Freeze-Frame Discussion Strategy: Explanation
A freeze-frame is a dramatic device.
It is a point at which the ‘camera’ has stopped.
The before and after are not seen by the audience, only the moment that has been ‘freeze-framed’.
It’s like walking into a room and finding that someone has pressed pause midway through a film.
You may be able to infer what came before and speculate what will happen next, but your attention is focussed on the moment in time that has been captured.
To use freeze-framing for discussion, begin by arranging the room so that tables are pushed to one side and learners, teacher and support staff are sat in a circle of chairs.
The teacher should then introduce the topic for discussion.
They should talk briefly about this and indicate why it is to be studied and what some of that study might entail.
Next, the teacher presents a story or statement that relates to the topic. The whole class look at this together. Then, the teacher divides the class into groups of 3-5.
Groups are given 5-10 minutes to create a freeze-frame based on the statement or story the teacher presented.
While learners are working on their drama pieces, they should discuss their thinking.
At the same time, the teacher walks around the room, asking questions and giving advice.
Finally, the teacher announces time is up and asks learners to sit back down.
Either the freeze-frames are showcased in turn, or the teacher chooses a selection for the class to view.
After each performance, the group explains the thinking that went into their work.
Discussion ensues, with this explanation acting as a starting point.
Alternatively, discussion could begin once all the freeze-frames have been shown and explained (with the whole collection acting as stimulus, rather than each one in turn).
Freeze-Frame Discussion Strategy: Example
Topic: Witchcraft in Early Modern England
The room is set up as described above and the teacher introduces a narrative of a witch trial at the Old Bailey.
This is distributed as a hand-out and read through by the class.
A few thoughts are shared, and the teacher ensures everyone understands the story and its context.
Groups are created and time is given to develop and rehearse a freeze-frame.
At the end of this, learners reseat themselves and the teacher asks for a particularly good freeze-frame to be shown to the whole class (they identified this while walking round during the preparation stages).
Let us imagine that the freeze-frame shows a prosecutor pointing at a cowering woman while a hawk-like judge looks on.
The thinking behind the performance is then explained by the group.
The combination of the freeze-frame and the explanation provides a wealth of material from which to start a discussion.
Learners are invited to discuss in their own groups first, before sharing their thoughts with the whole class.
The discussion continues from there.
Freeze-Frame Discussion Strategy: Extensions and Developments
- To ensure everyone has a chance to show their freeze-frames, divide the class in two at the end of the preparation stage. Ask one half to display their freeze-frames while the other half walk around and observe, then ask learners to swap over. A discussion can begin straight after, with learners referring to the performances of their peers.
- Take photos of some of the freeze-frames and transfer these to your computer. Paste them into PowerPoint and display them as a reminder. Learners can then refer to the images during their discussion.
