Andy StantonContents

Page 1: Useful Web sitesPage 2: Introductory ActivitiesPage 4: Activity 1- Dazzling Descriptions!Page 5: Activity 2- Mr Gum’s Garden/Horrendous HousePage 6:Activity 3- Cool CharactersPage 8: Activity 4- OnomatopoeiaPage 9: Activity 5- Top T.V Time!Page 10: Activity 6- Silly Similes!Page 11: Activity 7- Crazy Characterisation!Page 14: Activity 8- Lamonic Bibber Land!Page 15: Activity 9- Goblin Gargoyles!Page 16: Activity 10- Silly Songs- Tra…La…La!Page 17: Activity 11- Create a Character!Page 18: Activity 12- Brilliant Book Idea!

Homework Activities-Page 20: Homework Activity 1- Crazy Catchphrases!Page 21: Homework Activity 2- Evil Plans!Page 22: Homework Activity 3- Fab Front Cover!Page 23: Homework Activity 4- Rocking Review!

Extra Resources-Extra Resources 1: Drama Teaching NotesExtra Resources 2: Mr Gum TitlesExtra Resources 3: Book Review

Introduction

The activities provided in this resource focus on three novels: You are A Bad Man Mr Gum, Mr Gum and the Biscuit Billionnaire and Mr Gum and the Goblins. They are designed to be fun, engaging, cross-curricular activities which should enhance the children’s enjoyment and understanding of the author’s work. Please see the websites below for further information about Stanton and Tazzyman, and other teaching resources and activities.

Biography

Andy Stanton loved books from an early age. Andy studied English at Oxford, but they kicked him out! He has been a stand-up comedian, a film script reader, a cartoonist, an NHS lackey and has had string of part-time jobs that seemed to lead nowhere until one Christmas he sat down and wrote a story to entertain his young cousins. That story turned out to be ‘You’re A Bad Man, Mr Gum!’ It became the first book in the best-selling and hysterical ‘Mr Gum’ series, which has won numerous awards including the ‘Roald Dahl Funny Prize’ and has been translated into over twenty languages.

Andy Stanton lives in North London. He has many interests, but best of all, he likes cartoons, books and music. One day he would like to live in New York or Berlin because he’s got fantasies of bohemia. His favourite expression is ‘Good Evening’ and his favourite word is ‘captain’.

Useful Websites

www.mrgum.co.uk - ‘Mr Gum’ official website

Watch Andy Stanton read and talk about his Mr Gum novels-http://www.mrgum.co.uk/author.htm

Read the Lamonical Chronicle- Lamonic Bibber’s newspaper! http://www.mrgum.co.uk/chronicle.asp

Listen to Andy reading extracts from his books-http://www.edbookfest.co.uk/writers/andy-stanton

Read Andy Stanton’s Biography and listen to him reading extracts.http://www.meettheauthor.co.uk/bookbites/1381.html

Find out more about Mr Gum!http://www.egmont.co.uk/Character.asp?charid=37

Look at more of David Tazzman’s illustrationshttp://www.mrgum.co.uk/gallery.htm

Introductory Activities

Find out more about the author Andy Stanton and the illustrator David Tazzyman. Read the information about them in the Mr Gum books. Research on website etc.

In talking partners, think about what you would like to know about the author/illustrator and main character Mr Gum. Devise questions. Use these to refer to throughout the book study.

Listen to Andy Stanton read and talk about his Mr Gum books- http://www.meettheauthor.co.uk/bookbites/1381.html

Look at the front and back cover of the novel. What can you tell about… - the genre- type of story - the plot- the main character- other characters in the story- the setting

How can you tell? Discuss.

Look at the title of the book/s. Discuss the illustrations of Mr Gum on the front cover. What type of character do you think he is? How can you tell? Can you predict what the story might be about? What helps you do this?

Who is this book for? Audience? How can you tell?

Read the blurb/s. What do you find interesting? - Does it remind you of any other books you have read? Why? How?- How does it make you feel? - Does it make you want to read the book? Why?

- Would you choose to read this novel if you picked it up in a library or book shop? Why / Why not?

Read the reviews inside the book/on the back cover.- Discuss them. Why do you think they are there?- Are they effective?- How does it make you feel?

CfEListening and Talking: LIT 1-3 (02a), LIT 1-3 (04a) Reading: LIT 1-3(16a), ENG 1-3 (19a)Art & Design: EXA 1-3 (07a)

Activity 1: You’re a Bad Man, Mr Gum! Dazzling Descriptions!

Discuss the title of Book 1- ‘You’re a Bad Man, Mr Gum!’ Before you read the book, discuss in your talking partners, what kind of character do you think Mr Gum is? What do you think makes him bad? What kind of things do you think he might do?

Close your eyes and listen to the description of Mr Gum and his house in Chapter 1. Use your imagination to create an image of Mr Gum in your mind. Draw a picture of Mr Gum in his house. Think about all the description you have heard and try to use as much as you can in your drawing.

Discuss the description used by Andy Stanton and highlight the parts of the text that have super description- adjectives and similes. How does it make you feel? What effect does it have on the reader/audience? What do you notice about the kind of language Andy Stanton has used?

Imagine that Andy Stanton has asked you to write a description of Mr Gum for his first Mr Gum book. Use ideas from chapter 1 to help you. Write a descriptive paragraph about Mr Gum. Can you use similes like Andy Stanton has to create imagery?

Eg- ‘with two bloodshot eyes that stared out at you like an octopus curled up in a bad cave’. (Page 1)

Swap your description with a partner and draw what you imagine from reading the text. Get your partner to do the same. Discuss the results together and as a class.

CfEListening and Talking: LIT 1-3 (01a), LIT 1-3 (02a), ENG 1-3 (03a), LIT 1-3 (04a), Reading: LIT 1-3 (11a), LIT 1-3 (19a)Writing: LIT 1-3 (20a), LIT 1-3 (23a), LIT 1-3 (26a), ENG 1-3 (27a), LIT 1-3 (28a), ENG 1-3 (31a)Expressive Arts: EXA 1-3 (05a)

Activity 2: Gum’s Garden! and/or Horrendous House!

Listen to/read the description of Mr Gum’s garden (pages 6-9, Book 1). Draw a bird’s eye view diagram of what you imagine Mr Gum’s Garden. Use a key to make it easier. Squared paper would be the easiest paper to use for this.

Make a junk model of one of the rooms in Mr Gum’s house. A shoe box would be best for this activity. Choose a room and plan what you would like to be in the room- think about the descriptions in pages 1-6 (Book 1) and also add some of your own disgusting

ideas! Next make the model using smaller boxes, pots etc as the furniture. You can draw on paper for the walls etc.

CfEListening and Talking: LIT 1-3 (04a)Reading: LIT 1-3 (14a)Art and Design: EXA 1-3 (02a), (04a), (05a)Maths: MTH 1-3 (17d)Technologies: TCH 1-3 (14a), (15a), (15b)

Activity 3: Cool Characters

As you listen to/ read the 3 books in the Mr Gum Series, keep a ‘Cool Character’ notebook. Note down the characters names as you meet them. Keep notes about them under their names.

Eg: Mr Gum- A bad man who hates children, animals, fun and corn on the cob. Has a disgusting house, beautiful garden and a fairy who lives in his bathtub!Jonathan Ripples- the fattest man in townLittle girl called Peter- friends with Jonathan and Martin.Martin Laundrette- who runs the laundrette in town- makes fun of Jonathan and tries to come up with horrible plans against him!Angry Fairy- whacks Mr Gum with frying pan. Lives in bathtub Jake- massive whopper of a dog!Billy William the Third- disgusting, nasty butcher who pronounces words in a funny way!Polly- short for….. etc

Choose your favourite character and make a character profile from your notes.

Next, make a fact file about your favourite character!

Fictional Interview with your character- Write a fictional interview with your character for the ‘Lamonical Chronicle’: http://www.mrgum.co.uk/chronicle.asp

Think about what kind of questions you would like to ask your chosen character.

Use your notes to help you think about what kind of answers your character would give.

Use the ‘Top Ten’ lists at the back of Book 2- ‘Mr Gum and the Biscuit Billionaire!’ to help you!

CfEListening and Talking: LIT 1-3 (01a), (04a), (05a), (06a), (07a)Reading: LIT 1-3 (14a), (15a), (16a), (19a)Writing: LIT 1-3 (20a), (22a), (23a), (24a), (26a), (27a), (28a)

Optional Extras:

* Class poll on favourite character/ book in the series.

* Join with others in the class who have a similar favourite character. In these groups, make a Power Point presentation about your favourite character.

* Use the character interviews/fact files to help with the ‘Hot Seating’ Drama activity (Activity 7), later on in this resource pack.

CfEMaths: MNU 1-3 (20b), MTH 1-3 (22a)Technologies: TCH 1-3 (03a), (04a), (04b)Expressive Arts: Drama- EXA 1-3 (12a), (13a), (14a)

Activity 4: ONOMATO- (sounds like TOMATO) P-o-e-i-a!

As a class, discuss the meaning of ‘Onomatopoeia’. Discuss its use as a written sound effect. Have they seen this before? Where?

In groups, brainstorm as many words that can be used as sound effects.

Look at Book 1- ‘You’re a Bad Man Mr Gum’ (Page 24-25), Book 2-‘Mr Gum and the Biscuit Billionaire’ (P106, P139) and Book 3- ‘Mr Gum and the Goblins’ (111, 120, 121, 141, 165). Discuss the onomatopoeia that Andy Stanton has used. Discuss why the author has used this in the text, how effective it is and how that made up words can be just as effective.

Read the scenes in the pages above and think of other words-either real or nonsense words that would be just as effective.

Next, choose a favourite scene from one of the 3 books. Illustrate the scene like one from a comic. Add in written sound effects, either real or made up. You can also add in some speech bubbles, or thought bubbles too!

Optional Extra: Take a word from your brainstormed list at the beginning of Activity 4. Can you create ‘word art’ with this word? Eg: MOO, but writing the word and illustrating it with black and white cow patches, horns, udders and a tail.Eg: TICK TOCK- In the words, drawing a clock and hands etc.Eg: BANG!- Making it in to a bomb with sparks etc.

CfEListening and Talking: LIT 1-3 (01a), (03a), (04a)Reading: LIT 1-3 (11a), (12a), (16a), ENG 1-3 (19a), Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (27a), (31a)Expressive Arts: Art and Design: EXA 1-3 (02a), (03a), (04a), (05a)

Activity 5: Top T.V Time!

In groups, look at the list of ‘Mr Gum’s Top TV Programmes of all Time!’ at the back of Book 2- (‘Mr Gum and the Biscuit Billionaire!’)

Discuss the kind of programmes Mr Gum likes best.

In groups, choose one of the programmes on the list and discuss who would be in the show, setting, props and length of programme. As a group, act out a scene from the show!

Next, make a list of ideas for a new television programme that you think Mr Gum would put on his ‘Top Ten’ list.

As a group, choose an idea for a new television programme that Mr Gum would love! Plan what will be in the programme- the setting, actors (if any), props and scenery.

Plan, practise and present your show to your class!

Optional Extra: Film your television show using a video camera and show case to your class. Have a class ‘Mr Gum, Television Awards’ ceremony and make awards with titles suited to each show!

CfEListening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)Reading: LIT 1-3 (14a), ENG 1-3 (19a)Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (31a)Expressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)Art and Design: EXA 1-3 (02a), (03a), (05a)Technologies: TCH 1-3 (03a), (03b), (04a), (04b), (14b), (15a), (15b)

Activity 6: Silly Similes!

Discuss Andy Stanton’s use of similes. What do you notice? What effect does this have on the reader?

Book 2 –(Page 81) ‘in they crept, like bad dreams in to a postman’s head’(Page 115) ‘it smelt like a zoo had married a gigantic great fart!’(Page 136) ‘the glorious beast had erupted from the waters like a furry referee’.

Can you think of your own silly similes to describe- Mr Gum, Lamonic Bibber, Billy William the Third, Monsieur Bellybutton, or any other character? Billy William the Third’s Right Royal Meats, Goblin Mountain, or any other setting in the first three ‘Mr Gum’ books?

CfEListening and Talking: LIT 1-3 (01a), (03a), (04a)Reading: LIT 1-3 (11a), (12a), (16a), ENG 1-3 (19a), Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (27a), (31a)

Activity 7: Crazy Characterisation! - Drama Activities

Take on the role of the following characters:Mr GumBilly William the ThirdPollyMartin LaundretteFriday O’LearyAlan Taylor A Goblin

Explore each character using facial expressions, creative movement, gestures, and using different voices in role. Become the character with your whole body. Teachers should use the term ‘freeze’ to freeze the pupils in role and ‘action’ for them to continue to act in role. Next, use ‘Thought Tracking’ (see extra resource 1) by tapping them on the shoulder. Pupils should be given thinking time before this, to think of something the character might say (in general, or at a given point in the story). This is very effective and gives pupils a chance to use their voices creatively in role.

Pupils can create a ‘Character Circle’, where all the pupils are in a circle. They are given a specific character to be (eg- Mr Gum). Each pupil has to think of something he might say or think (again ‘Thinking Time’ is appropriate here). Choose a confident pupil to start and tell them who

they have to change places with to start the activity off. The starting pupil enters the ‘Character Circle’ in role. Once in the middle of the circle, they say what the character might be thinking or saying and change places with another pupil, who does the same and so on………..

‘Conscience Alley’ (see extra resource 1) is another way of extending characters thoughts and feelings. Here the pupils should be in two lines, facing one another. One pupil is the character (who walks down the middle of the two lines) and the others at the side are the character’s conscience. (thought or speech bubbles)

Characters can also be explored using the activity ‘Role on the Wall’ (see extra resource 1). This is a super activity to do before ‘Hot Seating’ (see extra resource 1)

Hot seating:Take it in turns to be in the hot seat for different characters at different points in the stories. One pupil is a character in role in the ‘hot seat’ and the other pupils in the class ask questions. Find out about how the character felt at that point in time, what thoughts were running through his/her head, how s/he felt about other characters, why they acted in certain way, what s/he thinks will happen in the future etc.

Group work:‘Still images’ of specific scenes in the novel can be created in small groups (no more than 5). Pupils can be given specific scenes to start with, or they can choose their own. Eg: - A scene from Billy William’s butcher shop.

- A scene from Mrs Lovely’s sweet shop.- Jake the dog being poisoned by Mr Gum and Billy William the Third.- Martin Laundrette, playing a trick on Jonathan Ripples.- A scene from Alan Taylor’s (the Biscuit Billionaire) party.- The robbers on the run!- The robbers being captured!- A scene from Goblin Mountain.- One of the impossible challenges.- Favourite scenes from any of the first three Mr Gum books.

A list of new Mr Gum titles could also be used to create still images! (See extra resources 2).

Teachers can use ‘Thought Tracking’ (see extra resource 1), by tapping pupils on the shoulder. Pupils should remain in role and say what the character they are playing would be thinking or saying at that specific time. ‘Flash Back’ and ‘Flash Forward’ (see extra resource 1) can be used here too, to extend the lesson and the characterisation in groups.

CfEListening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)Reading: LIT 1-3 (14a), ENG 1-3 (19a)Expressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)

Extension:Make models of the main characters in the stories or give each other a role. Choose a favourite scene from one of the first three Mr Gum books. In groups, change the text from the narrative in to a play script. Practise this scene as a group- concentrate on using your voice to create excitement, tension and suspense. Remember your audience!

If using models, create an animation using a Digital Blue camera to film and edit your work. Use freeze frames. Once your work is completed, share with the whole class and use peer assessment to help evaluate your work.

CfEExpressive Arts: Drama- EXA 1-3 (01a), (12a), (13a), (14a), (15a)Listening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)Reading: LIT 1-3 (14a), ENG 1-3 (19a)Writing: LIT 1-3 (20a), (24a), (26a) ENG 1-3 (31a)Expressive Arts: Art and Design- EXA 1-3 (02a), (03a), (04a), (05a), (06a), (07a)Technologies: ICT- TCH 1-3- (03a), (03b), (04a), (04b)Design: TCH 1-3- (12a), (14a), (15a), (15b)

Activity 8: Lamonic Bibber Land!

As a small group, create a map and/or 3D model of Lamonic Bibber. Make a list of all the features and landmarks you wish to put on your map. Use a key to help you!

Here are some places you may wish to include:- Mr Gum’s house- Other character’s houses- The High Street- The laundrette- Billy William the Third’s Right Royal Meats- Mrs Lovely’s Wonderful Land of Sweets- Town Square- Boaster’s Hill- Jake’s tree- Olde Curiosity Shoppe- The woods- Friday O’Leary’s cottage in the woods- St. Pterodactyl’s School for the Poor- Smuggler’s Cove & Hangman’s Leap (cliffs/rocks/water)- Mountains/fields- The Great Cliffs- Stone table - Talk of the Devil Tavern- Goblin Mountain

CfEListening and Talking: LIT 1-3 (02a), (03a), (05a), (06a), (10a)Reading: LIT 1-3 (14a), ENG 1-3 (19a)Technologies: Design: TCH 1-3- (12a), (14a), (15a), (15b)Expressive Arts: Art and Design- 1-3 (02a), (03a), (04a), (05a), (06a)Maths: MTH 1-3 (17d)

Activity 9: Goblin Gargoyles!

Look at the pictures of the goblin characters from Book 3 (Mr Gum and the Goblins!) on pages 32-35. Also look at the goblin illustrations by David Tazzyman-http://www.mrgum.co.uk/gallery.htm

Think of a new goblin character for Book 3- ‘Mr Gum and the Goblins’. Use the ideas and descriptions in these pages to help you. Try to draw your goblin in the same style as David Tazzyman- use pencil or charcoal to create line, shading and tone. Next think of a name for your goblin (and a real name!)

Create a goblin gargoyle to stand guard in front of ‘Goblin Cave’ on the top of ‘Goblin Mountain’. Use your design to help you create a goblin gargoyle out of clay.

Once you are happy with your clay goblin- paint and varnish your goblin.

CfEExpressive Arts: Art and Design EXA 1-3 (02a), (03a), (04a), (05a)Technologies: TCH 1-3 (15b)

Activity 10: Silly Songs….Tra-La-La!Listen to/read the songs in the first three Mr Gum books-Book 1: ‘You’re a Bad Man, Mr Gum!’- p101, Book 2: ‘Mr Gum and the Biscuit Billionaire’- p71-74Book 3: ‘Mr Gum and the Goblins’- p33, p125-128

What do you notice about these songs? Why do you think they are included in the books? What is their purpose?

In small groups, write a poem about a character in the book to turn in to a silly song! Add percussion, noises or onomatopoeia! Present to the class! Use peer assessment to evaluate each other’s work.

CfE:Expressive Arts: Music EXA 1-3 (01a), (17a), (18a), (19a)Listening and Talking: LIT 1-3 (01a), (02a), (03a), (04a)Reading: LIT 1-3 (11a), (16a) ENG 1-3 (19a)Writing: LIT 1-3 (20a), (22a), (24a), (26a), (28a) ENG 1-3 (27a), (31a)

Activity 11: Create a Character!

Think about the characters in the first three Mr Gum books. List them under good/bad headings. Next think about a new character for a new Mr Gum book.

Will this character be good like Polly, Friday O’Leary and Mrs Lovely, or will they be bad like Mr Gum, Billy William the Third and Monsieur Bellybutton? Whose side will the new character be on?

Will the character be human, an animal, or a magical creature?

Think about what the character will look like, what their personality is like, where they live etc.

Draw a picture of your new character and make an annotated diagram of adjectives, similes, descriptive notes around the outside.

You might like to use your new character in the next activity!

CfEListening and Talking: LIT 1-3 (01a), (04a), ENG 1-3 (03a)Reading: LIT 1-3 (11a), (15a), (16a), ENG 1-3 (19a)Writing: LIT 1-3 (25a), (28a) ENG 1-3 (27a), (31a)Expressive Arts: Art and Design- EXA 1-3 (02a), (03a), (04a), (05a)

Activity 12: Brilliant Book Idea!Think of an idea for a new ‘Mr Gum’ book- what cunning plan will he have next? Will he have any accomplices? Who will help to stop him? Where will the story take place? What will happen in the end? What will the title be?

It is a good idea to keep most of the main characters- this will help you remain on track.

Discuss your story ideas in talking partners. Use peer assessment to help assess your ideas.

Write a short story about Mr Gum’s next adventure! Try to write the story in the same style of Andy Stanton. Use humour, onomatopoeia, silly similes, songs, catchphrases and black pen illustrations all the way through!

Think of what the front cover will look like – design this and write a blurb. Use the cover and blurb ideas from the first three Mr Gum books.

As a class, choose 4-5 story ideas and then work in groups with these story ideas to create a marketing campaign. Make posters and presentations to market and present your new ‘Mr Gum’ book!

In your groups, use these roles and ‘Top Tips’ to help you:

Group Roles: Facilitator Market Researchers Time Keeper Materials Manager Designers/Editors Quality Checkers Speakers

Top Tips for Creating a Perfect Poster:- Remember your target audience.- Bold, bright, colourful and eye catching. - Make your text purposeful and meaningful.- Keep text to a minimum.- Use a graphic of your new book!- Include a special/limited offer- to encourage people to buy it.- Can you think of a catchphrase or catchy slogan for your new book?

Present to the class!

CfEListening and Talking: LIT 1-3 (01a), (02a), (03a), (04a), (05a), (06a), (07a), (09a), (10a)Reading: LIT 1-3 (11a), (15a), (16a), ENG 1-3 (19a)Writing: LIT 1-3 (20a), (22a), (23a), (24a), (25a), (26a), (28a), ENG 1-3 (27a), (30a), (31a)Expressive Arts: Art and Design- EXA 1-3 (02a), (03a), (04a), (05a), (06a), (07a)Technologies: ICT- TCH 1-3 (14b), (15a), (15b)

Homework Activities

Homework Activity 1: ‘Crazy Catchphrases!- Shabba Me Whiskers!’List all the catchphrases that you can think of from the Mr Gum books you have read. Eg: ‘Shabba Me Whiskers’! - Mr Gum‘The truth is a lemon meringue’ !- Friday O’Leary ‘Funty’! - Billy William the Third

Think about your favourite character from any of the Mr Gum books. Make up a new catchphrase for this character! Next draw your character and in your drawing, use a speech bubble for your catchphrase!

Homework Activity 2: ‘Evil Plans!’In Books 1-3 of the Mr Gum books, one of the characters- ‘Martin Laundrette’, keeps a red note book to write his nasty plans and ideas in. These nasty plans and ideas are horrible things to do to Jonathan Ripples-the fattest man in town!

Eg - Turning Jonathan Ripples in to a fairground attraction! -The Ripple-izer 2000!

Pretend you are Martin Laundrette. Write a new evil plan for Jonathan Ripples in your red note book! Remember to say what your plan is and how you are going to do it!

Homework Activity 3: ‘Fab Front Cover’Choose any of the Mr Gum titles by Andy Stanton. Imagine that Andy Stanton and David Tazzyman have asked you to create a new, imaginative and exciting front cover for the book you have chosen.

- Think about the present front cover- it does not give away too much of the story.- Think about the covers of the 3 books you have read in class. What do they have in

common? What is their style? What important information is included on the front cover?- Some front covers have pictures of the characters on and some do not…. Which ones do

you think are effective? Why?- Think about your target audience- what do you think would encourage children (both

boys and girls) from P3-P7 to buy this hilarious children’s novel.- Think about what would appeal to them. - Use your knowledge and understanding of the story and characters to create a new front

cover for your chosen Mr Gum book!

Homework Activity 4: ‘Rocking Review!’ (See extra resources 3)Think about your favourite Mr Gum book. Think carefully about why it is your favourite book and why you would like to recommend it to children the same age as you.

Choose one of the following titles from the Mr Gum Books:- ‘You’re a Bad Man, Mr Gum!’- ‘Mr Gum and the Biscuit Billionaire ‘- ‘Mr Gum and the Goblins’

Use the Book Review form (extra resources 3), to write a book review about your chosen book. Don’t forget to give as much detail as possible in your answers.

Extra Resources – Mr Gum Series 1

Extra Resource 1: Drama Teaching Notes

Flashbacks and Flash Forwards Performers in a scene are asked to improvise scenes which take place seconds, minutes, days or years before or after a dramatic moment. This enables the exploration of characters' backgrounds, motivations and the consequences of their actions. The method can be used to quickly bring depth to activities involving still images or improvised drama.  Adding Flashbacks or Flash Forwards creates a context – it shows what led up to a particular moment, how it might be resolved or how it may lead onto additional challenges.  The technique helps to flesh out a dramatic moment or create the beginnings of a story.

How to do itWith a group that has created a still image, explain that when you clap your hands, you would like them to move silently in slow-motion to where their character was a few moments before.  When they are frozen still in the new image, you can use thought-tracking to explore character motivation.Now ask them to move back to their original image - which is the present moment.  Then you can use Flash Forwards - participants move in slow-motion to indicate where their characters might be a short time after this moment.  In this way you have created an episode with a beginning, middle and end and can develop it in any number of ways.

Thought trackingA group makes a still image and individuals are invited to speak their thoughts or feelings aloud - just a few words. This can be done by tapping each person on the shoulder or holding a cardboard 'thought-bubble' above their head. Alternatively, thought tracking (also called thought tapping) can involve other members of the class speaking one character's thoughts aloud for them. The technique is most often used in conjunction with image theatre or freeze-frames. Equally, thought-tracking is useful preparation for improvisation.

Conscience alleyA useful technique for exploring any kind of dilemma faced by a character, providing an opportunity to analyse a decisive moment in greater detail. The class forms two lines facing each other. One person (the teacher or a participant) takes the role of the protagonist and walks between the lines as each member of the group speaks their advice. It can be organised so that those on one side give opposing advice to those on the other. When the protagonist reaches the end of the alley, she makes her decision. Sometimes known as ‘Decision Alley’ or ‘Thought Tunnel’.

This drama technique can easily be applied to a range of subjects across the curriculum, whenever a character is faced with a decision. It may be that you reach a certain point in your drama lesson, or while reading a story aloud, or describing an historical event, when such a moment occurs. Turn the situation round on the children/students so that they have to consider the issues involved. Then in role as Mr Gum, Billy William the Third, Polly etc, you walk down the Conscience Alley as members of the group whisper their advice to you, or say what you are thinking/saying at a given point in the story.

Role on the wallThe outline of a body is drawn on a large sheet of paper, which is later stuck onto the wall.  This can be done by carefully drawing around one of the participants.  Words or phrases describing the character are then written directly onto the drawing or stuck on with post-its.  This drama

technique can be carried out as a group activity or by individuals writing about their own character. You can include known facts such as physical appearance, age, gender, location and occupation, as well as subjective ideas such as likes/dislike

You can vary the approach, for example known facts can be written around the silhouette, and thoughts and feelings inside. Key lines spoken by the character can be added.

The class can return to add more ideas, thoughts and feelings as they discover more about the character over time.

Role on the wall can be used as a way to develop ideas for improvisation or rehearsal.

Hot seating A character is questioned by the group about his or her background, behaviour and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analysing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills with the rest of the group.

How to do itThe traditional approach is for the pupil playing the character to sit on a chair in front of the group (arranged in a semi-circle), although characters may be hot-seated in pairs or groups.  It is helpful if the teacher takes on the role of facilitator to guide the questioning in constructive directions.

Extra Resource 2: Mr Gum Titles- You’re a Bad Man, Mr Gum!- Mr Gum and the Biscuit Billionaire- Mr Gum and the Goblins- Mr Gum and the Power Crystals- Mr Gum and the Dancing Bear- Mr Gum in the ‘Hound of Lamonic Bibber’- What’s for Dinner, Mr Gum?- Mr Gum and the Cherry Tree- Mr Gum and the Secret Hideout

You can look at their front covers and read a blurb for each at:

http://www.mrgum.co.uk/books.htm

Extra Resource 3: Book ReviewBOOK REVIEW

* Title-_______________________

*Author-__________________________

*Publisher-_________________________

*Genre-

* What did you most enjoy about the Author’s style?

*Synopsis of the story-

* Description of the main character-

* What was your favourite part of the story? Why?

* What was your least favourite part of the story? Why?

*What mark would you give this book out of ten? Would you recommend it to your friends? Why?

* If you could ask Andy Stanton 3 questions about the book, characters or about being an author, what would they be?