Lesson Plan: 9.00-10.40. Friday Double. Year 7 Drama: Movement & Ensemble.

Lesson Context: That tableau and mime is a form

In the first half of this unit,
students are engaging with ideas of Know:
teamwork, ensemble performance
& audience participation. The year
7’s are going through a crash-
course in drama, as their subject
only runs for one term – nine
weeks, effectively. We have
explored team-building games and
activities related to group
dynamics, but we really need to
work on respecting our peers
before we can go into more refined
drama work. The first two weeks of
this unit really emphasises crucial
drama behaviours - before we get
into play building in weeks three
and four. Weeks 5 and 6 looks at
physical theatre and then the rest
of the unit covers scriptwriting and
production processes.
of drama that involves still &
silent movements to tell a story
with dramatic purpose.
That ensemble work relies on
respect and team-work to build
meaningful drama.
That there are ways to create
meaning through drama other
than the traditional spoken
Understand: scene method.
Utilise music as a prompt to
create a mimed scenario that
makes meaning.
Identify, interpret and explain
meaning in peer’s
performances.
Practice ideas of respectful
listening whilst refining audience
Do: participation skills.

Content Combine the elements of drama in devised and scripted drama to explore
Descriptors: and develop issues, ideas and themes (ACADRM040 - Scootle )

Develop and refine expressive skills in voice and movement to

communicate ideas and dramatic action in different performance styles
and conventions (ACADRM043 - Scootle )

Perform devised and scripted drama maintaining commitment to

role (ACADRM044 - Scootle )

Introduction: Circle chat as per regular. Reminder of the expectations for the 5 mins.
class: listening when needed, if I sit down, everyone needs to sit
down, audience skills, etc. Summary of last lesson: music and
pictures can both tell their own stories. Explain what we will do
this lesson: finish off first music activity, then devise a new
music activity.
 15/20
Warm Up Games: mins.
Look Up, Look Down.
Zip Zap.
Statues (if they are working well).

Main Task(s): After circle time, run the music activity from last lesson & finish 15 mins.
off the last three groups (comment where needed on
development of story). Mr. Penfold will run the lighting for this
exercise. Remainder of students in audience position. Students
to guess the main storylines as per last lesson.

Leading in from this, explain the add-on to this activity: same 5 mins.
groups, but now there will be individual pieces of music.
Students must make up a mimed story that suits the vibe of the
song (play each song so that each group gets an idea as prompt)
Students work on rehearsing their pieces – myself to monitor
performance. 10 mins.

Gauge: is each group ready? When it seems a piece is put 15 mins.

together – present each one. Students in audience to guess the
meaning behind each scene. Same as last lesson.

Repeat Exercise: same song, same scene, but now the music will 25/30
play quietly and students must add dialogue to their mime. mins.
Once all are done – discuss, how did the meanings change once
dialogue was added?

If there is time – run tableau exercise from last lesson but

extend the number of still images to five. This will tell a bit more
of a complete story – and children can guess as to the nature of
each. Either prompt students with an emotion, or they can
make their own.

Conclusion: Depending on the behaviour of the group, finish with a wind-

down game, or debrief chat. Debrief might be necessary to
discuss audience skills, respect whilst working together and
ensemble work. This seems to be an area they are struggling
in, and we cannot go onto more advanced drama work if they
don’t understand how to watch a theatre piece respectfully.