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Gum And Goo- Howard Brenton

Outline of skills used throughout this scheme of work

This scheme explores a play text for Unit 2 of the GCSE Edexcel Specification. It is concerned with the play Gum and Goo and uses
a variety of drama techniques that allow students to fully explore the issues within the text.

Over all aim of the scheme:

To engage, experiment and explore the text for the assessment of Unit 2.
To construct creative, imaginative performances of the text demonstrating the understanding of key drama techniques
that will lead to the exploration and development of the issues and themes within the play.
The activities aim to engage and advance the experiment action and the ability of the actor to use their skills to
communicate the role and the inner feeling of the role successfully.

Overall objectives:

To take, apply and respond to the guided exploration to develop the individual’s understanding of how to interpret a
text.
To allow the actor to interpret and communicate this understanding of context, themes, emotions effectively
To enable the student to reflect and further their creation of a performance of Gum and Goo to meet full potential
within the assessment

Interpersonal objectives and key skill exploration:

Learning to apply the exploration to interpret the text and apply information to create a performance that successfully
explores the themes.

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Learning to respond to the exercises and select the appropriate techniques.
Demonstrate an ability to work with others to enhance the development and reflect on the needs to further the
communication of the themes.
Reflect upon and respond constructively to their own work and that of their peers

Interpersonal skills Drama Skills used Acting Skills used Resources

Co-operation Role play Motivation (reason behind a Play text
Control Thought tracking movement) Music
Focus Cross-Cutting Vocal
Concentration Rehearsed improvisation Physical
Negotiation Writing in role Movement
Listening Image - Moving or still Interpretation
Reflection, evaluation Hot-seating Direct
Atmosphere
Tension
subtext

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1

Aims Teaching Objective: Learning Objective:

To introduce the text Pupils should be able to: By the end of the lesson pupils should be able to:
and its key themes.  Engage with the initial exploration  Identify the key themes and characters
 Recognise the emotions and key  Highlight key emotions and words
words  Apply and devise an performance communicating
 Interpret and construct an understanding of the mood and words
imaginative scene using them
Differentiation
All pupils will Most pupils could Some pupils should:
Be able to identify the Explore the impact of the words on Discuss and highlight the meaning for the selection
themes within the text. the delivery Develop the interpretation taking risks to highlight the
Interpret and create imaginative emotions and mood
images
G & T: further the development using imagination and risks
Questioning: LAC: ICT: NAC: timing, grouping Assessment: Resources:
Why is this an effective way of Interpret the Music Numbers in group Informal Music
exploring the themes within a delivery timing reflection Synopsis of
text? Evaluative Gum and
What is the impact of the key skills Goo
words?

ti Activity
m
e
5 Write the following words on the board: Gremlins/different/Lonely/Children. What images do these conjure up? Explain
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that these are some of the themes within the text. It is important not to tell students too much about the text at this
stage to allow them to be fully creative with their own ideas. (responding to the themes).
1 In groups of 4 students are to create an image for each of the words- they must fully consider how they are going to
0 communicate these words. Share and evaluate them fully focusing on proxemics and what this can mean.
1 Now the group is to bring these to life using movement. They must communicate fully the words. They are allowed to
5 use sound but now words. Share and evaluate focusing on physicality. Encourage students to consider exaggeration to
2 create a mood or atmosphere. Option to add music to consider how to create differing moods.
0
1 Introduce the text Gum and Goo and explain that it is about a young girl of 11 who has autism. She finds it difficult to
0 cope in the outside world and so creates two imaginary friends called Gum and Goo. Why might she have done this?
Discussion on what we know about autism. (Michele creates an Igloo for herself in the opening scene.) Why might this
be? Link to key words used at the start of the lesson.
5
1 Reflect and write down in journals- they are to write a description of the drama work. How did this help us to explore the
0 themes within the text? What mood did you create and how? Ensure students are writing using the key drama terms.
Reflect and record any developments to the context

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2
Aims Teaching Objective: Learning Objective:
Explore the opening Pupils should be able to: By the end of the lesson pupils should be able to:
scene and how to  Identify how to use Proxemics to  Emphasise the directed lines
creatively interpret it. highlight a relationship.  Experiment with interpretation
 Consider how to communicate the  Understand how to create mood/ tension/
scene to an audience. character through dramatic techniques.
 Respond and reflect on the work.
Differentiation
All pupils will Most pupils could Some pupils should:
Change the emphasis Experiment using own interpretations Experiment with own appropriate interpretations
Select appropriate Discuss your selections Justify selection
presentation
G & T:
Questioning: LAC: interpret ICT: NAC: timing, Assessment: Resources:
How has the interpretation role Lighting (if grouping Resource sheet
developed? possible) One- Opening
Groups of 3 scene

Timin Activity
g
5 Recap on last lesson. Read through opening scene. Explain that today we will be looking at how to interpret this
scene creatively. The play Gum and Goo was written to be performed with no set so the actors had to use bold
physicality to paint the scene for the audience. Discuss the mood/ atmosphere of the scene.
10 Groups of 3. Students will explore how to present the opening scene. Experiment with different positions. If G+P
are close to M does this make them more threatening? Try playing different parts. Does it matter if M is standing
or should she be lower than G and P? Where are they? Do we know? How are you going to interpret the
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atmosphere within the scene without saying anything? What do you want your audience to pick up on?
10 What atmosphere is being created? Now students are to add words- not dialogue. They are to think about what
their body language suggests about the characters. They can add sound too.
15 Share and evaluate. Why is it important to attempt this scene in mime first? What do you have to be aware of as
an actor in this scene? (the relationships between the characters/ why is M different to G+P?) If time, students
could try and play the scene as 6 year olds to explore different body language and what it suggest. Or even as
adults.
10 Students to write down the activity in their log books. Teacher to go over and highlight key terms and to ensure
understanding.
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3
Aims Teaching Objective: Learning Objective:
To further students’ Pupils should be able to: By the end of the lesson pupils should be able to:
knowledge of the  Engage with the role  Identify characteristics of Michele
characters/relationships  Identify the key elements of  Use their own skill to “multi-roll”
. movement and Voice.  Refine and identify the further understanding
 Construct and reflect to refine and through the exploration
demonstrate
Differentiation
All pupils will Most pupils could Some pupils should:
Engage with the role Show understanding Communicate understanding
Make simple decisions Demonstrate understanding of the Reflect on the meaning and deeper understanding of
decisions and lines the role
G & T: demonstrate the interpretation through the communication of the lines
Questioning: LAC: ICT: NAC: timing, grouping Assessment: Resources:
What are you Writing in Play Text.
communicating role
about character?

Timin Activity
g
5 Initial Discussion- What is multi- rolling and how is it used in the play? What difficulties may be faced by the
audience?
10 Warm- up- students to walk around the room in silence slowly. They are to imagine that they are the boys from
the opening scene. Teacher to lead their transformation into the Gremlins. Teacher can use Boal’s Slow motion
Race from one end of the room to the other focusing on how to develop and transform the boys into Gremlins.
Why did Michele turn the boys into Gremlins? What was going on in her mind?
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20 Groups of three students are to create a still image of Michele and the boys at the start of the play. They are then
to morph into Michele and Gum and Goo. What are the key differences between the characters? What mood is
created and how does it change? Who has power/status and does this shift? Students to think back to the Boal
exercise earlier.

10 Students to add a line for each character. They are to consider voice and pace, pitch pause and tone.

10 Perform with voice. Does this change anything about the scene or character? Focus on Michele? Does her voice
change? Identify the key moment where her attitude changes.

10 Write up notes. Teacher to guide students in highlighting specific moments of movement/Voice.

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4
Aims Teaching Objective: Learning Objective:
Explore and Pupils should be able to: By the end of the lesson pupils should be able to:
experiment with  Apply the directed exercises  Discuss how they used abstract drama to explore
exercises that will help  Reflect and refine the character
us to develop development  Select appropriate responses
Character.  Demonstrate the selection of  Present the response and reflect
appropriate skills
Differentiation
All pupils will Most pupils could Some pupils should:
Select some of the Reflect and experiment with the Refine the response though identifying the ideas
changes and developments made identifying communicated
developments what impact it has
G & T: further the development and refinement of ideas. Initialling and discussing the decisions made and the impact of
the developments
Questioning: LAC: ICT: NAC: Assessment Resources
What does the text tell us about Michele? timing, : :
groupin Text
g

Timin Activity
g
10 Initial Discussion- What sort of character is Michele? How do we as the audience feel towards her? Is she a
likeable character? What do we know about her relationships with other characters?
20 Students in groups of 4. Each group is given a section from the text. (resource B) These are Michele’s words about
herself/her life. As a group you are to identify any key words. You are to perform your section of text as a group.
What techniques are you going to use? (Ensemble? Naturalistic/ abstract)
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5 Refine and discuss EBI’s. Remind students that the character has two names. Can they use this in their piece? Why
is this important? Students are to carefully consider the following: Does Michele speak slowly or quickly? Is she
clumsy? Does she have a particular gesture that she uses? If so how are you going to incorporate these into your
pieces?

15 Share and evaluate.

5 These will be abstract in nature. Why is this an effective way to explore the character of Michele? What does this
tell us about Michele?
5 Homework- Consider your interpretation of Michele. What would you do as an actor to develop your
characterisation?
Below is a table that could be used to help students with this.

GESTURE & MOVEMENT What effect would this have?

I could raise an eyebrow This would show disbelief and suspicion when the
Gremlins arrive.
VOICE & SPEECH What effect would this have?
My pace would be slow with an This would give the impression that Michele was
even tone. trying to soothe and reassure herself that the
Gremlins are normal.

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There are two lessons left in the scheme where students can present three scenes from the text. They
must choose three Explorative Strategies to use. Teacher can run a session on hot-seating one of the
characters also.

BELOW ARE SOME RESOURCES.

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Gum and Goo- resource sheet One.

As the audience come in, G, P and M are playing touch he, in a circle.
The game goes on for awhile.
A plastic football’s thrown into the circle.
They pick it up, throw and bounce it about, off the walls and onto the ceiling. Its fun.
It stops being fun. G+ P begin to hog the ball.
Piggy in the middle starts. It’s fair at first.
But M gets stuck in the middle.
G+P torment M, hide the ball behind their backs, hold it above M’s head. M goes on tiptoe to try and get it.
Suddenly G throws ball to M.
Delighted M throws the ball to P, to start the Piggy in the middle game again.
But G+P play dead, let the ball roll away.
M tries again to get them to play, but they just stand still.
M gives up sad. Sits down, lets the ball roll away.
Stands up, turns away, sucks thumb.

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“An’ when I get scared I think I’ll burn the whole world
down. That’s what I think. I’ll burn the houses down and
burn the mums and dads down. I’ll burn my mum and dad
down. Specially my mum. I’d like to see my mum’s hair burn
and hear her scream. She screamed once when I threw my
iron at her. It made a funny mark on her face. I’d like to
see her silly legs up burning and her knickers turning black.
And when all the world was burnt I’d. I’d.. BE HAPPY”.

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“I was playing with my mum, and I got hold of head,

and it roll off. Under the table. And I run down the
garden. And my mum’s head it roll after me. And I go in
the shed. And I shut the shed and. My mum’s head it
bump against the door bump bump bump. And say let me
in Mary, Mary let me in”.

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The Dark Inside.

The Light inside the dark inside.
The beautiful lands inside.
The lovely ladies in the field inside.
The silver children and the animals at play inside.
The snows, and Christmas is forever inside.

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In the extreme condition, the child’s

senses are totally dislocated. Fire is
cold, cold burns. Words screech.
Animate objects are stone. The child
walks on another planet, converses with
beings not conceived of by the natural
world.

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Mary’s a difficult girl. (They can be difficult)

Wilful. (They can be wilful)
Not bad. (No not necessarily bad sir)
She has thoughts. (They do have thoughts sir. You
try and stop kids having thoughts, but they go right
on and have them).
I don’t know where they come from.

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