and shapes theirbody in the image of that impression (realistic orabstract) – whatever it means to them. Askstudents to turn into the circle and open theireyes.

n What are the similarities/differences of theimages? n Pick out certain images and ask others todescribe what they see. n Choose a student/sculptor to speak about whatthey are feeling or thinking at that moment. Aword or a phrase is enough.n Who has the most power in each of thesesculptures?n Other questions to consider: What kinds ofevents can lead to conflict?n With what kinds of feelings and actions dopeople often respond to conflict? n What were the causes of the conflicts yousculpted? n Are these common causes for the conflicts thathappen in you life?n How do you tend to respond to conflict?

Activity #3: SummaryUse the images and observations of this exerciseto summarize these basic points for all to see inthe class: What is a bully? What is a victim?Describe types of bullying? What are some anti-bullying solutions? ( For anti-bullying solutions,Introduce the WISE strategy if possible. Thiswill provide continuity when students see the playSHOWDOWN. Please see Page 6 for WISEchart)

Pre-Show Activities

Curriculum ExpectationsHealth and Physical Education: To describe harassment

and identify ways of dealing with it (gr.7-8); To distinguish betweeneffective and abusive relationships and to identify resources and

demonstrate appropriate strategies for dealing with abusiverelationships (gr.9-10).

5Handouts

Examples of Bullying Include:n hitting, tripping or delibaretely pushing or hurting another person n intentionally damaging

another’s belongings n threatening another person with physical or relational harm n name-calling, sneering orgossiping n teasing or humiliating another student n making fun of another ’s appearance, size, disability, race, gender,language, culture, clothing, family or grades n directing insulting remarks, gestures or actions of a sexual nature

towards another n isolating others or threatening to exclude them from social events, games andconversations n using telephone or e-mail for intimidating or threatening purposes

(TCDSB, Responding to Bullying Pamphlet)

Characteristics of Bulliesn Values the rewards that aggression can bring. n Lacks empathy for his or

her victim and has difficulty feeling compassion. n He or she tends to lack guilt and fullybelieves that the victim provoked the attack and deserved the consequences. n He or she likes

to be in charge, to dominate, and to assert with power. A bully likes to win all situations. n Abully’s parent(s) (or other significant role model) often model aggression.n A bully thinks in

unrealistic ways (e.g., “I should always get what I want.”).(C.Garrity et al., Bullyproofing Your School)

6Handouts

The W.I.S.E. StrategyW - Walk Away - Don’t stay in a situation where you might be hurt.

I - Ignore the bullying - Inform an adult - Ignoring the bullying takes power away from the bully.But don’t ignore repeated bullying. Inform an adult. You do not have to deal with this on your own.

S - Stay strong - Safety in numbers - Stand up straight, look the person in the eye and speak in a friendly but firm voice. This shows that you don’t want to fight and that you mean what you say. Also, find allies. There is

power in numbers. But don’t get violent. Be assertive, not aggressive.E - Exercise humour - Humour gets a bully off balance.

Get the bully to laugh with you and not at you.

Characteristics of Victimsn Isolated or alone during much of the school day.

n Is anxious, insecure, and lacking in social skills. Is physically weak and thereforeunable to defend himself or herself. n Upsets or cries easily, yields when bullied, and is

unable to stick up for himself or herself. n May have suffered past abuse or traumitization.n May have a learning disorder that compromises his or her ability to process and

respond to social interactional cues.(C.Garrity et al., Bullyproofing Your School)

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Theatre Elements to Explore

The ScriptThe basic elements that build a typical plot followa pyramid structure consisting of a rising action(also called a complication), climax and fallingaction (also called a denouement). n Does a Forum play like SHOWDOWN followthis structure? n How is it constructed differently from otherplays you may have seen?

The constant rising action inherent in a Forumplay provides very little relief – or a catharsis - forthe audience.n What effect does this have on the audience’sinvolvement with the play’s characters andthemes?n Is the playwright trying to provoke theaudience? Is he successful?

By directly engaging its viewers, the Forum playtakes away the convention of the "4th wall".Audience members are both spectators andactors or "spect-actors". n How does this change your view of whattheatre can do?n Is it frightening to become a part of the play?It’s certainly an opportunity to explore charactermotives. Is it also an opportunity to rehearse forreality? Is it important to rehearse for reality?n What other themes, issues would lendthemselves to a Forum play format?n This interactive format creates a much moreintimate experience for the audience. Explain howthis is achieved.n What other activities/ entertainment have aninteractive format?

Direction in the ShowTalk about your impressions, as an audiencemember, of the "world of the play", the casting,and choices made by the director in staging theshow. Was the style of acting realistic and wasthe use of the set effective? Were the "stagepictures" memorable?

Bringing the Characters to Lifen As a group, recall and list all the characters inthe play. Who was your favorite character?n What did you like about the actor’sperformance and interpretation of the role?n How did the costume help define thecharacter?n What special talents did the actor bring to therole?n What are the advantages and disadvantagesof "doubling" – having characters play more thanone character in the production?n How would playing multiple roles bedemanding from an actor ’s point of view?

Activity #4: Play ReviewWrite a review of the play examining the variouselements and techniques already discussed. Also,reflect on the many ways that the performanceimpacted on you socially, personally, artistically.Did it deepen your understanding of bullying?Were the playwright, director and actorssuccessful at drawing you into the show? How?

Post-Show Activities

Curriculum ExpectationsDramatic Arts:

To evaluate the quality of the drama (gr.7-10) and to describe thevarious kinds of learning made possible through drama

(gr.9-10).

Power, Status & Confidence

In schools, power and status play a major role ingroup dynamics. This is one reason why cliquesform and why there are outsiders. Bullies clearlyview themselves as high status players whohave all the power. And victims are kept low instatus in part because of their own lack ofconfidence and poor communication and socialskills. Status, therefore, is a more sophisticatedway of controlling and socially excluding others.Clothes and accessories (everything from jewelryto X-Boxes and ipods) are all symbols of status inyouth culture. But status is also conveyed by howindividuals carry themselves, how they fill a room,if they stand up straight, how they make eyecontact. It’s also conveyed by how peopleinteract. Do they hesitate, defer or submitconstantly to others? Or do they speak loudly,with confidence, freely sharing their feelings andideas?

Ashley is a popular girl in school with a lot ofsocial power.n How has Ashley achieved this status?n What does it feel like to be someone with veryhigh status?n If you have high status do you automaticallyhave power?n How do you think it feels to be of lower "status"like Teresa?n Can a person change his or her status?n How is power or status measured in the play?In youth culture today?n Is confidence always related to status andpower?

Activity #5: Status PartiesStatus games are a standard in dramaclassrooms. Status Parties are a quick andefficient way of introducing students to theconcept of status. Students begin to observe howdifferent variables can play a role in influencingstatus e.g. holding eye contact vs. breaking eyecontact. Students also experience how a simple

thing like standing up straight vs. slouching caninfluence how they might feel and act. Filling upyour space and looking a person in the eye saysthat you’re strong and confident. A bully won’t getvery far with a person who doesn’t look or act likea victim.

Explain to students that they will be attending aparty. This may be a school dance or it may be aprivate party at someone’s home. Divide the classin half. Audience members sit and observe.Participants are divided into Groups A and B.Make sure to switch A and B roles in the middleof the party so that all have an opportunity to playboth higher and lower status. The following aredifferent party suggestions for Groups A and B.Try a variety so that students get a goodgrounding.

n A’s blink frequently and they walk and standwith toes pointed inward. B’s hardly ever blinkand their feet are rotated slightly outward.n A’s use long and grammatically completesentences. B’s use broken sentences and are outof breath whenever they speak.n A’s use a long thoughtful "Hmmmmm" at thebeginning of each sentence. B’s use a tinyhesitant "Um".n A’s hold eye contact. B’s half break contact andtake quick glances back at people.

8Post-Show Activities

"If our status was never at risk we’dall look poised, and at ease, and our necks would

be long, and our movements would seem effortless. Highstatus is the natural state of the body but most of us placate

higher status people by ruining or posture, and restricting our ‘space’.”

Keith Johnstone, Don’t Be Prepared - Theatresports for Teachers

Post-Show Activities9

After the activity debrief with students.n How can your discoveries help you createcharacters in the future?n What did students learn about how status affectstheir own lives?n Do you play one status in particular? Or does itswitch with different people in your life?n Can you see using some of these strategies tochange your status for the better? n Have you ever not helped someone in trouble(mild or serious) because you didn’t want to losestatus?

Activity #6: Hot Seat the BullyFor this activity the teacher in the role of the bullywill field questions from the students. The purpose isto discover what has shaped the personalities of theplay’s bullies, Ashley and Drew. They both enjoycontrolling and dominating others, lack guilt for theiractions and empathy for their victims. How havethese attitudes formed? Have status and powerplayed a role in their home lives? Students can askquestions, but if they do not believe that the teacherin role response is authentic then they may say soand suggest a more authentic reply.

Victimization and the Need for Empathy

There is an inverse relationship between empathyand aggression. By learning to understand another’spoint of view and to respect their feelings,aggressive behaviour is less likely to occur. Buildingemotional literacy can have a direct impact onbullying and future levels of family and societalviolence.

Activity #7: A Day in the Life … of a VictimIn groups create a series of 5 to 8 tableaux from thepoint of view of the victim. Each tableau shouldprogress and reflect the type of day that victim mightexperience. All tableaux begin in the morning athome.

Variation: As a Visual Arts Activity, have studentscreate a storyboard with captions for a day in the lifeof a victim. Apply the same following questions tothe storyboard.

During tableaux you can signal the actor playing Xto share his thoughts as the victim. What is s/hefeeling, hoping, or avoiding? Also feel free toanimate the tableaux further by signaling all theactors to take the pose into an improvisation.

n What feelings dominated X’s life? n How lonely was X? Did any of the charactersnotice X’s loneliness? n Does X have strong communication skills?n Does X have any friends? Why or why not?n How did X defend himself against his/her bully? n Did X show any signs of strength? n Do you think X is different from most kids? How?

Curriculum Expectations Dramatic Arts:

To accurately represent the attitudes of a character and todemonstrate how a role is communicated through voice

quality, gestures and body movements (gr.7-10).

Curriculum Expectations Dramatic Arts:To identify ways of sustaining concentration in drama (e.g.

remaining in role when playing a character being interviewed ) (gr. 7-10); To identify and employ different questions to develop

and deepen roles within a drama (gr. 9).

Curriculum Expectations – Dramatic Arts:To produce pieces that deal appropriately with youth

problems and to produce work as a member of an ensemble(gr.7-8); To demonstrate an understanding of how empathy

functions as a component of role playing (gr. 9).

10Post-Show Activities

Activity #8: Writing "In Role"In role as Carl or Teresa, write a series of diaryentries at key points in the story.Write a letter toanother character in the play, explaining yourfeelings and actions as the bullying progresses.Compose a monologue that expresses your innertensions and conflicts.

Curriculum Expectations – Dramatic Arts:To write in role in various forms showing understanding of

complexity of a dramatic situation, using appropriate vocabulary, toneand voice for character portrayal (gr.7-8); To identify and describe the

function of various methods of reflection (gr.9).

(Reasons for not telling given by pupils who had beenbullied, but had not sought help. Source: StrathclydeLEA "Building Better Relationships – Bullyproof YourSchool)

Fear of them getting backNot wanting to be a "tell tale"Not wanting to worry parentsShame at not being able to stick up for selfFear of losing friendsHard to proveNo confidence in adults keeping name out of itFear of what parents might sayMixed up and confusedSomething I can’t changeUnable to put feelings into wordsParents don’t understand school lifeAccept as something to put up withFeel no one will believe meNot wanting to get them into troubleNot wanting to show not popularNot seeing it as bullyingBlame myselfI deserve it

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Strategies for Positive Power

Activity #9: Whisper TunnelBoth victims and bystanders need to learn positivetalk back strategies to boost their confidence andcourage. The Whisper Tunnel is a group activity thatexplores character but also provides an opportunityfor positive feedback for the victims inSHOWDOWN.

Create a tunnel by lining up the students in to twoparallel rows facing one another. This tunnelrepresents the voices of support andencouragement that Carl and Teresa desperatelyneed. One student can play either Carl or Teresa,and walks down the tunnel and back again. He isgiven words of advice, support and encouragement(in whispers) by the students. Each student in theline must think of a voice which answers to one ofCarl’s many problems or worries. Give severalstudents the opportunity to play either Carl orTeresa. Reflect on the experience.

Activity #10: The Ouch GameLearning to speak up, as either the victim or abystander, has its many difficulties. Sometimeswhat’s lacking is courage to actually voice yourconcerns. At other times, there is a difficulty indiscerning and recognizing more subtle bullyingbehaviour. The Ouch game is a listening andobservation activity. Viewers must verbally mark thebullying behaviour. Participants are also challengedas individuals and then as groups to speak out andbe heard; "Ouch! Someone is being bullied!"

Curriculum Expectations – Health &Phys.Ed.: To identify ways of dealing with harassment and to

identify people and resources that can support someone experiencingharassment (gr.7- 10). Social Sciences: To apply strategies for building

self-confidence (gr.9).

11Post-Show Activities

Students can reuse tableaux from A Day in the Lifeof the Victim for this activity. Students will take theirtableau and animate it into an improvisation. Whilethe improv is played out, one person chosen fromthe audience is given the task of calling out the word"OUCH!" anytime they see someone in the scenebeing put down, oppressed or bullied. Afterwards, tryanother scene and have the entire audience call out"OUCH!"

n Was it easy or difficult to call "OUCH"? In agroup? By yourself?n When you were calling "OUCH!" in a group didyou do it all confidently, as one voice? Or werevoices scattered? Why was it difficult for it to feel likea group effort? n Did you start to become uncomfortable at howmany ‘ouches’ you noticed?n Do you think you’ve become used to bullyingbehaviour and so you don’t notice it as much? Why?n Is bullying just a part of growing up? n Does everyone have the right to feel safe inschool?

Activity #11: Picking a FightConflict is a part of everyone’s life. If students findthemselves in a situation in which conflictmanagement is possible than measures should betaken to resolve the situation with fairness, goodlistening skills and creativity. Note, though, that realbullies are not interested in negotiating but simplydominating as was clearly the case with Drew andAshley in SHOWDOWN . In either instance,however, an ability to de-escalate a dangeroussituation is extremely valuable.

Curriculum Expectations – Health & Phys.Ed.:To analyze situations that are potentially dangerous to personal

safety (gr.7-8); Dramatic Arts: To apply principles oflistening both in and out of role (gr.9).

The game of Picking a Fight has a twofold purpose.It helps students explore listening skills as well asbody tension in performance. And as they try outdifferent ways to argue students also become morefamiliar with the escalation and de-escalationpotential in a conflict.

Have students choose a partner, calling themselvesA and B. Without preparing, A begins a conversationby saying, "No you didn’t," and B replies with, "Ohyes I did." Continue the conversation and quicklydevelop it into a natural argument. Don’t continue ata " No you didn’t," "Yes I did" level. Here are somesuggested situations: at your locker, in a classroom,at a school club meeting, at a school basketballtournament, in the subway, in a video store, at themovies, at the dinner table, at home in front of thetelevision.

A third of the way through the argument announce tostudents: Find a way to start to de-escalate theargument, to bring it down in intensity ans step back.

Two thirds of the way through the exercise instructstudents to start to negotiate a solution. This shouldnot be a perfect or magical solution. There can beloose ends. They can even agree to disagree.

n Where did you feel the most tension in your bodywhen you were improvising your argument? In yourneck? Throat? Hands? Back Legs?n Did you try to control the tension? How? Wereyou successful? How dod you use your breath?n Were you aware of any emotional buttons thatwere pushed?n What were some of the ‘escalating’ words thatwere used?n Where did the change in the argument begin?Specifically which line?n How did the change begin?n What were some of the ‘de-escalating’ words thatwere used?n Did your body language change during the de-escalation? Did your tension change?

Post-Show Activities

Activity #13: Commercial / Website CreationAs a culmination of their experience with the playSHOWDOWN and the exercises in this teacher’sguide, have students create one of two finalcommunication projects:

Develop a 2-minute anti-bullying commercial. Thismay be for radio or television and should bevideotaped or audiotaped. It can be presented toother classes or at an assembly. If a radiocommercial, play it over the P.A. during morningannouncements during Safe Schools Week in yourBoard.

Design an anti-bullying website. How will the designbe influenced by its purpose? Who is youraudience? What design elements will you use toappeal to your audience? Once it is completed linkthe strongest sites to your schools’ website. Engagethe rest of the community in your anti-bullying work:make sure the whole school and all parents areaware of this new site for Safe Schools week in yourBoard.

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Curriculum Expectations – Dramatic Arts:To accurately represent the attitudes of a character through

voice quality, gestures and body movements;

Social Sciences: To understand and apply a variety of problemsolving and decision making skills to family and social

problems (gr.9).

Curriculum Expectations – Oral & Visual Communications: To create a variety of

media works (gr.7-8); Media Arts: To use knowledge of a varietyof media forms, purposes and audiences to create media

works and describe their intended effect (gr.9-10).

n Was it just as difficult to negotiate some sort ofresolution as it was to continue arguing?n Did you feel that your partner really heard whatyou were saying?n Did your partner at anytime employ activelistening skills? What were they?n Were you happy with the resolution? How muchdid you feel you had to compromise?

Activity #12: Stop, Think and ActOften, when confronting bullying situations, youngpeople have a difficult time seeing ‘around thecorner’. Students feel, act and then think. Throughrole play exercises there is the possibility to teachstudents to first feel (become aware of theiremotions in the moment), to think (what are theiroptions) and only then act: "This is the essentialgoal of the [role-playing] process: to makedecisions in the light of probableconsequences." (Patti Andrews et al, “ConflictResolution Through Drama”)

In groups of 3, students choose a scene from theplay SHOWDOWN that bothered them, and in whichthere clearly was a conflict or poor choice made byone of the characters. Students role-play the scenetwice, each taking a turn playing the bully, the victimand the bystander (This part can be improvised intothe scene.). During the improvisation call "Freeze!".The students freeze in their physical positions andstop their dialogue.

Try and pick escalating moments in the improv inwhich to tap each character on the shoulder andhave the character speak what they are thinking orfeeling at that’ ‘frozen moment’ in time (i.e. "I’mscared that he’s going to hit me.")

Curriculum Expectations – Dramatic Arts:To demonstrate understanding of the motives of characters

(gr.7-8);Social Sciences: To demonstrate communication and conflict resolution skills in the context of family and social

relationships (gr.9).

Bibliography & Resources13

American Association of School Administrators. 1995. ConflictResolution: Learning to Get Along.

Boal, Augusto. 1992. Games for Actors and Non-Actors.Routledge Publishing, London.

Booth, D. & Lundy, C. 1985. Improvisations: Learning ThroughDrama.

Charach, Dr. Alice et al. "Bullying at School: A CanadianPerspective: a Survey of Problems and Suggestions forIntervention." Education Canada. Spring 1995.

Craig, W. and Pepler, D. "Children Who Bully--Will They JustGrow Out of It?" Orbit. Vol. 29. No. 4. 1999.

Craig, W. and Pepler, D. "Making a Difference in Bullying:Understanding and Strategies for Practitioners. La Marsh Centrefor Research on Violence and Conflict Resolution and Queen'sUniversity.

Craig, W. and Pepler, D. "Bullying: Research and Interventions".Youth Update, Vol. 15, No. 1. Spring 1997.

Craig, W. et al. "An Evaluation of an Anti-Bullying Intervention inToronto Schools." Canadian Journal of Community MentalHealth. Vol. 13. No. 2. Fall 1994.

Garrity, C. et al. Bully-Proofing Your School: A ComprehensiveApproach for Elementary Schools. Longmont, Colorado. 1995Contact: (303) 651-2829.

Gibbs, J. 1987. Tribes: A Process for Social Development andCoopertaive Learning.

Goleman, Daniel. 1995. Emotional Intelligence.

Honey, K. "Everyday War Zone". Globe Focus. Globe and Mail.March 30,2002.

Iogna, L. & Malbogat, S. 2000. Joking for Forum Theatre: AFacilitation Handbook.

Jensen, D. "Urban Renewal: The Resurrection of an ex-GangMember: An Interview with Luis Rodriguez". The Sun. April2000.

Johne, Marjo. "When Bullies go to Work". Globe and Mail. April17,2002.

Johnstone, K. 1994. Don’t Be Prepared: Theatresports forTeachers.

Kalinowsky, Tess. "Violent Media Breeds Bullies, ConferenceTold". Toronto Star. April 12, 2002.

LeBlanc, A. "The Outsiders". The Troubled Life of Boys. NewYork Times Magazine. August 22, 1999.

Miller, S. ed. Safe by Design: Planning for Peaceful SchoolCommunities. Seattle. Committee for Children.

National Crime Prevention Council Canada. "Bullying and Victimization: the Problems and Solutions for School-AgedChildren". June 1997.

Mickleburgh, R. "I Didn't Hear My Daughter's Cries". Globe andMail. March 30, 2002.

Neelan, J. 1990. Structuring Drama Work.

Sternberg, Patricia. Theatre for Conflict Resolution: In theClassroom and Beyond. 1998. Heinemann Press

Talbot, M. "Mean Girls and the New Movement to Tame Them".New York Times Magazine. February 24, 2002.

Tesher, Ellie. "Adult Models fuel problem of Bullying". TorontoStar. April, 2002.

Bullying.orghttp://www.bullying.org/• Includes an online forum for sharing strategies and

experiences

Dr. Ken RigbySouth Australiahttp://www.education.unisa.edu.au/bullying/• Includes research and strategies from one of the worlds

leading bullying experts

Anti Bullying NetworkScotland, UKhttp://www.antibullying.net/• Includes an extensive database of bullying Q&A and

many other resources

La March Centre for Research, York UniversityToronto, Ontariowww.yorku.ca/lamarsh• Includes the "Teen Relationships Project" research and

statistics onbullying and violence

Kids Help Phonehttp://www.kidshelp.sympatico.ca/• Includes online counselling services on a variety oftopics

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