Drama Lesson Duration: 30 minutes Stage:3 Year: 6 Class/Group: 6C

Rational: Syllabus Outcome Syllabus Content:

Interpret situations using a variety DRAS3.2 Interprets and conveys dramatic meaning by - Manage the elements of drama (tension, contrast, symbol, time, space,
of drama elements including facial using the elements of drama and a range of focus and mood) during the preparation of the drama, in the drama
expression, exaggerated movement and voice skills in a variety of drama forms and when reflecting on the effect of their drama work.
movement, mood and tension for a DRAS3.3: Devises, acts and rehearses drama for - Appreciate drama by viewing other’s performance and acknowledging
frozen moment. performance to an audience how this can change their own drama practice.
Prior Knowledge: Students need to Risk Assessment Resources:
be familiar with role-plays Using appropriate footwear and self-control to remain in their - Big Room
personal space - Scenario examples
Specific Teaching Target
Learning Time Content/Learning Experience Teaching Strategies Class organisation Assessment
Intentions: Guide techniques
To unpack 10 Introduction (Engagement) Allow the students to This will be Assessment
social Students begin with a warm-up activity “What are you doing?” The class forms a interact, even with performed in the Observations of
issues and circle and participates individually to build up confidence and interaction within the those they do not sit hall, to allow for students.
aims to class. This is followed up by quick games of “Stop/Jump/Walk”. The students walk together at lunch. open space. Take pictures
create around the space in different directions and follow teacher instructions. The three Specifically, the and videos.(If
empathetic words are randomly said, last student to complete the given movement sits out. separated groups allowed)
relationship After five minutes it is expanded to a teamwork activity. Students in pairs-maximum which have been
s with 4 create the object yelled out. “Create an Elephant” a few students nearest to each formed within the
other other form it. Make the students spread around and make the rule very clear you class.
students by can’t create an object with the same people all the time. Continue the
creating Walk/Stop/Jump game and randomly throw object names.
self- Body
awareness. 10-15 (Exploration/Transformation/Presentation) Taking
Students are allocated into 4 groups with 4-5 students in each. Allocate numbers 1- photographs of
4, do not allow the students to choose their groups, it defeats the purpose. Each the freeze
groups is given a scenario (Worksheet). Their task is to build a freeze frame that frames.
displays and represents the emotion and physical aesthetics of the scenario.
Performance takes place, each group in their allocated areas perform their freeze
frame and the others guess their scenario.
This is followed up by other freeze frame activity but different scenarios.
Again perform.
Now the students have to choose one scenario they liked the most and create a
short story with three frames, the short story is practically the plot of the story
5 expanding that is displayed in a scene
Remember to walk around to each group to reassure they are on the right track.
Depending on the students understanding and motivation, extend their freeze Record the
frames into a 1-minute performance. Dialogues and actions should be used. performances.
5-7 Conclusion (Presentation/Reflection)
Conclude the lesson with their 1 minute performances and record them for the
class. It will be very significant memory especially since it is the Year 6’s. Get the
students to sit down on the floor. Provide feedback on the performances and
comment on individual interactions. (If students were reluctant to interact comment
how poor the behaviour was). Also elaborate they just did just a scene out of a
movie and created a small narrative in minutes. Emphasise if you work with
different people, new ideas can be formed and it allows individual to get out of the
comfort zone and be themselves.
Transitions to next lesson: Art Lesson- create images of the freeze frames – (perhaps even draw them) or do Quick writes on their narratives.
Works Cited
ACARA. (2015). The Arts/Drama/Year 5 and 6/ ACADRM035. Retrieved November 4, 2015, from Australian Curriculum: http://www.australiancurriculum.edu.au/the-
arts/drama/curriculum/f-10?layout=1#cdcode=ACADRM035&level=5-6

Chiert, J., & Hunsberger, B. (2006). All you need to Teach DRAMA. South Yarra: Gillingham Printers.

Leanne, E. (2015). Year 6 Drama Lesson Plan. Retrieved 11 4, 2015, from Australian Curriculum Lessons: http://www.australiancurriculumlessons.com.au/2014/02/22/year-
6-drama-lesson-anti-bullying-role-play/