The unit of work below has been created to study The Dark Room, by Angela Betzien. The work covers both practical and theory elements which allow students to build on their knowledge throughout the progress of the unit. The lesson plans are purely examples which are adaptable and have the ability to be re-worked to meet specific class needs and circumstances.
Please Note:
The Dark Room is recommended for Senior Drama. The play encounters strong language in which discretion is needed alongside potential permission to study from students parents/caregivers. Furthermore, concepts and ideas presented by the play are related to the brutality of Australian History, in particular that of Indigenous Australia, and should also be noted before reading the play.
'A lonely motel somewhere in the Northern Territory. Deep into the night, six lost souls play out a small, distant tragedy of lovesickness and social breakdown – only it’s not the same night.
'The Dark Room is Angela Betzien’s beautifully-formed thriller about the startling idea that, no matter how far apart we are in distance and time, we are all responsible for each other’s lives.
'The Dark Room is a timely reflection on the conflict between what we ask of society and what it asks of us.
(...more)Characters
Anni
Grace
Stephen
Emma
Craig
Joseph
Themes
Strangers and Outsiders
Assault
Domestic Violence
Murder
Self-Harm
Belonging
Escapism
Police
Isolation
Setting
Three-star motel room in Northern Territory. The action take place in the same room with characters moving in and out of focus and time.
The aim of this stage is to gain an initial idea of student knowledge. The activities below will assist knowledge building and act as a primary point of reference for the play.
Introductory Activity
Two concepts are used by Betzien as the foreground of the text in which the main action is explored around. These include:
To gain a basic understanding of these concepts and to introduce the heaviness of the play, ask students to read the Foreword of The Dark Room published by Playlab and pages 12 to 18 of the report document for Little Children Are Sacred. Students should jot points down about key ideas presented to be able to draw upon these after reading the play.
Personal Response to The Dark Room
Set class time aside to read The Dark Room. After reading the play, ask students for homework or as an in class activity to write a critical reflection by drawing upon the play, the concepts of Foster Care and The Little Children Are Sacred Report and their own thoughts on the text. Use student responses to stimulate classroom discussion to be able to explore the coarse nature of the play.
Key Elements of the Text
Plot
The play covers multiple plot lines that interweave between characters and time. This can be difficult to follow and connect with at times. Furthermore, it can be seen that the play does not have acts/scene in which it is broken into. Ask students to consider this aspect:
- Obviously the play is successful in its own right but does the structure add to this success?
- What is the purpose of having this structure?
- What if the play was broken into acts/scenes? What will be added but more importantly, what would be lost?
Staging
Take into consideration the landscape/setting of the play. Consider the following questions:
- In specific detail, the play is set in a 3-star motel in the Northern Territory. Discuss potential reasoning behind this. Would there be a difference in setting it in a 3-star motel in far-west Queensland or in rural New South Wales? Explain.
- Why only stage the one motel room when there are three sets of stories? Why did Betzien do this? What would be represented/symbolized?
- Group of 5: Page 53 (Emma's line - "Hear that?") to Page 56 (Stephen's Line - "They'll deliever it by mid-week. Fuck it.").
- Group of 6: Page 81 (Anni's Line - "Hey it's ok Grace.") to Page 84 (Boy's Line - "Take me?").
Themes
Consider time as a theme. Think about the questions below and provide explanation and examples from the text to back up your thinking.
- It is suggested that the time lapse of the play is over a one year period, do you think this is correct? Can you offer another perspective on the time lapse of the play?
- Think both about the past and present in regard to time. Where are the characters situtated?
- Is it possible to pick out the past and present of the play?
- Time is powerful in recollecting events, which section of the play needs more information?
- What is missing from the context of the play?
The aim of this stage is to dig deeper into critical thinking, exploration and understanding of the play. Students will draw on their own interpretation and will also concentrate on the hidden messages in the text.
Semiotics of Drama
Consider the below images from the Belvoir Downstairs Theatre Production in 2011. Either as a class, in small groups or individually, discuss the similarities and differences in the understanding to that of the original text. Provide reasoning and specific examples from both text and visual aid in relation to the semiotics above. Be precise and ensure visuals are analysed critically and in a reflective manner. If the students close study of visual aids are not what they expected or interpreted, ask them to show/describe how they would portray the scene.
To further the close reading skills of the class, select one or as many as needed of the below and get the class to think both critically and reflectively about The Dark Room.
Characters
- Break students into small groups and give them a character from the play to focus on. Ask students to discuss the relationship their character has with everyone else. What is the central motivation for that character? When you say your characters name, what is the first thing you think about? Provide, what I like to call, an 'information vomit'. Jot down everything (no matter how big or small) about the character. This activity should create high-order thinking and should not simply skim the surface - try to get students to question their own questions.
- Is there a difference between the characters lives in the present to what they were in the past? If yes, explain. If no, why are they still the same? Is it beliefs, morals or something else?
- While a silenced character and only spoken of - explore the play and highlight instances that tell us about Grace's mother. What are we noticing about her? What relevance does she have to this text?
- Who is the main character? Why? Present an argument with sufficient justification.
Symbolism
The Heart
- How does each character embody the symbol of the heart? Are some clearer than others? Provide textual examples and analysis.
- What does the heart shape locket reveal? What is being represented?
- What does the ice-cream heart say about the relationship between Grace and Anni?
- Discuss the heart and life. What does this simple relation have to the entire play?
The Dog
- Readers first come across Grace when she is wearing a 'dog' mask. What would be the initial representation of this? Come the end of the play, what does the mask stand for now?
- Dog best describes the relationship between Joseph (Aboriginal Boy) and Grace. Explain and discuss this further. What connection is Betzien creating? Is it relationship based or plot line based?
- What various meanings and definitions are portrayed by Dog in the play?
- What relationship lies between the Dog and the heart symbol? What is the agenda of its existence?
The Sunflower
- The sunflower can symbolise loyalty, adoration, longevity. How is this represented in the play? How does the Character of Grace, in particular, juxtapose with the idea of the sunflower?
- How would you describe a sunflower? Can you see this in any aspect of the play?
- Going back to the image above, the sunflower is noticeable within the set. In what way does the sunflower connect with Gothic Theatre? Is it more of a juxtaposition to the theatre style?
In Play Relationships
- How do the characters interweave through each others plot line. E.g. can we relate the character of Anni to Joseph or Craig?
- How does the plot, characters and themes relate to the Northern Territory?
- In small groups, discuss what could be said to happen to the characters after their final moments in the play? Did they die? Did they flee? Did they live with guilt and remorse? Decide on multiple possibilities and choose one to act out. Make sure the possibility doesn't impact or change the direct intention of the play.
The aim of this stage to understand the multiple perspectives of the play. Allowing students to gain insight into its significance and idea that the play text offers in hindsight.
Personal (Key Words/Phrases)
Below are dot points of words or phrases that are key to the play. These words/phrases relate directly to particular individuals. Answer the questions below the list to explore these further:
- You're safe now it's safe here.
- It's a heart. It's forever. It's for you.
- Retard.
- Client.
- Abortion.
- Someone here.
- Cunt.
- Eeny meeny miney moe catch a faggot by the toe if he squeals cut his prick off eeny meeny miney moe. That means you're a faggot.
Most of these words/phrases have personal attachment to particular characters. What is the meaning portrayed? How does it relate to the characters? Look at how it differs from character to character.
Think about the original meaning of 'Eeny Meeny Miney Moe'. Why would Betzien explore this in a new style within the play? What is it suggesting? Think about all the characters (both in regard to the original/play version).
Political/Historical (Foster Care/ Little Children Are Sacred Report)
- Split students into groups and ask them to select a quality (from above) that they best relate to. Students will need to select a section from the text that explores that particular characteristic. In showing complexity to their knowledge, get a few groups to select sections from the play that involve characters that don't necessarily relate to the Foster Care aspect. Ask them to demonstrate if those characters could be a Foster Carer of a child themselves.
- Little Children Are Sacred Report states in its overview that "A number of underlying causes are said to explain the present state of both town and remote communities. Excessive consumption of alcohol is variously described as the cause or result of poverty, unemployment, lack of education, boredom and overcrowded and inadequate housing." (Northern Territory Government of Australian). Explore this quote in relation to the play? How does child abuse, in both Grace and Joseph, relate to this quote? Where does the finger point? Is Grace of Indigenous Heritage? Is Grace an victim of Child Abuse?
- Consider the three types of child abuse: emotional abuse, physical abuse and neglect. How are these evident within the text?
The aim of this stage is to finalise and expand on information and knowledge taught throughout the unit of work. This stage is most useful for assessment purposes and therefore, would allow teachers to assess students ability and comprehension of The Dark Room.
Forming
Presenting
Below is a list of review titles of The Dark Room at Belvoir Downstairs Theatre, Sydney, 2011.
Individuals all together but falling apart.
Responding
Please Note: These are only examples and can be altered, changed and/or adapted to individual teaching needs.
Please Note: As each state and territory has its own Senior Drama Curriculum, the following draws upon common connections and units that are taught across Australia.
The above class work and assessment will allow students in Grade 12 to successfully meet multiple requirements that are needed to receive a passing grade. By studying this selected text, teachers will be able to ensure that students:
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