NAME: Alanna & Laura SUBJECT: Drama

CLASS: Year 5/6 TIME: 15 minute DATE: 13/4/2017

LESSON RATIONALE:

This will be the introduction to our drama lesson (first 15 minutes) for students to explore dramatic
action and improvisations using space and various objects.

CONTENT DESCRIPTOR:

Explore dramatic action, empathy and space in improvisations, play building and scripted drama to
develop characters and situations (ACADRM035) (ACARA 2014).

Students will explore dramatic action through improvisation while moving

LESSON through space
OBJECTIVES:
Students will explore dramatic action to create a short dramatic piece using
an object

Students work collaboratively as they use the elements of drama to shape

ACHIEVEMENT
STANDARD: character, voice and movement in improvisation (ACARA 2014)

MAIN LEARNING OUTCOMES AND DIFFERENTIATION:

In order to ensure learning progression for all students, it is necessary to stipulate specific learning
outcomes. In relation to the chosen topic, these outcomes can be measured by:
- Ability to explore and use dramatic action, empathy and space in improvisations and play building
- Students involvement in learning experiences and exploration of drama elements
- Enhance spatial and physical awareness, focus and creative-thinking skills.

What is improvisation? What do you already know about

ESSENTIAL improvisation in drama?
QUESTIONS: How can we if implement the elements of drama into our
improvisation?
S
ASSESSMENT OF Teacher observation of student
LEARNING: Student improvisation
Class discussion

RESOURCES Large, open space

REQUIRED: 5 objects for short dramatic piece
Laura Cassidy
110118903 ASSESSMENT FOR
TIME ACTIVITY TEACHER SUPPORT
LEARNING
Improvisation activity
Starter Introduce students to the creative activity of improvisation. Exercise led by teacher to assist Teacher observation of
- Performances that do not rely on prepared scripts in student improvisation and student improvisation and
7 mins dramatic play involvement in activity
Mark out large open space on the floor. Teacher to demonstrate/be
Students to begin walking in the space trying to balance the space while involved to provide guidance for
listening to cues from the teacher spatial/physical awareness, focus and students
creative thinking skills
- Begin weaving in and out of the space between other students (Fill
the space/gaps)
- Students to focus their eyes on two different people and stay between
them at all time (triangle shape)

Imagined states (walking with a purpose):

- Someone mysterious is following them and they are trying to get
away
- The floor is hot and burning your feet
- You can hear someone calling your name from a far but cant work
out where its coming from

Main Improvisation skit 5 objects for dramatic play Observation of students

improvisation to develop
8 mins Highlight that we have already focused on drama elements prior to this Teacher to move around during characters and situations.
topic (character, relationships, situation, voice, movement, focus, tension, constructing time and provide
space/time, language) support to students

Students will work in groups of 2-3 to create a short 30-second act using a
random object as the focus of their performance.
Laura Cassidy
110118903

Allow students 3 minutes to construct their act.

Groups to present for 30 seconds each.

Finalize with group discussion on improvisation what things did you

consider when creating your improvisation act?

* In a full length lesson, this activity would be further developed and more
time would be allocated for students to work more in depth in developing
their improvisation piece*

Further exploration of improvisation would be included through viewing

short clips demonstrating improvisation in practice.

Opportunity for students to reflect and share their experiences with the
improvisation activities.

Plenary Inquiry-based plenary wherein teacher leads discussion about the key Teacher led but relies on Inquiry centered
elements involved in the topic of improvisation. student participation to ensure assessment wherein the
10 mins that key elements of dramatic teacher can gauge an
Students have the opportunity to share their thoughts, ideas and play and improvisation are understanding of students
experiences with improvisation. understood. ideas about improvisation
and dramatic play.
Discuss the key elements involved in improvisation. Use questioning to enhance
discussion