Arts Education - Unit Plan

Drama

Catherine Davies, Mary Beresford, Tiffany Schroeder and Victoria Fraser.

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 Topic Focus: An Egg is Quiet
Level of schooling: Reception/Foundation
School and class context: St Andrews School

Learner Context:
Learning Focus:

Aims: Elements of Drama:

Explore voice and movement Character

Express their ideas through role and story Voice

Explore both performance and audience roles Role

Dispositions:

Children will develop the dispositions of persistence, motivation, creativity, expression, autonomy confidence
and problem solving. Specifically children will develop confidence and persistence through engaging,
hands-on drama experiences that harness children’s desire to learn. Problem solving and expression are
also key dispositions that will be focused on throughout this unit.

General Capabilities:
Critical and Creative Thinking
Ethical Understanding
Information and Communication Technology Capability
Literacy

Cross Curriculum Priorities:

Sustainability

General Capabilities and Cross Curricular Priorities Links:

Please note: This unit plan is subject to change, pending interaction with children in response to their
collective needs and interests.

Teaching sequence over page.

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Teaching Sequence:
Lesson: Teaching Sequence Differentiation ACARA Links

Page 3
1: Eggselent Coming into the drama space: taking shoes
Eggs - Prior and socks off, sitting in a large circle.
Knowledge
Establish expectations, create and essential
agreement for drama.
Warm up:
- Pass the object
Literature:
Look at front cover and end paper, discuss
and record initial thoughts and ideas.
Small Group Drama:
Cut up photos for grouping, children act out
the scenario depicted on the picture. Use
teacher in role as a scaffolding technique for
children who need it. After rehearsing
children are given opportunity for
performance.
Examples of guiding questions:
I wonder if anyone has seen this animal?
I wonder if you can change your body to be
like that animal?
I wonder if you can try something different?
I wonder how these animals might feel?
I wonder how you can move your body like
this animal?
Relaxation
Egg themed meditation/mindfulness. Calming
music playing with video of bird in the
background.
Reflection
Children are given A3 sheets of paper and a
black felt tip marker. Children choose to
draw about either the materials provided
(eggs, nests, feathers etc.) or something they
remember, reflecting on their experience.
Pack up:
Pack away resources, shoes and socks back
on
Page 4
Provide sensory aids for
children who require them.
Accommodate for brain and
water breaks.
Organise and allocate
grouping of children to
support learning needs and
social interactions.
Model drama games and
performances to help the
children feel comfortable in
the space and understand
expectations.
Allow children to participate
as an audience if they don’t
want to perform.
Provide alternate
opportunities for children
who do not wish to perform
e.g. Director, Costumer,
Locating props etc.
Provide one-on-one
assistance for children who
require it e.g. discussions
with children, working
alongside children etc.
Explore role and dramatic
action in dramatic
play, improvisation and process
drama (ACADRM027)
- Taking turns in offering and
accepting ideas, and
staying in role in short
improvisations.
- Exploring possibilities for role
and situation when
participating in whole group
teacher-led process drama
and roleplay.
Use voice, facial expression,
movement and space to imagine
and establish role and situation.
(ACADRM028)
- Communicating verbally by
using the voice to explore
and show role and situation.
- Communicating non-verbally
by using facial expression
and movement to show role
and expression
- Movement within a space to
create the difference
between their performance
space and the audience
space.
Cross Curricular Links:
English - Creating Literature:
Retell familiar literary texts
through performance, use of
illustrations and images
(ACELT1580)
Outcome 1:
1.1 Use effective routines to help
make predicted transitions
smoothly
1.1 establish and maintain
respectful, trusting relationships
with other children and educators
1.2 Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency
1.3 Children develop
knowledgeable and confident
self identities
1.4 Children learn to interact in
relation to others with care,
empathy and respect
Outcome 2:
2.1 Children develop a sense of
belonging to groups and
communities and an
understanding of the reciprocal
rights and responsibilities
necessary for active community
participation.
2: Get Cracking Coming into the drama space: taking shoes
- Consolidating and socks off, sitting in a large circle.
Go over previously established expectations
of drama lessons. Re-outline lesson structure.
Warm up:
- Pass the object
- Repeat from previous lesson with less
guidance.
Literature:
Go over previously read pages, read up to
Eggs come in different sizes.
Discuss and record children’s thoughts
Small Group Drama:
Go over last week, use cut up photos for
grouping, children create what they think
happens after the photo. Use teacher in role
as a scaffolding technique for children who
need it. After rehearsing children are given
opportunity for performance
Examples of guiding questions:
I wonder where they might be going?
I wonder why they’re doing this?
I wonder what might happen next?
I wonder if something scary/funny might
happen?
I wonder whats going to happen to the egg?
I wonder what might happen in real life?
Relaxation
Nature themed yoga, calming music playing
with video of bird in the background.
Reflection
Children are given A3 sheets of paper and a
black felt tip marker. Children choose to
draw about either the materials provided
(eggs, nests, feathers etc.) or something they
remember, reflecting on their experience.
Children are given opportunity to continue
reflection from last week if needed.
Pack up:
Pack away resources, shoes and socks back
on
Page 5
Provide sensory aids for
children who require them.
Accommodate for brain and
water breaks.
Organise and allocate
grouping of children to
support learning needs and
social interactions.
Model drama games and
performances to help the
children feel comfortable in
the space and understand
expectations.
Allow children to participate
as an audience if they don’t
want to perform.
Provide alternate
opportunities for children
who do not wish to perform
e.g. Director, Costumer,
Locating props etc.
Provide one-on-one
assistance for children who
require it e.g. discussions
with children, working
alongside children etc.
Explore role and dramatic
action in dramatic
play, improvisation and process
drama (ACADRM027)
- Taking turns in offering and
accepting ideas, and
staying in role in short
improvisations.
- Exploring possibilities for role
and situation when
participating in whole group
teacher-led process drama
and roleplay.
Use voice, facial expression,
movement and space to imagine
and establish role and situation.
(ACADRM028)
- Communicating verbally by
using the voice to explore
and show role and situation.
- Communicating non-verbally
by using facial expression
and movement to show role
and expression
- Movement within a space to
create the difference
between their performance
space and the audience
space.
Cross Curricular Links:
English - Creating Literature:
Retell familiar literary texts
through performance, use of
illustrations and images
(ACELT1580)
Outcome 1:
1.1 Use effective routines to help
make predicted transitions
smoothly
1.1 establish and maintain
respectful, trusting relationships
with other children and educators
1.2 Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency
1.3 Children develop
knowledgeable and confident
self identities
1.4 Children learn to interact in
relation to others with care,
empathy and respect
Outcome 2:
2.1 Children develop a sense of
belonging to groups and
communities and an
understanding of the reciprocal
rights and responsibilities
necessary for active community
participation.
3: Coming into the drama space: taking shoes
Consolidating and socks off, sitting in a large circle. Revise
expectations and connect with last week.
Warm up:
- Pass the object
- Extending: give children less guidance,
each child have a try at changing the
object
Literature:
Read up to An egg is giving page. Connect
with previous knowledge, discuss and record
thoughts and ideas.
Small Group Drama:
Group children according to animals, scaffold children feel comfortable in
(chicken, salmon, grasshopper). Children act
out growing inside of an egg and hatching.
After rehearsing children are given
opportunity for performance
Examples of guiding questions:
I wonder what it feels like to be inside an
egg?
I wonder what it feels like to hatch?
I wonder how the mummy/daddy might be
feeling?
I wonder what will happen to the egg shell?
I wonder who else might be there?
I wonder where this will happen?
Relaxation
Egg themed meditation/mindfulness. Calming Locating props etc.
music playing with video of bird in the
background.
Reflection
Children are given A3 sheets of paper and a require it e.g. discussions
black felt tip marker. Children choose to
draw about either the materials provided
(eggs, nests, feathers etc.) or something they alongside children etc.
remember, reflecting on their experience.
Children are given opportunity to continue
reflection from last week if needed.
Pack up:
Pack away resources, shoes and socks back
on
Page 6
Provide sensory aids for
children who require them.
Accommodate for brain and
water breaks.
Organise and allocate
grouping of children to
support learning needs and
social interactions.
Model drama games and
performances to help the
the space and understand
expectations.
Allow children to participate
as an audience if they don’t
want to perform.
Provide alternate
opportunities for children
who do not wish to perform
e.g. Director, Costumer,
Provide one-on-one
assistance for children who
with children, working
Explore role and dramatic
action in dramatic
play, improvisation and process
drama (ACADRM027)
- Taking turns in offering and
accepting ideas, and
staying in role in short
improvisations.
- Exploring possibilities for role
and situation when
participating in whole group
teacher-led process drama
and roleplay.
Use voice, facial expression,
movement and space to imagine
and establish role and situation.
(ACADRM028)
- Communicating verbally by
using the voice to explore
and show role and situation.
- Communicating non-verbally
by using facial expression
and movement to show role
and expression
- Movement within a space to
create the difference
between their performance
space and the audience
space.
Cross Curricular Links:
English - Creating Literature:
Retell familiar literary texts
through performance, use of
illustrations and images
(ACELT1580)
Outcome 1:
1.1 Use effective routines to help
make predicted transitions
smoothly
1.1 establish and maintain
respectful, trusting relationships
with other children and educators
1.2 Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency
1.3 Children develop
knowledgeable and confident
self identities
1.4 Children learn to interact in
relation to others with care,
empathy and respect
Outcome 2:
2.1 Children develop a sense of
belonging to groups and
communities and an
understanding of the reciprocal
rights and responsibilities
necessary for active community
participation.
4: Coming into the drama space: taking shoes Explore role and dramatic
Provide sensory aids for action in dramatic
Consolidating/ and socks off, sitting in a large circle. Revise
Final Lesson past three weeks, make connections with children who require them. play, improvisation and process
drama (ACADRM027)
previous learning - Taking turns in offering and
Accommodate for brain and accepting ideas, and
water breaks. staying in role in short
Warm up: improvisations.
- Pass the object - Exploring possibilities for role
Organise and allocate and situation when
- Extending: no guidance from teachers grouping of children to
participating in whole group
(except for when needed) teacher-led process drama
support learning needs and and roleplay.
Use voice, facial expression,
social interactions. movement and space to imagine
Literature: and establish role and situation.
Read the entirety of An Egg is Quiet. Discuss (ACADRM028)
Model drama games and - Communicating verbally by
and record children’s thoughts and ideas
performances to help the using the voice to explore
and show role and situation.
children feel comfortable in - Communicating non-verbally
Small Group Drama:
the space and understand by using facial expression
Group children into groups of 3, children and movement to show role
create a short scene/story about an egg. expectations. and expression
Teacher provide guidance where necessary - - Movement within a space to
if needed teacher in role. Refer children to Allow children to participate create the difference
book if needed. After rehearsing children are between their performance
given opportunity for performance as an audience if they don’t space and the audience
Examples of guiding questions: want to perform. space.
Cross Curricular Links:
I wonder what animal you might be? English - Creating Literature:
I wonder where you live? Retell familiar literary texts
Provide alternate
I wonder what your egg looks like? through performance, use of
I wonder if you could make your body opportunities for children illustrations and images
shaped like that? (ACELT1580)
who do not wish to perform Outcome 1:
I wonder what might happen next?
I wonder what would happen if something
e.g. Director, Costumer, 1.1 Use effective routines to help
make predicted transitions
silly/scary/funny happened? Locating props etc. smoothly
1.1 establish and maintain
Relaxation respectful, trusting relationships
Provide one-on-one with other children and educators
Nature yoga,calming music playing with 1.2 Children develop their
video of bird in the background. assistance for children who
emerging autonomy, inter-
require it e.g. discussions dependence, resilience and
sense of agency
with children, working 1.3 Children develop
Reflection
Children are given A3 sheets of paper and a alongside children etc. knowledgeable and confident
self identities
black felt tip marker. Children choose to 1.4 Children learn to interact in
draw about either the materials provided relation to others with care,
(eggs, nests, feathers etc.) or something they empathy and respect
remember, reflecting on their experience.
Outcome 2:
Children are given opportunity to continue 2.1 Children develop a sense of
reflection from last week if needed. belonging to groups and
communities and an
understanding of the reciprocal
Pack up: rights and responsibilities
necessary for active community
Pack away resources, shoes and socks back participation.
on

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Value of structure
The lessons in the Arts unit will follow a consistent structure. It has been found that all Drama lessons should
allow time for exploration, skill development and opportunity for presentation (Arts Pop 2019). Following a
predictable lesson structure provides students with a sense of security and helps to maintain engagement (Arts
Pop 2019). A predictable lesson structure is particularly constructive for children with certain special needs,
such as Autism, who benefit from a structured learning environment and clear routines (Hyde, Carpenter &
Doyle 2017, p. 294). Creating a clear structure in the drama classroom is an effective way to create
predictable environments that allow children to feel safe and secure, allows children to reflect and develop
on their skill sets as well as building community and a sense of teamwork (EYLF 2009). Although we will follow
an established lesson format, we will also remain flexible within our lessons and welcome unpredictable
teaching moments, as it is in these moments that the most authentic and exciting learning often occurs (Arts Pop
2019).

Importance of Activating Prior knowledge:

The Drama curriculum from foundation year onwards, builds on children’s past experiences (Dinham & Chalk
2017, p. 171). Activating students’ prior knowledge is an important process in the Drama lesson as it enables
children to consolidate what they already know about the topic. Furthermore, it has been found that prior
knowledge activities are a valuable part of Drama lessons, as they facilitate student engagement in the topic
(Cawthon, Dawson & Shasta 2011, p. 1). Brainstorming and visualizing what eggs look and feel like will assist
children later in the lesson when they pretend to be eggs. Through observational jottings, teachers will record
children’s thinking, which can be used as a springboard for future planning.

Warm up - Pass the object

Through developing a ritual and starting each class with a group warm up, we aim to get students to warm
up their bodies, stretch their imagination, get into a creative mindset and encourage students to have fun and
build confidence within the group. Welcoming the students into the space and gathering into a circle with the
teacher, allows them to get into the drama mindset and provides the educator with an opportunity to introduce
the game with clear instruction and role-modelling. According to Dinham (2017, p. 146), “Warm-up and cool-
down routines are important bookends for movement-based activities. They are transition activities that
physically warm up muscles and create a mental focus for dance or cool down the body and quieten the mind
for the transition to the next part of the daily program.” Though this warm-up we aim to get students to think
on their feet, imagine and display their ideas to their peers and build skills to boost cooperation and teamwork
among students. Pass the Object is a drama game where each student improvises by imagining and acting
out an object of their choice and passes the imaginary object to the person next to them. The teacher’s role is
to explain the game and give examples of how different characteristics of the objects could be acted out. To
start the game, teachers will model the game and will give students time to practice and create their own
ideas. The students will follow the rules of the game, for example no talking, and that the object must be
passed around the circle.

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Due to the young age of children in this unit the majority of assessment will be undertaken through observations
and discussions. Through this unit, students may be able to take on roles to explore the concepts of eggs
through imagined situations, with guidance from the educator where needed. Children’s ability to interact
collaboratively and communicate their thoughts about drama with peers will be assessed. Again, due to the
young age of the children involved the majority of assessment will be through observational jottings to capture
and record children’s developing understanding of concepts and drama skills. Specifically looking at how
children become involved in the drama processes, focusing on meeting content descriptors (see Learning
Sequence). Additionally, children’s ability to develop an appreciation of drama through the making of their
own process drama and the process drama of others.

Children will also record their own understanding of dramatic process through their reflective drawings
undertaken at the end of each session. These drawings will be used to consolidate the observational jottings
taken throughout each session.

Assessment:

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Teacher in role
Teacher- in- Role, a form of Process-Drama, provides a unique way of approaching the teaching process.
Using the teacher’s involvement enables the teacher to keep the drama going and manage the student’s
participation in the experience (Dinham and Chalk, 2017). Teachers can do this by the questions they ask the
students, by challenging a decision, by commenting on behaviour, or expressing expectations, all while in the
role (Dinham and Chalk, 2017). When acting in-role, the teacher can model expectations about using voice,
gesture, posture and language to develop the characters of the bush turkey and goanna personality (Dinham
and Chalk, 2017).

Process drama
Process drama is introduced to students in the foundation year level and it involves students being immersed
in a dramatic context and improvising in an unscripted and unfolding experience (Dinham and Chalk, 2017).
Process drama is directed by the teacher and involves presenting the students with a problem to be solved,
a challenge to be undertaken, a question to be resolved or a situation to be explored (Dinham and Chalk,
2017). Students will explore different perspectives and possibilities from the scenarios they were given
(Dinham and Chalk, 2017). The space of the drama provides a safe way for children to imaginatively explore
situations, relationships and problems (Dinham and Chalk, 2017).

Relaxation and Reflection

Following the drama lesson, children will find a space to sit or lie down. One team member will then lead a
guided relaxation, focusing on meditation to calm children and act as a “warm down”. Restful music (Putamayo
Dreamland) will play in the background to help facilitate this transition, in addition to this a video of birds
will play on the whiteboard to further the themes of the lesson and spark children’s inspiration. This relaxation
will take place at the end of every drama lesson acting as a “bookend”, and establishing the ritual of the
drama lesson. This relaxation will go on for 10 minutes. Team members will participate in the relaxation to
model to children appropriate behaviour. Dinham (2017) states that process drama can also incorporate,
reading, writing and graphic representations in the fabric of drama. In this spirit, after the relaxation, children
are given the opportunity to document their learning through observational or reflective drawing. Furthermore,
Dinham (2017) states that drama education is about children’s learning and development as individuals,
rather than on performance. Applying this to the lesson rituals, the opportunity for children to participate in
drawing allows for opportunities for individual work. The children will sit in small groups with A3 sheets of
paper and black felt tip markers to document their learning. Team members will roam around the room
assisting where needed, facilitating discussion and observing. At the end of the drawing sequence, children
will return named drawings to team members and put away felt tip pens.

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Links to Literature:
Resources:

Teacher Resources:

 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016, F-10 Curriculum,
Drama, Foundation to Year 10 Curriculum v8.3, Australian Curriculum, Assessment and
Reporting Authority, viewed 20 March 2019, https://www.australiancurriculum.edu.au/f-10-
curriculum/the-
arts/drama/?year=12728&capability=ignore&capability=Literacy&capability=Numeracy
&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capa
bility=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&cap
ability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&pr
iority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and
+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=tr
ue&elaborations=false&scotterms=false&isFirstPageLoad=false
 Arts Pop 2019, Dance Planning, Arts Packages of Practice, Australian Government
Department of Education, Employment and Workplace Relations, viewed 31 March 2019,
http://www.artspop.org.au/content/view/index-docid=108.html
 Cawthon, S, Dawson, K, & Shasta, I 2011, ‘Activating Student Engagement Through Drama-
Based Instruction’, Journal for Learning Through the Arts, vol. 7, no. 1, pp. 1-31.
 Dinham, J & Chalk 2017, It's arts play: young children belonging, being and becoming
through the arts, Oxford University Press, Australia & New Zealand .
 Egg shaker
 Hyde, M, Carpenter, L & Dole, S (eds) 2017. Diversity, inclusion and engagement,
(3rd Edition) Oxford University Press, Melbourne Vic.
 Hutts Aston, D & Long, S 2014, An Egg is Quiet, Chronicle Books LLC, San Francisco,
California.
 Murdoch, C 2015, The Power of Inquiry, Seastar Education, Melbourne, Australia.
 Paper
 Wright, S 2003, Children Meaning-Making and the Arts, Pearson Education Australia,
Frenchs Forest, NSW.
 Whiteboard

Student Resources:

 Cut up pictures of animals who lay eggs

 Paper
 Black textas
 Resources for reflection: feathers, eggs, nests, twigs etc

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