Reading’s theatre

Definition:

Reader's theatre is a style of theatre in which the actors do not memorize their lines.
Rather, they either go through their blocking holding scripts and reading off their
lines, or else sit/stand together on a stage and read through the script together. In
Reader's theatre, actors use vocal expression to help the audience understand the
story rather than visual storytelling such as sets, costumes, and intricate blocking.

http://en.wikipedia.org/wiki/Reader%27s_theatre

Reader’s Theatre- How to adapt a script

1.    Choose a story or section of a book that is between 3-5     minutes long and
photocopy it.

2.     Decide what characters and narrators are needed and assign a marker color to
each.

3.     Highlight all dialogue with the appropriate marker.

4.    The text that is left is narration. Assign narration creatively by determining which
character it pertains to and splitting it between the character and the character’s
narrator.

5.      Add creative touches wherever possible.

6.     You are now ready to assign parts and rehearse.  Review "student objectives"
with the students.  Make sure they take the work seriously and adhere to the
objectives.
What is Readers Theater?

Reader's theater is often defined by what it is not -- no memorizing, no props, no

costumes, no sets. All this makes reader's theater wonderfully convenient. Still,
convenience is not its chief asset.

Like storytelling, reader's theater can create images by suggestion that could never
be realistically portrayed on stage. Space and time can be shrunk or stretched,
fantastic worlds can be created, marvelous journeys can be enacted. Reader's
theater frees the performers and the audience from the physical limitations of
conventional theater, letting the imagination soar.

Almost any story can be scripted for reader's theater, but some are easier and work
better than others. In general, look for stories that are simple and lively, with lots of
dialog or action, and with not too many scenes or characters.

Reader’s Theater involves children in oral reading through reading parts in scripts.
Unlike traditional theatre, the emphasis is mainly on oral expression of the part.
Reader’s Theater is "theatre of the imagination". It involves children in understanding
their world, creating their own scripts, reading aloud, performing with a purpose, and
bringing enjoyment to both themselves and their audiences. Reader’s Theater gives
children a purpose for writing, for reading, and for sharing their learning by bringing
others into the joyful "imagination space" they create. Reader’s Theater "succeeds in
giving the same suggestive push to the imaginations in the audience that the act of
silent reading gives to the imagination of the perceptive silent reader". It is a simple,
effective and risk-free way to get children to enjoy reading. As children write, read,
perform and interpret their roles they acquire a better understanding of the literature.

"Everyone needs to talk - to hear and to play with language, to exercise the mind and
emotions and tongue together. Out of this spirited speech can come meaningful,
flavourful language, worth the time and effort of writing and rewriting, phrasing,
rehearsing, and reading aloud."
The above is excerpted from "Readers Theatre in Elementary Classroom" and
"Strategies for Reading: Readers Theatre in the Middle School" by Lois Walker.

Readers’ Theater serves many useful functions:

 It provides repeated reading practice—an important factor in building fluency.

Repeated reading practice also improves students’ confidence in, and
enthusiasm for reading. It’s an enjoyable change of pace from everyday
practice sessions. My students love it! And so do we. Students are so thrilled
at their newfound skill that they ask to perform for younger classes.
 It’s a wonderful opportunity for children who are used to feelings of failure to
provide expertise entertainment for others.

http://www.literacyconnections.com/ReadersTheater.php

Reader’s Theatre

Student Actor Objectives

When performing reader’s theatre, the student actor should be striving to achieve the
following. After a first showing of a scene the teacher/director should give notes
stating which objectives need the most work. Assessment on a second showing
should be based on the actor’s and group’s ability to improve on the objectives noted
at the first showing.

Poise and Focus: The actor must stay "in character" at all times. There should be
no fidgeting or looking around. The cardinal sin of any theater class is GIGGLING. It
is important that actors understand the difference between the humor of their
characterization causing the audience to laugh and they themselves laughing while
performing.
Characterization and Acting: The actor should have a full understanding of the
scene and her role in it. This should be apparent in vocal inflection, facial
expressions, and body position.

Eye Contact: The audience should always be able to see the actor’s eyes. This
means that the actor must look down quickly to remind him of the line but must have
eyes up when speaking the line. Focus should be on a fixed point above the
audience. When characters speak to each other, the actors do not look at each other
but speak to their focus area as if it were the other character.

Projection and Diction: The student should be able to be heard clearly from the
back of the classroom. Every student is capable of this but they may need to
practice, as with any skill.

Pace: While an actor is performing, the pace should be comfortable but never too
fast. Actors need to anticipate their cues and come in immediately with no pauses.
The entire cast should use accelerated tempo to build a scene to a climax.

Ensemble: All actors in a scene should be working together to create their

performance. There should never be a feeling of the actor grandstanding or
performing in his own little world.

Peer Evaluation: When a group is performing the rest of the class should be
watching and noting whether the above objectives are being met. All evaluation
should be presented positively. This can be done orally or eventually (after students
are comfortable with positive criticism) on "stickie" notes that can be collected for
later reflection by the group. This can be one of the most valuable tools for actors. If
actors can see what works or doesn’t work in other people’s work, they will use that
knowledge in their own work.

Reader’s Theater
Purpose: to involve students in the text and to aid in the interpretation of the text,
while students internalize the information.
Rationale: the more engaged the students are in the text, the more they
comprehend; also a good way to motivate students to read more because it is fun.
Procedure: Select a story for script. Have students volunteer for parts. Rehearse
production. Students decide on how to use their voice, gestures and facial
expressions to portray character they are reading. Stage the production. May be
informal. Act the story in class or in front of an audience.
Strengths: helps understanding of characters and their situations; fun!
Weaknesses: time and behavioral management may be an issue.