Assignment 1 – Secondary Curriculum 1C Drama

Western Sydney University

Assignment 1:
Lesson Plans and
Rationale
Brooke Grech - 18893641

Contents
Lesson Plan 1 – ........................................................................................................................ 2
Appendices ............................................................................................................................ 8
Lesson Plan 2 – ...................................................................................................................... 10
Appendices .......................................................................................................................... 17
Lesson Plan 3 – ...................................................................................................................... 19
Rationale ................................................................................................................................. 22
References ............................................................................................................................... 25

Brooke Grech - 18893641

Assignment 1 – Secondary Curriculum 1C Drama

TOONGABBIE CHRISTIAN COLLEGE

Lesson Plan 1:

Unit Name: Topic: Introduction to Drama Term 1 (Week 1)

Playbuilding & Improvisation
Stage of Learner: Demographics: Lesson 1
Stage 5 – Year 9 Co-ed Private School in
Western Sydney (middle SES)
Date: 30/01/19 Elective – 100 hours Syllabus Pages: All
(Essential content)
Time: 60 minutes Total Number of students: 15 Printing/preparation:
Health and Safety
Guidelines Poster (in classroom)

Outcomes Assessment Explicit subject Cross Curriculum ICT

(See Drama 7-10 specific concepts themes & General
Syllabus) and skills capabilities
Syllabus outcomes Formative assessment: Playbuilding Sustainability: Use of
Making: Students are informally Making  Health and Safety projector
5.1.1, 5.1.4 assessed as they
Performing: participate in the Performing Poster is laminated screen and
5.2.1 warmups and activities Understanding and and reused for each computer
(making and applying the year
Life Skills outcomes performing). elements of drama  Put ICT on sleep
LS.1.1 Debriefing at the end of
LS.1.2 the class allows the
Memorising mode to save
LS.1.3 teacher to see what Creative thinking and electricity
LS.2.1 students have problem solving
understood from the
lesson.

Students learn to: Students learn about:

Make: Making:
 Recognise, create and develop elements of  The identification and development of the elements
drama to produce dramatic action and of drama which together create dramatic meaning
meaning and audience engagement
 Develop fundamental vocal and  The role of the individual in the collaborative
physicalisation techniques appropriate to process of drama
conveying role/character  The use of drama terminology to express ideas
 Explore basic movement techniques in  The presentation of dramatic material in a variety of
relation to roles/characters ways using techniques such as tableau/still image.
 Refine work in collaboration with others  The nature of an ensemble and the collaborate
 Develop non-linear plot structures and use process
shifting time frames to present dramatic
ideas Perform:
 Realistic and abstract movements in performance
Perform:  Aspects of body language and physicalisation such
 Use movement skills to enhance as posture, gesture and facial expression
performance  Performing with confidence in a variety of spaces
 Use body language and physicalisation to and developing trust and collaboration with others
help an audience to read a performance

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

 Move through and act with confidence in a  The contribution of timing to the creation of impact
designated performance space and dramatic tension in dramatic works
 Develop timing in performance  Maintaining clarity of focus as action advances
 Create and maintain clarity of focus in  The function of the actor/audience relationship
dramatic action

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Time Teaching and learning actions Centred T/S

5m Students line up. T

Teacher leads students into classroom and instructs for bags to be put on the side
and shoes to be taken off.

10m Teacher asks students to get into a circle sitting down. T/S
This is the ‘drama circle’. It will be used for debriefing or drama games/activities.
(Time- Brief intro to drama:
elapsed:- Teacher asks students what they think drama is. Students discuss their opinions.
15m)
Teacher goes through health and safety and directs students’ attention to the poster
with these guidelines that will always be in clear sight.

Resources:
Health and Safety Guidelines Poster (see appendices 1.4).
10m S
Teacher leads students in an ‘ice-breaker’ activity
(Time- Name Game (see appendices 1.1).
elapsed:-
25m)

5m T
Teacher waits for students to settle.
(Time- Teacher explains that the use of body and voice is important in drama. We need to
elapsed:- warm up to set foundations for harder work later. Warm-ups/drama games also
30m) teach us skills in the elements of drama, which we will look at more next lesson.

10m T/S
Teacher leads students in the ‘Spatial awareness’ warmup (see appendices 1.2)
(Time- Teacher explains the purpose of this warmup (relating to focus, movement, space,
elapsed:- timing etc).
40m)

15 mins Teacher explains to students that there are many ways of expressing drama – T/S
different styles and forms. One way is through tableaus. Teacher asks students if
(Time- they know what tableaus are. If students are unsure, teacher can explain. “Tableaus
elapsed:- are like freeze frames or a still image”.
55m)
Teacher leads students in the Introduction to Tableaus Activity (see appendices 1.3)
5 mins Teacher brings students into drama circle. T/S
Teacher asks students to name ONE thing they learnt in today’s lesson.
(Time-
elapsed:- Teacher asks students to bring their devices/notebooks for next lesson, as they will
60m) be looking at resources for the elements of drama on google classroom.

Students put their shoes on and wait patiently for the bell to ring.
Teacher dismisses students when bell rings.

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Appendices:

1.1.
Icebreaker Activity (Name Game):

Students stand in the circle they are already in.

Each student says their name whilst doing an action that represents them.
The teacher can go first to give students an example. E.g. “Ms Grech!” – while shaking jazz hands.
The action can be as small or big as the student desires, however, they cannot do the same action as another
student.
Each student goes around the circle doing their action and saying their name in a loud voice.
After the last student has their turn, teacher explains the next part of the game.
‘Name Swap’
A student will say their name and do their action, then they will pass it on by pointing at another student and
saying their name.
The aim of the game is to keep this going without hesitation. Students cannot point to the person next to
them.
If the student hesitates then they are out.
Do a couple of practice rounds, then the real deal until one student is left.
(If this is too easy, it can be played by remembering actions as well as student’s names)

1.2.
Spatial Awareness Warm-up:

Students are instructed to walk around the room filling in any gaps they find. Encourage students not to just
walk in a circle. While students do this, teacher explains its relevance to drama – developing focus, spatial
awareness, tempo, and movement.
Teacher then says: “If this speed you are walking at is a 5, I now want you to walk at a 6.”
Teacher can play around with increasing and decreasing speed until all students understand this concept.
Walking at a comfortable pace (e.g. 4 or 5), teacher explains now that if an individual student wishes to
change the speed, they can do so by saying it out loud as the teacher did, “8!” or “2!” and all students walk at
this pace.
Once students have a few turns of doing this, the teacher interjects and puts in a new rule. A student may
now change speed when they wish, but they cannot say it out loud. If a student suddenly changes speed, the
rest of the class must follow this speed. The students must focus on their surroundings and learn to lead and
follow their classmates.
After teacher has seen most students have a go at leading, the game can conclude.

1.3.
Intro to Tableaus – Activity
Teacher splits the class into 3 groups (approx. 4-5 in each group).
Teacher puts up a short phrase on the projector screen (can be an excerpt from a book or a quote).
E.g.

The students are to pick 3 words from the excerpt and create
freeze frames that represents each word (they should not tell the
other groups their words as they will need to guess them later).
These three tableaus will be performed in sequence by merging
slowly into the next by counting two seconds. The students will
need to somehow connect the three words using the tableaus and
non-linear story telling. The teacher can show students an example
that is unrelated to the words they will use in the excerpt. Students
are given a few minutes to create and refine their tableaus.

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Teacher encourages students to think outside the box and to not all do the same action, but explore different
levels (low, middle, high).
After all groups have made their images, they will perform it, and the rest of the class will guess what the
group’s words are. Leave at least 5-7 minutes for all groups to perform and have their words guessed.

1.4. Health & Safety Poster

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

TOONGABBIE CHRISTIAN COLLEGE

Lesson Plan 2:

Unit Name: Topic: Elements of Drama – Role Term 1 (Week 2)

Playbuilding & Improvisation & Character
Stage of Learner: Demographics: Lesson 2
Stage 5 – Year 9 Co-ed Private School in
Western Sydney (middle SES)
Date: 04/02/19 Elective – 100 hours Syllabus Pages: All
(Essential content)
Time: 60 minutes Total Number of students: 15 Printing/preparation:
Students devices
Google classroom –
Elements of Drama Resources

Outcomes Assessment Explicit subject Cross Curriculum ICT

(See Drama 7-10 specific concepts themes & General
Syllabus) and skills capabilities
Syllabus outcomes Formative assessment: Playbuilding Sustainability: Use of
Making: Students are informally Making  No print outs/paper projector
5.1.1, 5.1.2, 5.1.3 assessed as they
Performing: participate in the Performing use (not including screen and
5.2.1 warmups and activities Understanding and notebooks that computer
Appreciating: (making and applying the students bring to Google
5.3.1 performing). elements of drama write notes/journal classroom is
Debriefing at the end of
Life Skills outcomes the class allows the
Memorising entries) used as a
LS.1.1 teacher to see what Creative thinking and  Put ICT on sleep platform for
LS.1.2 students have problem solving mode to save learning.
LS.1.3 understood from the electricity
LS.2.1 lesson.
LS.3.2

Students learn to: Students learn about:

Make: Making:
 Recognise, create and develop elements of  The identification and development of the elements
drama to produce dramatic action and meaning of drama which together create dramatic meaning
 Develop fundamental vocal and physicalisation and audience engagement
techniques appropriate to conveying
 Using elements of drama to enhance a range of
role/character
created and imagined situations
 Develop and use language appropriate to a
role/character  The processes of developing and sustaining a
 Explore basic movement techniques in relation role/character through voice, stance, gesture and
to roles/characters status
 Explore role and character through script,  Identifying and responding to the internal factors of
dramatic forms, performance styles and role/character and translating these into voice and
playbuilding language that are unique to a role/character
 Develop roles/characters with commitment  Ways in which movements assist character
 Play improvisation games to develop development
improvisation skills
 The use of drama terminology to express ideas
 Use improvisation as a form as well as a key
technique to devise playbuilding
 The process of improvisation and contributing ideas
in spontaneous and rehearsed improvisations

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

 Use elements of drama to manage the action in  A variety of ways to approach playbuilding including
playbuilding character, issues and personal experiences
 Explore character and character relationships in  The dynamics of relationships in scripted works and
drama works and develop a sustained character developing character and/or role interaction on
and/or role
stage
 Experiment with voice and movement activities
that develop their understanding of text in action
Perform:
Perform:  The importance of breath, voice and expression in
 Use vocal skills to communicate dramatic performance
meaning  Realistic and abstract movements in performance
 Use movement skills to enhance performance  Aspects of body language and physicalisation such
 Use body language and physicalisation to help an as posture, gesture and facial expression
audience to read a performance  Different techniques to approach the creation of a
 Move through and act with confidence in a character/role, e.g. observation, animal
designated performance space
characteristics, physicality and status
 Use techniques to create a character/role
 Maintaining clarity of focus as action advances
 Create and maintain clarity of focus in dramatic
action
Appreciating:
Appreciating:  The identification and importance of the elements
 Recognise and discuss elements of drama in a of drama that together create dramatic meaning
variety of drama activities for dramatic meaning and audience engagement
 Respond appropriately to their work and the
dramatic work of others

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Time Teaching and learning actions Centred T/S

5m Students line up. T
Teacher leads students into classroom and instructs for bags to be put on the side and shoes
to be taken off.

7m Teacher asks students to get their devices out and sit in a semi-circle facing the projector T
screen. Teacher can give students a preference of using their devices or notebooks.
(Time- Teacher gives students time to set themselves up (logon etc)
elapsed:- Whilst students set up, teacher can get google classroom ready on the projector screen.
12m)
Resources:
Google Classroom – The Elements of Drama resources (see appendices 2.1)

5m With ‘The Elements of Drama’ large poster projected on the big screen, the teacher T
introduces the Elements of Drama.
(Time- E.g.
elapsed:- “The Elements of Drama are what make drama exciting, interesting, dramatic! Without
17m) these elements, drama is not drama…it is boring and serves no purpose. These elements will
help you make and perform great drama pieces! They will also help you understand and
appreciate many styles and forms of drama. We will go through each element briefly today.
I’ve put this poster on google classroom to show you brief explanations of the Elements, but
I have also attached an info sheet which goes into more detail.
If you don’t have access to google classroom or having trouble logging in, please see me
after class and we can provide a solution.”

Show google classroom code on projector and allow a couple of minutes for students to find
this on their own devices.

10m Teacher briefly goes through each element of drama by using the poster on google T/S
classroom and engaging in discussions with students about their thoughts. The elements will
(Time- be covered more thoroughly as future classes progress.
elapsed:- Teacher encourages students to always look back at this info sheet to guide their future
27m) playbuilding, making and performing.
Teacher gives students time to ask questions and engage in topic related discussion.

13m Role & Character T/S

Teacher discusses role and character in more detail using the elements of drama info sheet.
(Time- Students put their devices and books safely out of the way.
elapsed:-
40m) This leads into the warmup:
Pass the Emotion
(see appendices 2.2)

Resources: Elements of drama info sheet (see appendices 2.1)

15 mins Activity – Intro to Character Profiles (see appendices 2.3) T/S

(Time-
elapsed:-
55m)
5 mins Teacher brings students into drama circle. T/S
Teacher asks students to say ONE thing they learnt in today’s lesson.
(Time-
elapsed:- Students pack away their books and devices, put their shoes on and wait patiently for the
60m) bell to ring.

Teacher dismisses students when bell rings.

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Appendices:

2.1:
The Elements of Drama Resources
(Google Classroom Class code – 8c6lhb):
https://classroom.google.com/c/MzI5MzM5NTIxNDFa/p/MzI5MzM5NTIxODJa/details

2.2
Pass the Emotion Warmup:

Students stand in a circle.

The person who starts pretends they are holding an emotion in their hand. For example, cheerful.
This person starts off acting out that emotion. Students can make sounds along with expressing their emotion.
They then turn to the person next to them and pass on this emotion into their hands. The person who
receives the emotion must first replicate the emotion given to them. As they turn to face the next person,
they must change their emotion into something completely different. This goes on around the circle until
everyone has had their turn at least a couple of times. The teacher can start the circle off as an example for
the students.

2.3
Basic Character Profile Building Activity:

Teacher instructs students to lie with their backs on the floor (stage area) and close their eyes – this is a
neutral lying down position.
Teacher explains that each student will create and become their own made up character. Emphasise that they
should not replicate their own identity.
Teacher goes through character profile questions:
1. Who are you?
What is your name? How old are you? What is your cultural background? Who are you?
BRIEF PAUSE
2. What do you look like? Do you have hair? What colour hair do you have? What other features do you
have? What do you look like?
BRIEF PAUSE
3. Where are you from? What time period? Are you from earth or another universe? Do you live on land? Do
you live in the sky? Where are you from?
BRIEF PAUSE
4. How do you move? Are you slow? Fast? Do you walk? Do you dangle your arms? Do you limp? Do you
crawl? Do you fly? How do you move?
BRIEF PAUSE
5. What has shaped your character? What events have happened in your character’s life? What brings them
to where they are now?
BRIEF PAUSE
6. What is your motto? Come up with a phrase that you think would represent your character. This can be
one word, a couple of words or as many as you can think of. What is your motto?
BRIEF PAUSE
7. You have formed your character. Now take a moment and commit to being your character.
BRIEF PAUSE

(The above questions are only examples of what can be asked. Be aware that questions should be tailored to
the class – sensitivity toward certain subjects should be noted and amended. If students feel uncomfortable,
they should advise their teacher)

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

After these questions are asked, the teacher instructs students to take their time and gradually wake up as
their character and just walk around the space in this character, but don’t say a word. This allows students to
take time to focus and believe they have become this character.
Teacher then instructs students to pick someone else in the room, walk up to them and say their ‘motto’ in
character after the teacher counts to 3. The partner would then say their motto in return. Teacher lets
students do this 2 times to allow students to explore relationships with different characters.
The teacher instructs students to continue moving in the space as their character, now they can make noise –
talk to themselves or talk to other characters freely, but they must stay in character. They can choose to talk
in a group of characters or just one on one. Almost like they are a bunch of sims in their own world.
The teacher instructs students to slowly return to their neutral lying down position when they feel like they
are ready and remain focused until given notice. When all students have lied down successfully, the teacher
will end the activity.

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

TOONGABBIE CHRISTIAN COLLEGE

Lesson Plan 3:

Unit Name: Topic: Introduction to Term 1 (Week 2)

Playbuilding & Improvisation Improvisation
Stage of Learner: Demographics: Lesson 3
Stage 5 – Year 9 Co-ed Private School in
Western Sydney (middle SES)
Date: 7/02/19 Elective – 100 hours Syllabus Pages: All
(Essential content)
Time: 60 minutes Total Number of students: 15 Printing/preparation:
YouTube clips
Google classroom

Outcomes Assessment Explicit subject Cross Curriculum ICT

(See Drama 7-10 specific concepts themes & General
Syllabus) and skills capabilities
Syllabus outcomes Formative assessment: Playbuilding Sustainability: Use of
Making: Students are informally Making  No print outs/paper projector
5.1.1, 5.1.2, 5.1.3 assessed as they
Performing: participate in the Performing use (not including screen and
5.2.1, 5.2.3 warmups and activities Improvising notebooks that computer
Appreciating: (making and Understanding and students bring to Google
5.3.1 performing). applying the write notes/journal classroom is
5.3.3 Debriefing at the end of
the class allows the
elements of drama entries) used as a
Life Skills outcomes teacher to see what Memorising  Put ICT on sleep platform for
LS.1.1 students have Creative thinking and mode to save learning.
LS.1.2 understood from the problem solving electricity
LS.1.3 lesson.
LS.2.1
LS.3.2
LS.3.3

Students learn to: Students learn about:

Make: Making:
 Recognise, create and develop elements of  The identification and development of the elements of
drama to produce dramatic action and meaning drama which together create dramatic meaning and
 Develop fundamental vocal and physicalisation audience engagement
techniques appropriate to conveying  The role of the individual in the collaborative process of
role/character drama
 Explore basic movement techniques in relation  The use of drama terminology to express ideas
to roles/characters  The presentation of dramatic material in a variety of
 Refine work in collaboration with others ways using techniques such as tableau/still image.
 Develop non-linear plot structures and use  The nature of an ensemble and the collaborate process
shifting time frames to present dramatic ideas
Perform:
Perform:  Realistic and abstract movements in performance
 Use movement skills to enhance performance  Aspects of body language and physicalisation such as
 Use body language and physicalisation to help an posture, gesture and facial expression
audience to read a performance  Performing with confidence in a variety of spaces and
 Move through and act with confidence in a developing trust and collaboration with others
designated performance space

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

 Develop timing in performance  The contribution of timing to the creation of impact and
 Create and maintain clarity of focus in dramatic dramatic tension in dramatic works
action  Maintaining clarity of focus as action advances
 The function of the actor/audience relationship
Appreciating:
 Recognise and discuss elements of drama in a
variety of drama activities for dramatic meaning Appreciating:
 Recognise and discuss the techniques,  The identification and importance of the elements of
conventions and technologies of various drama that together create dramatic meaning and
dramatic forms and performance styles audience engagement
 Respond appropriately to their work and the  The roles of the performer and audience and ways to
dramatic work of others read and respond to performance
 Exhibit appropriate audience behaviour when  Recording their ideas in a drama workbook or in other
watching various dramatic forms or performance forms such as oral/aural, visual representation,
styles discursive, written or word-processed forms
 Investigate and analyse dramatic ideas through  The role of the performer and audience, and ways to
enactment, drama workbook, discussion and read and reflect on performance
debate  The value of shared terminology
 Use appropriate language individually and within  The importance of accepting positive, constructive
the group when devising, enacting, discussing, feedback, evaluation and analysis of group or individual
debating or writing about drama works
 Reflect on their own work and the work of others  The process of refinement through trial and error
 Recognise the contribution and commitment of  Respecting and appreciating commitment in the
individuals and groups to drama and collaborative process and the diverse approaches to
acknowledge a diversity of views drama making and performing
 Value the collaborative nature of drama work  Acknowledging the attitudes and views of others through
 Enjoy drama and theatre as a community activity working collaboratively in the development of dramatic
meaning
 The ways drama and theatre can provide enriching
experiences for young people

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

Brooke Grech – 18893641

 Assignment 1 – Secondary Curriculum 1C Drama

Time Teaching and learning actions Centred T/S

5m Students line up. T

Teacher leads students into classroom and instructs for bags to be put on the side and
shoes to be taken off.

5m Teacher asks students to get into a semi-circle facing the projector screen. T
Teacher introduces the topic of improvisation.
(Time- Show YouTube clip on improvisation.
elapsed:-
10m) Resources:
Projector and computer device
Google Classroom – Improvisation video (see appendices 3.1)

10m Teacher introduces the warmup activity: ‘Shabooya Roll Call’ (see appendices 3.2) S

(Time- Teacher briefly discusses the experience with students and relates it back to the elements
elapsed:- of drama (focus, language, sound, rhythm etc)
20m)

10m Improvisation Activity 1 – What are you doing? (see appendices 3.3) S

(Time- Teacher briefly discusses the experience with students and relates it back to the elements
elapsed:- of drama (focus, role/character, situation, movement etc)
30m)

20m Improvisation Activity 2 – Yes, and Improvise (see appendices 3.4) S

(Time- Students are given the opportunity to comment on their own and peer’s performance
elapsed:- (see appendices 3.4 for more detail)
50m)

5-7m Teacher brings students into drama circle. T/S

Teacher debriefs with students about improvisation and relates it back to the elements of
(Time- drama (focus, role/character, situation, movement, place, tension, audience engagement
elapsed:- etc). Students share what they have learnt from the lesson.
57m)
Teacher briefly introduces logbooks (assessment information sheet will be put on google
classroom and given out next lesson).
Students will keep a logbook either on their device or notebooks – each week the teacher
will set a task for them to complete in their books which will go toward a final grade.
To start off students’ logbooks, teacher sets a homework task which will be due by next
lesson. The participation will go toward their overall logbook mark.

Resources:
Google classroom – Homework task for logbooks (see appendices 3.5)

3m Students put their shoes on and wait patiently for the bell to ring. T

(Time- Teacher dismisses students when bell rings.

elapsed:-
60m)

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Appendices:

3.1.
Google classroom: YouTube link
https://classroom.google.com/c/MzI5MzM5NTIxNDFa/p/MzI5MzM5NTQyMTFa/det
ails
‘Rules of Improvisation’
https://www.youtube.com/watch?v=StESLTnGyHM&t=12s

3.2.
Shabooya Roll Call (Improvisation) Warmup:
For reference see – The Office Shabooya Roll Call
(not necessary to show the students this)
https://www.youtube.com/watch?v=zNVOxG7sGgk

Students sit in a circle.

Altogether the students chant the following lyrics:
“Shabooya, sha, sha, shabooya, roll call!”
(this can be done with body percussion if desired)
Do this a couple of times until all students are confident.
The teacher will then explain what happens next.
One individual will improvise their own lyrics to the chant. In between each phrase, the rest of the
class will say “yeah”! Students should aim to make their lyrics rhyme, but if this is too difficult, they
can say anything (appropriate), as long as it is without prompt.
Depending on the class, the teacher can choose an easy or hard version.
Easy Version: 2 phrases
E.g.
Miss G: “My name’s Miss G”
All – “Yeah!”
Miss G: “And I like tea”
All – “Yeah!”
Hard Version: 4 phrases
E.g.
Miss G: “My name’s Miss G”
All – “Yeah!”
Miss G: “I like to cook”
All – “Yeah!”
Miss G: “I take the recipes”
All – “Yeah!”
Miss G: “from an old book”
All – “Yeah!”
Everyone then resumes chanting “Shabooya, sha, sha, shabooya roll call” twice.
Going either clockwise or anti-clockwise, it is then the next student’s turn. Each student should have
at least one turn.
The teacher can start by setting the pace. The pace can be set according to students’ improvisation
skills.

3.3.

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Assignment 1 – Secondary Curriculum 1C Drama

Activity 1: What are you doing?

Students start in a circle, standing.

One student is elected to stand in the centre.
The student in the centre starts to mime an everyday action. E.g. Brushing hair
When another student feels ready, they can approach the student in the centre and ask, “what are
you doing?”
The student in the centre will then say an action completely irrelevant to the action they are currently
doing. E.g. Blowing bubbles
The other student will now replace them in the centre and do this action.
This can keep going for a couple of turns until the teacher feels necessary.
The teacher can now add another rule – adding another object. The students must say they are doing
something (verb) to an object with something else (object). For example, “I am washing my tractor
with a porcupine” or “I am singing into a microphone on a cloud”.
Teacher should encourage students to do the action and react to every single detail given. That is, if I
am washing with a porcupine, it must be spiky, and so I would react as if my hands were being
pricked.
Students can go ahead and play with this new rule.
When given enough time to play, teacher can then enforce another rule again. This time students will
say the question, “What are you?”
Some answers could be as obvious as: ‘Elephant’, ‘Ball’, ‘Clown’
Some answers could be less obvious: ‘Coconut’, ‘Juice’, ‘Book’
Depending on how much class time there is, the class may not be able to get through each rule – this
is for the teacher to judge.

3.4.
Activity 2: Yes, and Improvise (Introductory)

Students get into 3 groups of 4-5.

The teacher asks the first group to get up on stage and the rest of the class to sit down and watch.
The teacher reminds the whole class of the first rule to improvisation. To say “Yes”. Not necessarily
out loud but essentially meaning, ‘to roll with it’ or accept the offer. The ‘and’ rule is also revised.
Students will need to not just agree with what has been offered, but they will need to add to the plot
by saying “and” (extending).
The teacher guides the groups as they attempt to improvise.
The group on the stage is given a scenario by one of the students in the audience. The teacher can
prompt this by saying: “Where are they and what are they doing there?”
Examples could be:
They’re on a beach looking for treasure or they’re in out of space about to get hit by a meteorite.
The actors will then start to act out this scene – preferably with dialogue, even if it is limited.
They will attempt to play out this scene by giving each other offers and accepting these offers.
After they play out the scene for a bit, the teacher can freeze them.
In whatever position they are in, the student with the best view of the action will now attempt to
completely change the scene. The scene must have nothing to do with the previous scene.
I.e. If the first scene was ‘on a beach looking for treasure’, the student should change the scene to
something completely different, like ‘at the circus watching clowns’. The student would not voice this
literally, they will need to change the scene by offering dialogue and actions that suggest this new
scene. E.g. “Hahaha, that clown is hilarious! This circus is the best one I’ve seen yet!” The other
students will need to roll with it.
The students will continue to play, freeze, change the scene until all students in the group have had a
turn.
The groups will swap and change until all groups and all students have had a try at playbuilding and
improvising.
In between groups, the teacher should give the class the opportunity to comment on the
performance. Both performers can comment on their own performance and audience can comment
on their peers. Teacher should ensure that students are encouraging, respectful and supportive of

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

their peers when commenting. Teacher should allow students to freely discuss and share their
opinions but interject when appropriate.

Note: This activity does not address ‘advancing’, ‘justifying’ and some other improvisation terms,
although students may do this automatically, in which, the teacher can address it. This is an
introduction to improvising a scene, where students should focus on being able to make and accept
offers without blocking, and possibly extending the ideas offered. Other terms would be introduced in
future lessons, allowing students to build upon this activity and grounded knowledge with new
knowledge.

3.5.
Google Classroom – Homework Question
YouTube Link – TEDXVictoria Dave Morris: The Way of Improvisation
https://classroom.google.com/w/MzI5MzM5NTIxNDFa/t/MzI5MzYxNDI4ODha

Due online by Feb 12th, 9pm

How does Dave Morris' explanation on improvisation help you understand your
approach to improvisation in today's drama class, future drama classes and your own
life?

Things you can include in your answer:

- Ideas you have learnt from the video and from class
- Relate it to the elements of drama
- Relate it to your experiences in class as a performer and audience member
- Relate it to real life (things happening in your life or the world in general)

Rather than just explaining what happened in class or recounting events, try to
include descriptions of these experiences using drama terminology you have learnt
so far in class.

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

Rationale

Drama

Brooke Grech – 18893641

Assignment 1 – Secondary Curriculum 1C Drama

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Brooke Grech – 18893641