DANCE DRAMA LESSON PLAN Jeremy Stoll

Topic: Telling stories - Drama

Context:
Implementing drama into a cross curriculum study of Australian History
Theme:
Elements: time, relationships, force
Body parts: movement qualities
Body actions: gesture
Contrasting pattern
Learning outcomes the children will be able to.
Cognitive (Intellectual/artistic):intellectual recognition of Australian history
Psychomotor (Thinking/Physical):
Affective (Emotional/Social/Cultural):making emotional, social, and cultural relevant understandings to the time
period and theme of early Australian History.
Assessment
Explain how you will monitor their progress (safety, artistic):
I will ensure that all students have physical safety and emotional safety. In a collaborative environment people can
become emotional and withdraw from participation. I will make sure the students are comfortable coming to me with
any issues, and make sure the classroom is safe and the students understand my expectations.
Explain where your lesson plan fits in with ACARA, AusVELS or Early Years Framework progression point and/or
level of kinesthetic ability:
Acara: Drama level 5/6
Students will make and present drama exploring ideas and issues, roles, and character. They will work with a range
of dramatic tensions, spaces, places and times, and use varied registers of language and movement. They will
develop play-building skills and experiment with scripted text, beginning to explore a range of forms. They will begin
learning about staging, rehearsal and acting skills, and present informal and formal performances to audiences.
Students will experience and respond to a range of drama and learn about theatrical forms, contemporary and
historical concepts and conventions
Ausvels: Drama level 5
in Drama, students role-play situations and events, sustaining role/character throughout their group or solo
performance.

WHAT - content

HOW strategies and approaches

Warm up Kinesthetic tune-up

Introduction of the concept/theme
Students discuss early Australian history, and their
perception of it.
Exploring and developing ideas (creating & making)
Students compare their thoughts, and discuss their
interests on the topics (settlement, immigration, etc)

Pace and length of each activity:

introduction: 2 minutes
Exploring of ideas: 2 minutes
Practicing voice: 2 minutes
Development: 20 minutes
Culmination: 20 minutes
Discussion: 5 minutes
Closure: 2 minutes

Practicing their voice, physical (technique) and social

skills:
students hop into groups and are asked to write a brief
paragraph explaining Australian history in their words
Development - Exploration
Practicing their physical and social skills:
Student volunteers spend a few minutes acting out a
scene from their versions Australian History.
Culminating Dance/Play - Presentation
Introduction (beginning)
Students are given scripts and scene directions of popular
parts from Australian history (captain cook, Ned Kelly,
bourke and wills. They discuss how they could represent
it using props/costumes.
Development (middle)
Students create, collaborate and practice the production.
Resolution (ending)
Students perform the production to the teacher/other
classes.

Discussion Memory integration

- Their physical skills: what skills did we illustrate?
- Their safety skills: how was it safe/unsafe?
- What could be changed/improved?
- What worked well in the performance?
- Their creative skills: what other perspective could
you take?
- How did you connect to your characters?
Closure
Students sit on the floor, take a breath, and discuss what
they found interesting about the drama role play

Management of children in the space safely for each

activity?
Students only use props when told they can,
and only in the appropriate manner
Teacher keeps moving and keeps track of
what everyone is doing and ensures everyone
is alright, and enjoying participating
Establishing rules and expectations of behavior in
each activity?
Students move when teacher approves.
Students raise hands to speak and take turns.
Monitoring safe movement practice of physical skills in
each activity
Safe use of props, personal space, shared
space
Aesthetic Awareness
How will you plan to facilitate the development of their
movement/character response through the use of:
Teacher voice: speak loudly and clearly
Drama terminology and vocabulary action
words verbs, adverbs, adjectives:
role, character, script, scene direction
Feedback to children about their movement
response? (I like how you really became the
character)