LESSON PLAN: Macbeth Radio Play

[Dana Huff]

By the pricking of my thumbs, something wicked this way comes!

If you've ever listened to a radio play, you have probably heard Foley artists creating the sound effects of footsteps or even tinkling ice cubes. This activity gives your students an opportunity to be Foley artists.

You will need:

• A computer
• A microphone
• GarageBand or Audacity (or similar podcasting program)
  
• A bowl or other container of water
• Paper towels
  
• A bag of potato chips
• A bowl
• A pair of disposable gloves
• Three witches
• A roomful of students willing to howl, hoot, or make wind noises
• A radio play script of Act IV, Scene 1 of Macbeth (attached)

What to do:

1. Fill a bowl or other container (I used a flower vase) with water.
2. Open a bag of potato chips and put them in a second bowl.
3. Set up your computer, plugging in the microphone and opening the software (GarageBand or Audacity).
   
4. Put the bowl of chips and the container of water near the microphone.
   
5. Print copies of the radio play script.

Lesson plan:

1. Explain the concept of the radio play. If you have a good example, you can even play one or an excerpt of one.
2. Explain what Foley art is and what its purpose is in movies.
3. Give students the script and explain that the numbers on each line are sound effects directions: when a line has a 1 next to it, the person who is in charge of making the sound of crunching leaves needs to crush the potato chips in the bowl; when a line has a 2, the person in charge of making splash sounds needs to put their hand in the water container and slosh the water; when a line has a 3, students making wind noises need to whistle or make wind noises; when a line has a 4, students who can make owl sounds need to hoot; when a line has a 5, students who can howl or bark like dogs need to make dog noises.
4. Get one volunteer to make crunching leaf noises with the chips. This student should wear the disposable gloves to keep his/her hands from getting too messy from the oil on the chips.
   
5. Get one volunteer to make water splashing sounds when items are dropped in the cauldron. Make sure paper towels are near by so this student can dry his/her hands.
   
6. Get three students to read the witches' parts.
7. Divide the remaining members of the class into howling winds, barking/howling dogs, and owls.
8. Run through the script one time to ensure everyone can follow the directions.
9. Record the students as they read the script and make the sound effects.
10. If desired, add effects. GarageBand's echo effect is especially effective, but you can also make an echo in Audacity.
11. Save the file and export it as an mp3.
12. Publish the students' work. If your school has a website or if you do, be sure to share the resulting recording.
    

Don't be afraid to make mistakes or do multiple takes. Don't be afraid to ask students to jump in and handle the tech.

Do ask the students to reflect on the experience. Do allow the students to make suggestions for the radio play (different noises, for example).

I have attached a copy of the script and an example of my students' work.

Make sure the students get a chance to hear their finished product.

*Note: I saved the file with the wrong act and scene number, but it is Act IV, Sc. 1.

[Janice Mullan]

Looks and sounds (!) really fun. I may try this when I do Macbeth with my seniors this year. Thanks for sharing it.

[Wisdom]

Looks amazing! Wasn't there a John Travolta movie...Blow Out, maybe...that had him as a Foley artist?

[Jo Hawke]

This is awesome, Dana! Too bad I'm not teaching seniors this year. You don't happen to have something similar for Romeo and Juliet or Julius Caesar, do you? ;)

[Dana Huff]

No, but it would be easy to create one. Just pick a scene and think about sound effects, or better, have your students brainstorm sound effects.

[Jo Hawke]

Maybe I'll add it to my "pyramid assessment" options this year...

[Terisa King]

Great Lesson Plan,  Thank you for posting the attachments. I might also use this technique with Act 1, sc.i  to demonstrate the idea of a "hurly-burly" with sound instead of words.