Joshua Taratuta-212165213

EEA411 Assessment Task 1

The picture story book Who sank the boat? by Pamela Allen will be used as the basis
of the level 1 drama sequence. The picture story book was used in relation to the
drama task as using texts in the drama classroom can be resourceful and stimulating for
the students (Nicholls, J, 2004). Using a published text as a basis of drama lessons has
many advantages these are that you often begin with a strong narrative, a clear
dramatic context, clear concepts and interesting characters (Nicholls, J, 2004). When
using a text to teach drama you do not have to stick to the text you are able to deviate
from the story completely, by creating new dramatic experiences to explore through role
and play building (Nicholls, J, 2004). Sometimes when using texts to teach drama, the
story may only be read halfway through and then the students come up with the rest of
the story (Nicholls, J, 2004). This is not happening in this sequence of lessons as the
level one students do not have the skills yet to make up the rest of the story so the full
story will be read to the students. The sequence of lessons taught relates to the Arts
domain of AusVels level 2 as the activities explore drama elements and conventions
such as costumes and props to create a character based on their observation and
perception of a story ( Victorian Curriculum and Assessment Authority (VCAA), 2013).
This will be done by students acting out a playing different characters from the story.
Students will also create and present performing art work that demonstrates knowledge
and ability to communicate ideas, concepts, observations, feelings and experiences
(VCAA, 2013). In lesson two and three of the sequence students use puppets to put on
a puppet show of Who sank the Boat? When using puppets using their imagination,
experimentation and planning (VCAA, 2013). Using puppets in a classroom allows for
students to express themselves more confidently as well as taking on role-playing in a
less self-conscious way (Ryan, T, 2004). Puppets are good to use as they are able to do
things that are physically impossible for humans to do, so students can have fun with
this by manipulating their movements (Ryan, T, 2004). Before this sequence of lessons
is taught students should have prior knowledge of some of the drama elements and
conventions, as this would have been taught in previous lessons. As a picture story
book is used to help teach drama the three lessons will also incorporate aspects of
English in level 1 of the Australian curriculum. The lessons fall under the content
1

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descriptors of Literature and Literacy (Australian Curriculum Assessment and reporting

authority (ACARA), 2010). In these lessons students will be responding to literature,
examining literature and creating literature (ACARA, 2010). Students will also be
interacting with others as well as creating texts (ACARA,2010). In previous lessons
students have also learnt about puppets and puppetry and put on puppet shows this
aspect will be touched on briefly but the content will not be totally retaught to the
students as they already have the knowledge. Students will have also been read the
book Who Sank the boat by Pamela Allen at the end of the previous lesson.

Lesson 1
Materials needed
Picture story book Who sank the boat by Pamela Allen
Lesson Instructions
Students all sit in a circle to begin the class. The teacher then asks them what they
know and remember about the book who sank the boat by Pamela Allen. There is then
a short class discussion about the book (7 minutes).
Students are then reread the book to jolt their memory (5 minutes)
Students are then numbered off 1-5 with each number representing one of the animals
in the book, all the number 1s are told they have to act like a cow, number 2s a donkey,
number 3s a sheep, number 4s a pig and number 5s a tiny little mouse. First students
have to make the noise that animal makes with each group taken a turn at a time, then
all the groups at the one time. Then the students have to move around the room
pretending to be the animal (8 minutes).
The groups then rotate so all students in the class get a turn at being each animal (8
minutes).

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Students then form groups of 5 again with each student allocated one animal out of the
story. Students then get two minutes each to play their character and be in the hot seat
whilst the four other members in their group ask them question (10 minutes).
In the same groups of 5 the students have to form a boat in any way that they like, but
all students in the group have to form a part of the boat (4 minutes). All the other
groups look at the boats whilst the students demonstrate how their boats work (3
minutes).
Lesson 2
Materials needed

Picture story book Who sank the boat by Pamela Allen

Music that sounds like a farm, jungle etc
Photocopies of pages out of the book so the groups can rehearse and
perform their scenes

Lesson Instructions
To start the lesson a warm up is done with students walking around the space
pretending to be different animals they can be any animal with music playing in the
background, when the music stops the students have to pause in the shape of their
animal, different students will be picked to tell the rest of the class what animal they
were, what sound the animal makes and if it is a wild animal, farm animal or household
pet. Each round students need to be a different animal (8 minutes).
Students are then put in even groups, each group is then given pages from the book to
act out in whatever way they please. The students can choose to have a student or a
few students read the text from the book why the rest of the group acts the scene out or
if the students do not feel confident reading the text the teacher can read it out while the
students act it out. Students will get time to rehearse, their performance as a group (10
minutes). The students will then perform the full text with the story being performed from
start to finish (7 minutes).

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The students then all sit in a circle and talk with the class about what they thought
worked well in all the groups scenes (3 minutes).
The teacher will then talk to the students about puppets and puppetry and see what
they remember from previous lessons they had about puppetry. As a class they then
brainstorm different ways they can perform Who sank the boat? using puppets. (10
minutes).
Students are then allocated groups, and each group is given a different types of puppet
genre to perform in the next lesson, the number of students in each group and the
amount of groups will depend on the number of students in the class. All groups do not
need to have the same amount of numbers some groups may need more or less
depend on the type of puppets they are using (7 minutes).
Lesson 3
Materials Needed

Picture story book Who sank the boat by Pamela Allen.

Photocopies of the book or extra copies so all the groups have a copy to

rehearse from.
Finger puppets, glove puppets, sock puppets and newspaper puppets that can

be used to represent the characters in Who sank the boat.

Puppet theatre
White sheet
Torch
Boat to be used in all the puppet shows

Lesson instructions
The lesson will begin with the students working with the group that they were put in at
the end of the last lesson. They will receive their puppets from the teacher with each
group receiving a different type of puppet such as finger puppets, glove puppets, sock
puppets, shadow puppets and newspaper puppets. There will also be one boat that will
be used in all the puppet shows. All the puppets will be pre made so no preparation
from the students needs to be done so they are able to get maximum time for
rehearsing their shows ( 2 minutes)

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After students receive their puppets in their group they allocate roles to each person a
narrator and the four main characters. Depending on group numbers students may
alternate roles so everybody gets an opportunity to perform. One student may
manipulate the puppets movement while another student may do the voice of the
puppet. If none of the students in the group feel confident narrating and reading the
text, the teacher may be the narrator for the group. Students will then work as a
group to rehearse their puppet shows (15 minutes)
After students have finished rehearsing the students will all find a spot on the floor
where they are able to see the puppet theatre. Each group will then take turns
performing their play to the rest of the class. Each group will use the puppet theatre
to perform, whilst the shadow puppets group will also use this a white sheet will be
put over the puppet theatre. The lights in the classroom will be turned off when the
shadow puppeteers perform and the curtains in the classroom drawn so the room is
dark with light projecting onto the white sheet so the puppets can be seen.

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References
Australian Curriculum Assessment and reporting Authority, 2010, F-10 Curriculum
English, retrieved 28th April 2015,
http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level1
Catholic Education Services Diocese of Cairns, 2012, Arts Year Term, retrieved 28 th
April 2015, http://www.google.com.au/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=24&ved=0CFoQFjANOAo&url=http%3A%2F
%2Fwww.cnscurric.catholic.edu.au%2Fuploads
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mAXx6YCACg&usg=AFQjCNFMSftKECBEq8cAnmeOLNeS5XXx3w
Nicholls,J, 2004, Jumping off the page, in Mooney,M & Nicholls, J, Drama Journeys,
Currency Press, Strawberry Hills, NSW, Australia.
Victorian Curriculum and Assessment Authority, 2013, Structure of the Arts Domain,
retrieved 29th April 2015, http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Domainstructure
Victorian Curriculum and Assessment Authority, 2013, The Arts Curriculum- Level 2,
retrieved 28th April 2015, http://ausvels.vcaa.vic.edu.au/Level2