The Haunted Lift

Lesson Three:

Aims and Objectives:

To develop spontaneous improvisationskills
To introduce prepared improvisation
To examine parent/child relationships
To evaluate the drama used and the meaning created.

1.

Recap last weeks lesson.

2.

Ask for a volunteer to go into role. While the child went to the shop, the parent began to
clean the new flat. The volunteer is briefed and they are cleaning the new front door.
Remind them that they have just moved into the building and they don’t know anything
about the lift or the stories surrounding it. They will be meeting a new character and must
create a spontaneous improvisationshowing their reaction whilst in role as a parent.
The rest of the class must watch carefully. They will be asked questions about what they
have seen.

3.

Teacher in roleas a door to door sales person who is selling cleaning products. S/he is a
friendly gossip who includes the following in the improvisation,
“You’re new here aren’t you? On your own? Oh dear, A child! How are they? I’m
surprised the council let you move in here with a child of that age. Well, it’s what
people say around here, it’s probably just suspicious nonsense. The parents around
here don’t let their children use the lift. Apparently, a girl who lived in this tower
block disappeared a few years ago and it’s said that her ghost haunts the lift. The
adults around here don’t like to talk about it. I suppose they think........well, you know
what youngsters are like.”

4.

What kind of character was the teacher? What happened in the scene? What might happen
next?

5.

In pairs, improvise the scene where the child returns home from the shop after meeting the
Caretaker in the lift.

6.

Discuss with class; What has happened? What will happen next? What can the parent do to
stop the child going into the lift? Issues may arise such as why don’t young people do as
they are told? Should young people do as they are told? Motives of adults? Is there an
answer to this problem?

7.

Prepared improvisation. Later that evening, the parent has gone to bed. The child tries
to sneak out. S/he is discovered fully clothed in the bedroom. There is a bag on the bed. A
torch is beside it. Watch some of these.

8.

Evaluation what has been learnt this lesson about drama? What other things have they
thought about? Refer to techniques used on the “Drama Vocabulary” display.

The Haunted Lift

Lesson four:

Resources- lighting.

Aims and objectives:To develop an awareness of staging.
To develop an awareness of how to create atmosphere/use of
lighting.
To examine stereotyping.

1.

Recap on last weeks lesson and remind class of story so far.

2.

The child has decided to sneak out. What might happen? S/he might meet someone else in
the corridor. Who are they? What are they doing out that time of night?

3.

In pairs, the class will improvisethe scene. They must consider what kind of atmosphere
they need to create, the level of voices, is it cold?

4.

How would the class stage this scene? Possibly sitting in a corridor shape with the lift at
the end.

5.

Watch the improvisations and use the lighting to enhance the atmosphere.

6.

Evaluate how they created atmosphere, attitudes and the reactions if the characters. What
might happen next?

7.

Two volunteers are chosen to go into role. They go into the lift and meet the caretaker.
They must react in role. They meet the caretaker who is again very forceful. S/he demands
that the children get out of the lift as it is dangerous.

8.

Evaluate the reactions of the children to the caretaker. What did the caretaker say? What
was her intention? Can the students think of situations where they have judged someone
because of their appearance?

9.

What have we learnt about drama in this lesson? What other things have we thought about?

10.

What might happen next if we are to continue the drama? Use these suggestions to develop
the last few lessons of this half term.

Possible continuations:
If the class decide that the child disappears which is a popular suggestion, you may want to call a
meeting in role of local parents to develop the story.

Possible Hot Seating of caretaker. Her daughter is the ghost. The caretaker feels to blame for her
disappearance as she let her out alone.

Daniel Lockwood
Edmonton County School
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