Getting students to embrace structure in games and formats
is an ongoing challenge in my workshops.
Whether they’re high school or college age students, once I mention
rules, they automatically assume it’s going to be hard, and try to barter with
me in order to make the format or game easier.
A few years ago, I hit upon a solution by just mentioning
the name of a popular TV tabloid show, students with no previous improv
experience, already familiar with the program’s structure, would gladly work
within it. I came upon this when I was
sorting through scene suggestions with one of my high school groups, and when Monica,
a student in the class, suggested “The Jerry Springer Show,” the class erupted
with approval, because it was something they knew they could all participate
in.
Initially, I was opposed to doing a Jerry Springer format
because my classes are about people respecting each other, which is something
the show does not embrace. But, after
striking out with alternative suggestions, I decided to let the class have
their way.
Energized, Monica leapt up and took charge. She immediately cast herself as Springer, and
then led the group in a discussion about the nature of the topic, and who was
going to play the guests. “Cheating
Husbands” was unanimously accepted as the topic. Once that was settled, everything else
quickly fell into place.
Hands were raised all over the room as students volunteered
to be guests and security guards for the show.
Monica cast Kristel, a notoriously shy student to play the betrayed
wife. Jackeline and Beatrice were cast
as the “home wrecker” and husband, respectively. Jonesha and Amanda were the security
guards. The remainder of the class
became the audience, who on the show are rambunctious, vocal, and frequently
chant “Jer-ry!, Jer-ry!, Jer-ry!” when things become volatile on the program.
On the blackboard, I had the class list the beats of the
Jerry Springer Show. We came up with seven
specific ones; (1) Jerry enters, shaking hands with audience as they chant his
name. (2) Jerry welcomes viewers,
introduces topic, and then interviews wife.
(3) Jerry brings on home wrecker, who is confronted by wife. Security personnel intervene when fight breaks
out. (4) Jerry interviews home
wrecker. (5) Jerry brings on husband for
questioning. Another fight almost breaks
out. (6) Question and answer period,
where audience members ask questions.
(7) Program ends with Jerry’s “final thoughts.”
Because of the nature of the show, I came up with two rules;
no chair throwing, unless it’s an imaginary chair, and no fistfights, unless
they’re done in slow motion. The Jerry
Springer character can be interpreted as a leadership role, and Monica kept
everything on track with controlling the action and hitting the beats of the
show. Within the course of ten minutes,
I experienced an abbreviated version of the Jerry Springer Show, filled with
energy, enthusiasm, humor and vibrant characters. It was a wonderful group experience. What stood out, was how loud and physically volatile
shy Kristel became when the home wrecker came on stage. After class I learned that Kristel had recently
caught her boyfriend cheating on her.
The second time I tried the Springer format was with a
different group of high school students.
Ernesto, the student who played Springer, was not as strong as Monica,
and focused more on himself rather than propelling the show forward. With side-coaching, I was able to get Ernesto
through the show, with directions such as “bring on the next guest,” and “ask
more questions.” Estaffany, who played
one of the guests, wanted to curse nonstop, so I had to side-coach her as well to
tone it down a bit, as she tried to reason with me that “It’ll be bleeped on
TV!” As a compromise, she agreed to
curse in gibberish. While the format
didn’t come off as smoothly as the first time, it was still a successful
experience for the class, because everyone got to participate, and they did so
within a structure that had specific beats to adhere to.
After numerous versions of Springer with my classes, it
became clear the thrill for the students was in doing a parody of the show,
rather than a realistic rendition. They
recognized the program for what it was, a trashy TV tabloid show that exploited
vulnerable people and dysfunctional families.
Occasionally, I would participate as a guest or audience member asking
questions. Sometimes I would play an
exaggerated version of myself, as perceived by the students, which thrilled
them no end. Most of my students watched
Springer regularly with their families, and I was surprised to learn that it
often led to a discussion of provocative and confrontational topics after
viewing an episode.
So for me, I gained additional insight on the recreational
and social aspects of my students with their families. For my students, it would appear that the
Jerry Springer Show has value in teaching structure, leadership, group
creativity, bonding with their families and encouraging discussion of
controversial topics. Who would have
thought that a tabloid show would have such merit?
Michael Golding is a writer,
director and improv teacher. He can be contacted
for workshops, festivals and private consultations at migaluch@yahoo.com. Michael participated in the evolution of the Improv Olympics
& Canadian Improv Games. Artistic director of the Comic Strip Improv
Group in N.Y. & created the Insight Theatre Company for Planned Parenthood,
Ottawa. He is a faculty member at El Camino
College in Los Angeles, working with at-risk teens and traditional students. Michael holds a BFA degree in Drama from New York University’s Tisch
School of the Arts & an MA degree in Educational Theatre from NYU’s
Steinhardt School of Culture, Education & Human Development.
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