Hello and welcome, Mrs. Butterworth here, and thank you so much for joining me for today's English lesson.

And today's lesson is called an Introduction to Script Writing.

So this means that we are going to be looking at what makes a script, how we can write effective scripts, and thinking about all the features of a script.

So lots to be getting on with, shall we get started? So in this lesson, you will understand and identify the features that make up a script.

Before we delve into the lesson, let's look at those all important key words that hopefully you'll see throughout the lesson.

These words are script, stage directions, dialogue, act, and scene.

Let's just quickly look at these definitions to make sure we know what they mean.

So a script is obviously our focus for today's lesson, and this is the written text of a play.

So this includes dialogue and instructions for performance.

So we'll really unpick today what a script is.

We'll also be looking at stage directions, and you'll notice that these are the instructions in the script that tell actors where to go, how to move, and how to speak.

Now, stage directions are very important in a script because they really bring characters and action to life.

So it's where the drama happens.

We've also got dialogue, and these are the, this is the spoken words between characters in a play.

So whenever a character speaks, we can refer to that as dialogue.

We'll also think about what an act is.

Now, an act is a major division within a play, often encompassing several scenes.

So it's a bit how, if you think about a novel and how that can be divided up into chapters, in a play, we think about it being divided up into acts and scenes and acts are the big part, and then we, which are full of scenes, which are a subdivision of an act typically set in a single location and time.

So we get acts are full of scenes.

So you can see how the act is the bigger part.

And then there's the scenes are the subdivisions.

So the outline of our lesson looks like this.

We're going to start by looking at the features of a script before moving on to writing a script.

So let's start with that first part of the lesson, the features of a script.

So first I would like you to discuss, please, what do you think we mean when we talk about a script? So what do you think we mean when we talk about a script? So pause the video so you've got time to discuss your ideas, or you may wish to think quietly to yourself or even jot down a few ideas, but we'll feed back in a moment.

Pause the video now.

Okay, great, so it's clear that some of you already have a really good awareness of what a script means and what it entails.

So let's just feed back some of those ideas.

So a script refers to the actual words of a film, play or broadcast.

So broadcast, we mean things like radio plays or things or TV, for example.

So a broadcast refers to kind of TV and radio.

So now I'd like you to discuss what we might expect to find in a script.

So if a script refers to the actual words of a film, play or broadcast, what might we now expect to find in a script? Okay, as ever, pause the video and to discuss your ideas or think quietly to yourself.

Okay, are we ready to go? Pause the video now.

Okay, so let's share some of those answers.

Thank you for your suggestions, everyone.

So you may have come up with this, that scripts will include the dialogue, the character's names, the stage directions, and the name of the act and scene.

And you'll notice all of our key words there.

We've got scripts, dialogue, stage directions, act and scene.

So yes, scripts will include all of these things.

So a script is a type of writing intended for performance.

I think that's a really key thing to remember here.

So it's written, intended to be performed, so such as a play, radio, television or film.

And you may have encountered scripts already in your studies.

So for example, Shakespeare writes scripts, you know, a piece of writing that is intended for performance.

So unlike novels and short stories, which are prose forms meant for reading, scripts are crafted to be performed, aloud, meaning it needs to be a different format.

So you may have noticed in your own studies and your own reading that a script is laid out in a certain way to tell everyone what to say and what to do.

So it's very different to prose in that sense because of its purpose, which is to direct, direct and give instructions for a performance, it's laid out very differently.

So we're going to look at an example now.

So let's read this through together.

The Discovery, Act one, scene two, a library.

Characters, Aisha, an inquisitive student, Alex, a quiet student, librarian.

The scene opens in a dimly lit library.

Aisha is browsing the shelves, while Alex is reading at a nearby table.

The librarian is organising books.

So you'll notice that The Discovery, this gives us the name of the scene.

So this scene is called the Discovery.

You may have noticed that we have here the act number.

So it's the first act, but it is actually scene two within that act, and it tells us that it's a library.

So we know where this scene is taking place.

You will also notice that the characters are listed here.

So this gives us the profile of the characters in the scene.

And you'll notice in these character, in this character list, there's also some added information.

So we know that Aisha's an inquisitive student, and Alex is a quiet student.

So if we think about how this is being written to perform, it's given the director and the actors clues as to what their characterization should be.

So we already know that Aisha is a certain inquisitive type of student, whereas Alex is much more quiet.

So a director or a performer will read that and start to understand how these characters need to be played.

And then finally, in the brackets there, you'll notice that we have our stage directions and this for the actors at the start, and it gives us information about the setting and the actions that the characters are doing.

And then the script continues.

Let's read it through together.

So Aisha, excitedly, "Alex, you have to see this book I found on ancient Egypt!" Alex, looking up, "What's so special about it?" Aisha, enthusiastically, "It has these incredible maps and drawings.

I bet it could help with our history project." Aisha rushes over to Alex's table and opens the book in front of him.

Alex's eyes widen with interest.

Alex, impressed, "Wow, this is amazing.

Good find, Aisha!" So let's just look at the features here.

So you'll see here that each character's name is clearly identified so it's clear who is speaking, okay? So it's very important when we're thinking about our own scripts, that we put our character's name before any of their dialogue so it's clear who is speaking what part.

You'll also notice that the words after their names are the specific pieces of dialogue each should speak, okay? So it makes that clear as well.

And I would like you now to discuss, looking at this part of the script, where does this part of the script contain stage directions? So pause the video so you've got time to identify the stage directions in this script, okay? Off you go.

Okay, so let's have a look.

I think lots of you have got the right answer, which is fantastic.

So yes, you'll see here we have the stage directions.

So you'll notice we have the specific instructions given to the actors, so they're in brackets.

So Aisha, excitedly, Alex, looking up, Aisha enthusiastically and impressed.

But you'll also notice this, the larger section of purple text it also tells you exactly where the actors need to be.

Aisha rushes over to Alex and opens the book in front of him.

So it gives very specific instructions for not only how things should be said, but what the actors should be doing.

So let's look at how the script ends.

Librarian, smiling, "Looks like you two have found a treasure.

Just make sure to handle it carefully, it's an old one." Aisha, grinning, "Don't worry, we will.

Thanks for keeping such great books here!" Alex and Aisha exchange excited looks as they dive into the book together.

The scene ends on a note of discovery and teamwork.

Oh, it sounds intriguing, doesn't it? Okay, so you'll notice here these concluding stage directions.

A concluding stage direction will usually give the scene a sense of resolution.

So it prepares the audience for what is to come.

So you can see here when I said, oh, it's very intriguing, it kind of suggests that there is more action to follow, but it does give the scene a sense of resolution also.

Now, we also have to remember that stage directions are an incredibly powerful tool in creating drama and specific characterization.

So the stage directions are just as important as the dialogue that you create.

So let's just read the script aloud and I'd like you to discuss which words could be changed in this part of the script to create a different feeling or characterization.

So let's just read it through again together and then you can go off and do this independently.

So, librarian, smiling, "Looks like you two have found a treasure.

Just make sure to handle it carefully, it's an old one." Aisha, grinning, "Don't worry, we will.

Thanks for keeping such great books here!" Alex and Aisha exchange excited looks as they dive into the book together.

The scene ends on a note of discovery and teamwork.

Okay, so in a moment you'll need to pause the video, read the script aloud again, okay? So you may wish to do this with someone else or on your own.

And then I'd like you to discuss, please, which words could be changed to create a different feeling or characterization, okay? Pause the video and off you go.

Fantastic, some lovely animated reading there.

I really like how you are using the stage directions to create that characterization, but I wonder if you have made similar choices in terms of which words could be changed to create that different characterization.

So you may have chosen smiling, grinning, and then in those final stage directions, excited, discovery and teamwork.

Because these parts of the stage directions give a really specific characterization and feeling.

There's this sense of joy, mystery, happiness, intrigue.

So these words could be changed to create something different, couldn't they? So let's look at what the script looks like being changed.

So you'll notice here, I've, the words have been changed to scowling, rolling her eyes, desperate and frustration and secrecy, okay? So what I would like you to do now is I would like you to reread the script aloud.

So I'm going to allow you to do this independently first, and then I'd like you to discuss how do the words create an alternative feeling or characterization, okay? So have a go at reading it independently first and then we'll feed back in a moment.

Off you go.

Okay, great.

There are some performers amongst us, I think, some really excellent readings of this script.

So let's just read it through together and let's just really focus on how those stage directions change the feeling or characterization.

So the librarian previously was grinning and now the librarian is scowling.

"Looks like you two have found a treasure.

Just make sure to handle it carefully, it's an old one." And whereas Aisha was enthusiastically before, now she's rolling her eyes.

"Don't worry, we will.

Thanks for keeping such great books here!" Alex and Aisha exchange desperate looks as they dive into the book together.

The scene ends on a note of frustration and secrecy.

So you can see how it totally changes the feeling of the scene.

So instead of this idea of enthusiasm and smiling, the librarian is quite angry and fed up.

And also the students become quite sarcastic.

They become really secretive.

And there's this, this sense of tension between the characters.

So you'll see how just changing those stage directions can really make a difference to the feeling and characterization of the scenes.

Okay, so let's see what we have remembered so far.

So let's look at this example.

Aisha, grinning, "Don't worry, we will." In the above example, the word grinning is an example of, A, stage direction, B, dialogue, or C, a character profile.

Is it A, B, or C? Okay, lots of you feeling confident.

Should we look at the answer? Excellent, yes, of course it's a stage direction.

We can see there that it's in brackets, which shows us that it's that stage direction describing how the performer should say that line.

So a script will outline what happens in a scene.

A collection of scenes forms and act.

So what I would like you to discuss now, please, is what makes a scene interesting for us as an audience? So say that again.

What makes a scene interesting for us as an audience? Okay, you're going to need to pause the video so you've got time to discuss that question.

Or you may wish to sit quietly and think to yourself or even just write a few things down, okay? Pause the video and off you go.

Okay, thank you so much for those suggestions.

Okay, let's just feedback and share some answers.

You may have something slightly different or if you've struggled to come up with some ideas, now's a really good time to look at the feedback.

So scenes can introduce a conflict or problem of some kind that our character needs to overcome or resolve.

So scene in terms of an interesting scene, we want some, maybe some conflict or some interest of some kind.

You want it to be dramatic.

And also we could, we should learn about the characters, their names, their motivations, particularly in how they address a conflict.

So within a scene we may want to add yes, some conflict, some intrigue, something like that that allows us to know more about the characters and also to interest our audiences.

Okay, so your first task.

So in a moment we are going to look at the script on the following slides, and then you just need to identify where each of the following has been included in the script.

So you are looking for the name of the scene, the act and scene number, character profiles, character names, stage directions, and dialogue.

So in addition, you will need to identify where the central conflict or problem is that a character overcomes in the scene.

So before you get started, let's just read the script together first, and then we'll come back to this slide so you know exactly what you are looking for.

Okay, let's read it together.

So this scene is called The Apology, Act one, Scene one, a classroom.

Characters, Jun, a shy student, Lucas, a confident student, Mr. Smith, the teacher.

The scene opens in a quiet classroom.

Jun is sitting at a desk, nervously tapping a pencil.

Lucas centres looking around confidently.

Lucas, teasingly, "Still struggling with that math homework, Jun?" Jun, defensively, "No, I'm just thinking." Lucas, laughing, "Sure you are.

Need some help? I've already finished mine." Mr. Smith walks in carrying a stack of papers.

He notices the interaction.

Mr. Smith, firmly, "Lucas, take your seat, please.

And Jun, is everything all right?" Jun, nodding, "Yes, Mr. Smith, just a bit stuck on the last question." Mr. Smith, kindly, "Why don't you stay after class and I'll help you with it." Lucas, sincerely, "Oh, hey Jun, I didn't mean to tease you.

I can help you too if you want." Jun, surprised, "Really? Ah, that would be great, thanks Lucas." Mr. Smith nods approvingly, as the students settle down.

The scene ends with a sense of resolution.

Okay, so we've read the script, let's go back to what it is you were looking for.

So read through the script again and you'll need to identify the name of the scene, act and scene number, character profiles, character names, stage directions and dialogue.

And then in addition, identify what the central conflict or problem is that a character overcomes in this scene, okay? Pause the video so you can look through that script and identify all of those things.

Look forward to seeing your answers.

Off you go.

Okay, great work everyone.

I really enjoyed how some of you went back to the script and started reading it aloud.

That's really great because as I said, scripts are all about performance, so they are written to be performed.

So it's great that some of you went back and chose to read that script aloud whilst you're identifying, great work.

So let's just check through some answers.

So this is a time to look at your own work and just check it through.

So you might have said some of the following.

So here's the script.

You may have picked up the character names, you can see them there in purple, stage directions in brackets after the name.

And then also at the bottom there are our stage directions.

Dialogue, as we can see after the character's name, after the stage directions, we have our dialogue there, which is what the characters will speak, what the performers will speak when they are performing.

And in terms of the resolution and conflict, you may have said something like this.

We may also have said that the central conflict of the scene is Jun's initial inability to complete the maths problem.

There's a definite conflict there, there's some tension there, isn't there? There is some tension between Jun and Lucas.

And then the problem is resolved by Mr. Smith and Lucas resolving to help Jun with the maths problem.

So you can see that in that scene, how that tension and conflict was created.

Okay, well done everyone.

We have completed the first part of our lesson, but still work to do.

So let's delve in to the second part of our lesson.

So it's also common for the start of each act of a play to have detailed stage directions of the setting itself.

So if you remember we've just been looking at scenes, but plays are very often divided into acts, okay? So that's kind of the main division, and then the scenes are the subdivisions.

So at the start of the act, we have a detailed description of the setting itself.

So I want you to think that why might this be important for a writer to do, okay? Why might at the start of an act, why might it have those detailed stage directions of the setting itself? So I'd like you to pause the video to discuss why this might be important for a writer to do.

And we'll feedback our answers in a minute, okay? Ready to pause the video? Great, off you go.

Okay, thank you for all your suggestions.

Let's just gather some of those together and feedback some of our answers.

So you might have said something like, it gives us an indication of when and where the action takes place, which is very important for our directors, for our performers to know.

It gives us an indication of the atmosphere and mood of the story, and it introduces the characters and their world.

So it gives us a real sense of all of those things.

Okay, so A, B, or C, which of the below are reasons why a script may open with detailed stage directions? Remember, there may be more than one answer.

So which of the below are reasons why a script may open with detailed stage directions? Okay, pick your right answers now.

Okay, right, should we do the answers? Are we ready? Great, okay.

And the answer is B and C.

So why, what are the reasons why a script may open with detailed stage direction? So we have B, it gives us an indication of the atmosphere and mood of the story and it gives us an indication of when and where the action takes place.

So in future, when you are looking at scripts in your English lessons, looking at the start of the act and those stage directions can be really useful to think about writer's intentions for the play.

So let's look at the opening of the play, "Pygmalion" by George Bernard Shaw.

So let's read this through together.

So this is the opening of a play.

Covent Garden at 11:15 PM.

Torrents of heavy summer rain.

Cab whistles blowing frantically in all directions.

Pedestrians running for shelter into the market and under the portico of St.

Paul's Church, where there are already several people, among them a lady and her daughter in evening dress.

They are all peering out gloomily at the rain, except one man with his back turned to the rest who seems wholly preoccupied with a notebook in which he is writing busily.

Isn't that a great description? I love stage directions and I think this is such a good example of how stage directions can really create vivid descriptions of place and time and people.

It's really fantastic.

So, with that in mind, I'd like you to discuss, please, what do we learn from these opening stage directions? So you may want to read through those stage directions again in order to answer that question, what do we learn from these opening stage directions? Okay, pause the video and get discussing or thinking or jotting some things down, okay? Off you go.

Okay, lots of you are identifying that we learn quite a lot, don't we, from that short description.

There's quite a lot that we can already pick out.

So let's just gather some of those ideas.

So we learn that, where the action starts.

So we know that it's Covent Garden.

So we're in the centre of London.

The time of day 11:15 PM.

So already we're getting just in that short sentence, a real sense of where this play is set and what the atmosphere is.

It's the, it's evening, it's London.

We know that it's the season is summer.

We talk about these torrents of summer rain.

The weather as well, rain really adds atmosphere, doesn't it, to the setting.

The mood and the atmosphere, like I just said.

So it's gloomily, it's raining.

The social class of the characters.

So it says about the lady and her daughter in evening dress, which gives us hints about the social class of the characters.

And we also get an introduction to the main character, don't we? This one man has been singled out who is with a notebook and he's writing busily.

So we know that this play is the first, the opening of this play and the play is going to be centred on that main character.

We have reached our second and final practise task.

So what we're going to do is use everything we've learned in the lesson and put it into practise.

So what you are going to do is you're going to use this image as inspiration and you're going to write the opening of a script involving these two characters.

So you'll really need to think about what you are going to do to bring these characters to life, okay? And remember, you must, so the formatting is really important for our script, include detailed stage directions at the start of the script.

So think back to that George Bernard Shaw play that we looked at and how descriptive those opening stage directions are.

And you'll need to replicate that.

So think about the time of day, where the action is taking place, a description of the characters.

You'll need stage directions for each character.

So remember this allows the director or the performers to understand how they move and also how they should speak their dialogue.

And also clear dialogue for each character.

So really think about each of those characters and the sorts of language that they use.

How are you going to write the dialogue so that these characters can come to life on stage? And remember that your scene must have a conflict or problem of some kind.

So before you begin, really consider that.

What can it be for a picture like this? What might be that conflict or problem, okay? So use everything that we've looked at in today's lesson for inspiration.

And I cannot wait to see what you come up with.

Pause the video and off you go.

Okay, great work everyone.

I really loved seeing how lots of you were reading those scripts aloud just to check how they sounded as a script, which is really, really fantastic.

So what I would like you to do now is I'd like you to self-assess your work.

So look back and reflect on your work, really important, and identify where you have included each of the following in your script.

So have you included stage directions at the start of the scene, the character's names, dialogue, the title of the scene and its act and scene number.

And if you are missing any of the above, when you, after you have self-assessed, then add it to your work now, okay? So pause the video so you can self-assess, and then add in any of those missing parts, okay? Ready to go? Pause the video, off you go.

Good job everyone.

We have made it to the end of the lesson and I have really enjoyed today's lesson.

I love looking at scripts.

I think stage directions are really fascinating.

I love thinking about how writers of plays write dialogue to bring characters to life.

And it's just really a great genre to look at, isn't it? So let's remind ourselves of everything we've done.

We know that a script contains stage directions, character names, and dialogue.

We know that scripts are structured for performance and must be formatted differently from prose, which you have done yourselves in this lesson.

Stage directions provide instructions for actors on movement, behaviour, and speech.

Characters are clearly identified in a script with profiles and names labelled for dialogue and setting the scene in a script includes detailed descriptions of time, place, and atmosphere.

Again, I cannot say it enough.

I've really enjoyed this lesson and I cannot wait to see you all again soon for another lesson.

So I will see you then, goodbye.