Metamorphosis

Learning Outcomes:
To read and explore the opening of the play.

To understand the techniques used within Metamorphosis.
To explore and understand the way language and physical actions are
applied in the play.
While you are reading

1. What are the themes of this play?
2. What style of theatre is Metamorphosis written in?
TASK:
In no more than 30 words you are to write your
initial response to the play. BE CONCISE!!!!
Learning Outcomes:
To read and explore the opening of the play.
To understand the techniques used within Metamorphosis.
Throughout Exploration
Social, Historical, Political & Cultural Relevance
Subject Matter & Its Treatment
Characterisation
Use of Language
Form & Structure
Interpretation of Meaning
Visual, Aural & Spatial Elements
Non-Verbal Communication
Steven Berkoff (born August

3, 1937) is an actor, writer
and director.
Berkoff History
He is renowned
for his unique
style of
heightened
physical theatre
and his work
includes East and
adaptations of
Kafkas The Trial
and The
Metamorphosis
He trained to be
an actor at the
Webber Douglas
Academy in
London and also
trained in mime
and physical
theatre alongside
Jacques Le Coq in
Paris.
He was born in Stepney,

East London and is
descended from a
Russian Jewish family.
Steven Berkoff was educated

at the Raines Foundation
Grammar school and also
attended Hackney Downs
School, alumni of which
include playwright Harold
Pinter and actor Michael
Caine.
Loneliness has been a

common theme in many of
Berkoffs plays.
Berkoffs plays
have many
common themes
that express the
frustration and
alienation that he
felt.
As an actor, he is best known for

his performances in villainous
roles in Rambo: First Blood Part II
and James Bond film Octopussy.
Berkoff was not a happy

child and this was because
of his strained relationship
with his father. This
unhappy home life, a sense
of isolation amongst his
childhood peers, and his
Jewish identity led him to a
life as a professional and
social outcast.
These themes include isolation,

Alienation, loneliness, fear,
corruption of the upper classes,
greed, dysfunctional families,
poverty, the struggle of the working
class, racism, social inequality,
apathy and waste. These powerful
themes provide us with some
understanding of his physical,
aggressive and presentational
Total
Theatr
Jacques Le coqs theories of mime,

movement, masks and ensemble by
using performers to create the
environment.
BERKOFFS INFLUENCES
Artauds theatre of cruelty by asking actors

to bare their thoughts as if they
were human sacrifices to create ritualistic
theatre
Brechtian Epic theatre by using actors to

represent characters rather than become
them
EPIC THEATRE
BRECHT
Teaching a
message
Teaching the
audience
Didactic Theatre
Theories of
Gestus and
Stereotypes
GREEK
THEATRE
Chorus
Unison
Over
Exaggeration
Big Movements
Total Theatre
is a mix of:
BERKOFFS
OWN MIX
Characters
Comic
Use of body
The whole body
in performance
Caricatures
THEATRE OF
CRUELTY ARTAUD
Loud Sounds
Harsh & Gritty
Images
Use of
Metaphors
Learning Outcomes:
To understand internal and external factors.
To understand how Gregor could be represented in the 21st Century.
Role on the Beetle
What are the internal and external factors that

might represent Gregor?
Learning Outcomes:
1. To explore the themes and issues of the play.
2. To explore the metamorphosis of Gregor in performance.
3. To understand what the ideas in play represent.
Starter - Techniques???
How are these techniques used
throughout?
Flashback
Flash forward
Narrative
Learning Outcomes:
1. To explore the themes and issues of the
play.
2. To explore the metamorphosis of
Gregor in performance.
3. To understand what the ideas in play
represent.
Learning Outcomes:
ABSTRACT STILL IMAGES

Create abstract images of the following
emotions:
Greed
Love
Power
Depressed
Desperation
Learning Outcomes:
Main Themes
an allegory of the outsider, disrupted or anyone who cannot
conform to the norm acceptable to a society that is distinctly
uncomfortable with damaged goods.
What themes arise from this quote?

Dehumanisation
Defencelessness
Oppression
Introversion
Inadequacy
Self-consciousness
Learning Outcomes:
Practical Exploration
In pairs
Investigate through practical exploration:
How would Gregor be represented in a modern society?
Text is to be kept the same

You are to experiment with ideas we have
discussed.
Use section: we must get rid of it pg. 119
Learning Outcomes:
Performance Reflection
1. Explain how you used the themes to
represent Gregor in modern day society.
2. What techniques did you use?
3. How did you explore practitioner influence?
Metamorphosis
Use of Language
U
T
A
T
S
CHA
RAC
TER
S
WHAT DOES
LANGUAGE
SHOW??
M
OOD
Learning Outcomes
Explore Berkoffs use of language and examine how and to what purpose Berkoff
uses range of language techniques.
Examine the different uses of language and how to practically explore.
Evaluate how you juxtaposed ideas with different types of language.
Use of Language
What have you observed about the use of language
within Metamorphosis?
In pairs
Identify all the types of language that Berkoff uses and the effects
that they create.
Language
Effect
Pg. Reference
Repetition
Rhythmic
Choral Speaking
Short Broken
Sentences
Third Person
Monotonous
Direct Address
Learning Outcomes
Rhythmic
Think about the way sections of the
text are delivered.
Monotony It has a beat, representing
time?
Insistent there is pressure, pressure
on Gregor?
Learning Outcomes
Naturalistic Dialogue
Gives us a break from the heavily stylised
aspects of they play.
We are more familiar with this type of theatre.
Allows us to connect with the characters
makes them real people.
Encourages EMPATHY
Learning Outcomes
Third Person
Berkoff uses third person narrative
throughout the play what is the effect?
Story telling
Disconnects the actors from each other
Disconnects them from the audience.
Learning Outcomes
Direct Address
The character breaks the fourth wall and
talks to the audience.
Consider the times Berkoff uses direct
address within the world of the play
Gregor talks to his family but is not heard
what is the effect?
Total isolation.
Learning Outcomes
Language Exploration
look at the extract: Pg.. 83
Consider the types of language used.
Look at the all the sections we have talked about but also consider:
Structure (sentence length etc.) is it formal or informal?
What are the effects of the language?
How do the characters feel?
How does the audience feel?
Why has Berkoff chosen to use this type of language?
Be prepared to present your ideas to the group.
Learning Outcomes
Choose:
3 types of language you have identified
3 places in the text that juxtapose the
ideas.
Create and perform these scenes

making sure transitions are obvious and
the language types contrast.
Learning Outcomes
Things to Consider
This is not a cuddly play. Berkoff is challenging
his audience:
He wants us to feel uncomfortable
How does his use of language help him to achieve
this?
Look at the structure of the text there are lots of
short and fragmented sentences.
How does this compliment the other aspects of the
play
Learning Outcomes
Language Evaluation
What obstacles did you over come today?
How did you practically explore the use of
language and juxtapose it with themes
throughout the play?
What would you do differently?
Metamorphosis
Vocalising the Text
Learning Outcomes
To explore with the actors use of voice
To experiment with physical action in the play text and highlight specific
moments that are abstract and obscure.
Vocal Warm-Up
Breathing control
Stretch Face big small
Chewing Gum
Learning Outcomes
Vocal Warm Up Tongue Twisters

Red Lorry, yellow lorry (repeat getting faster)
Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter
Piper picked?
Learning Outcomes
Finding the voice of Gregor
TASK:
Find a space sit down
Passing down exercise
Sit in a line and pass the facial expression and
the sound of the beetle down to each other to
experiment with exaggeration.
THINK ABOUT:
How is his voice distorted through the

metamorphosis into beetle?
Learning Outcomes
Practical Exploration of Choral Work

TASK: Finding the VOICE OF GREGOR:
Pg. 89
Using voice, sound, organic sound,
movement
Practical exploration of the choral work and the way
this can be performed - how could we perform this?
i.e.
Random interjections
All at once
From different parts of the stage to give the feel of surround sound
Rhythm and pace exercises tapping out specific rhythms to follow
Learning Outcomes
Applying Physical Actions to the Text
Why does Berkoff uses such descriptive

stage directions and abstract and
obscure moments?
Perform the images in page 82 and 89.
Ideas must be kept strange and eccentric
using ideas used throughout the study of
the play.
Metamorphosis
Characterisation
All: Experiment with ways of portraying the beetle.

Most: Investigate ways to represent the family members.
Some: Evaluate the process of characterisation using practitioner knowledge
and influence.
Starter - Physicalisation
Stand in a neutral position

Relax your body.
Imagine you have a bee that has flown under your top try and
get it out
Recreate movement again follow instructions
Slow
Slow EVEN MORE
Speed it up
Slow
Speed it up
STOP!
To consider:
How was slow motion related to the text / practitioner?
Recapping / Observation / Belief????

and influence.
Passing Emotions
Sit in a line
Pass emotion down the line getting bigger as
we go
Happy
Angry
Shocked
Confused
To consider:
What effects / techniques do we need to think
about when creating the character of Gregor?

and influence.
Characterisation Gregor Mould

1. Find a partner
2. Label A & B
3. Model in to Gregor
Techniques
Physicalisation
Movement
Positioning
BEETLE RACE!!!!
To consider:
. What did you notice about your movement?
. What did you have to keep controlled?

and influence.
Perform & Evaluate
Directing Gregor Pg. 84

Audience: How has the director
decided to interpret the scene?
Pg.
84
(technique and practitioner)
Using
As direct Bs
Director: What were your specific

intentions for this scene?
do (technique
you want them
to portray Gregor
and practitioner)
How
section?
in this
Performer: What are your initial

Narration?
Props?responses to how your director
directed you in this scene?
Movement?
Characterisation Development?
Metaphors What is he saying? How is he trying to say it?
10 MINUTES

and influence.
Perform & Evaluate
Directing Gregor Pg. 84

Audience: How has the director
decided to interpret the scene?
SWAP OVER!
Using Pg. 84
What were your specific
As directDirector:
Bs
intentions for this scene?
How do you want them to portray Gregor in this section?

Narration?
Performer: What are your initial
Props? responses to how your director
directed you in this scene?
Movement?
Characterisation Development?
Metaphors What is he saying? How is he trying to say it?
10 MINUTES

and influence.
Characterisation
Reflection.
1. What characterisation activities did you complete today?

(Explain each one in detail explaining how you used your knowledge of the
text to inform your characterisation development).
2. What specific techniques were most

development of your characterisation?
effective
in
the
(What? How? Why?
Techniques? Practitioner Influence?)
3. How did you direct your partner using pg. 84? What was your
intended interpretation and why? (What? How? Why? Techniques?
Practitioner Influence?)
4. How were you directed by your partner and how easy was it to
recreate the character of Gregor through characterisation
techniques? (What? How? Why? Techniques? Practitioner Influence?)
Metamorphosis
Characterisation 2

and influence.
Starter: Portraits /THTableaux

UT:
O
B
A
K
IN
In 2 groups create:
amily
f
e
h
t
o
What d
nt?
represe
s Greta
e
o
d
t
a
Wh
nt?
represe
amsa
S
s
r
M
s
oe
What d
nt?
represe
amsa
S
r
M
s
e
o
What d
nt?
represe
Victorian Family Portrait

21st Century Family Portrait
Busy Tube Train
Happy Family Waving Bye to Dad

and influence.
Shadow Play Characterisation

In 2 new groups
Only using a screen and a light source, you and your
group are going to create Gregors bug.
Explore ways of delivering Gregors speech at the top
of page 89.
To consider:
How may it move?
How are you and your group collaborating?
What sounds does it make?

and influence.
Perform & Evaluate

Perform Gregors speech as the
silhouetted bug.
What challenges are we presented with?

How have you decided to interpret the scene
What were your specific intentions for this scene?
What are your initial responses to how the other
group directed this scene?
Metamorphosis
Visual, Aural and Spatial
Berkoffs Metamorphosis
Learning Outcomes:
To understand how Berkoff uses the V, A and S elements in Metamorphosis
To explore their uses metaphors in performance.
Definitions
VISUAL ELEMENTS
Anything you can physically see on stage. This includes, costumes, props, stage setting,
proxemics
Iconic props?
Symbolic props?
Signified?
Signifyer?
AURAL ELEMENTS
Anything that can be heard on stage, by actors and audience.
Organic sounds
Found sounds
SPATIAL ELEMENTS
The effective use of the stage space and the stage setting - Proxemics
Learning Objective:
Im not going to speak at all during this task you lucky

things.
Read and follow the

instructions
Split yourselves up into pairs
Get 3 pieces of paper & 3 pens per group
Label the paper VISUAL, AURAL and SPATIAL
Split your group up so you can focus on all 3
sections.
Using your script and your observations of the play
so far, write down in what way Berkoff uses the
Visual, Aural or Spatial elements in his play.
Make sure you say what the techniques are, how he
has used them and why he has used them.
Learning Outcomes:
Discussion
Focus questions for whole group discussion.
Lead Discussion
Why is it important that we read the semiotics of a performance?
What techniques has Berkoff used? (Ideas from each group) and why?
Which of these techniques are effective, and which would you change?
Learning Outcomes:
Plot & Subtext

In two groups create 10 tableaus that represent
the subtext behind the plot.
Make sure you are utilising V, A and S techniques?
To consider:
Why is understanding the subtext important?
How does this influence the practical demonstration
of the tableaux?
How effectively have you used V, A and S elements?
Learning Outcomes:
In your groups experiment practically with some of
the ideas from your discussions and tableaux
work.
Focus on the following sections
Gregors family moving the furniture out of his room.
Gregors family reacting to Gregors voice.
The apple incident
The portrayal of the family
The last / death scene.
Learning Objective:
Visual, Aural and Spatial Evaluation
How did you practically experiment with

visual aspects of Metamorphosis?
How did you experiment practically with
aural elements of Metamorphosis?
How did you practically explore the
spatial elements within Metamorphosis?
Metamorphosis
Non-Verbal Communication
Learning Outcomes:
Understand why non-verbal communication is an effective technique in Metamorphosis.
Explore ways on how to experiment with the use of non-verbal communication.
Evaluate how non-verbal communication is important within Metamorphosis and how it aided
your own practical exploration.
ON-VERBAL COMMUNICATION:
What are non verbal communication
strategies?
Examples?
Why do we use them on stage?
Learning Outcomes:
Exploration of Non-Verbal Communication

1) Create 6 Tableaux
The Family
The Lodgers
Society
NOW:
Exploration of the lodgers section using only the tick of the
clock.
2) Gregor - The Metamorphosis

Using music how can you show the affects of Gregors death
on him and the family?
Learning Outcomes:
Non-Verbal Communication Exploration

Notes
How have you explored the use of non-verbal
communication today?
How did the recorded sounds affect /
influence the use non-verbal communication?
What techniques did you have to think about
when exploring non-verbal communication?

Metamorphosis

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Learning Outcomes:

To read and explore the opening of the play.

While you are reading

Steven Berkoff (born August

He was born in Stepney,

Steven Berkoff was educated

Loneliness has been a

As an actor, he is best known for

Berkoff was not a happy

These themes include isolation,

Jacques Le coqs theories of mime,

Artauds theatre of cruelty by asking actors

Brechtian Epic theatre by using actors to

Role on the Beetle

What are the internal and external factors that

ABSTRACT STILL IMAGES

What themes arise from this quote?

Text is to be kept the same

Create and perform these scenes

Vocal Warm Up Tongue Twisters

Peter Piper picked a peck of pickled peppers.

How is his voice distorted through the

Practical Exploration of Choral Work

Applying Physical Actions to the Text

Why does Berkoff uses such descriptive

All: Experiment with ways of portraying the beetle.

Stand in a neutral position

All: Experiment with ways of portraying the beetle.

All: Experiment with ways of portraying the beetle.

Characterisation Gregor Mould

All: Experiment with ways of portraying the beetle.

Perform & Evaluate

Directing Gregor Pg. 84

Director: What were your specific

Performer: What are your initial

All: Experiment with ways of portraying the beetle.

Perform & Evaluate

Directing Gregor Pg. 84

How do you want them to portray Gregor in this section?

All: Experiment with ways of portraying the beetle.

1. What characterisation activities did you complete today?

2. What specific techniques were most

(What? How? Why?

Techniques? Practitioner Influence?)

All: Experiment with ways of portraying the beetle.

Starter: Portraits /THTableaux

Victorian Family Portrait

All: Experiment with ways of portraying the beetle.

Shadow Play Characterisation

All: Experiment with ways of portraying the beetle.

Perform & Evaluate

What challenges are we presented with?

Im not going to speak at all during this task you lucky

Read and follow the

Plot & Subtext

Visual, Aural and Spatial Evaluation

How did you practically experiment with

Why do we use them on stage?

Exploration of Non-Verbal Communication

2) Gregor - The Metamorphosis

Non-Verbal Communication Exploration

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