Use, Body, and To Sustain Role and and Create With A Sense of and Place

UNIT TITLE TEACHER
Stage performance Heidi Kudler
SCHOOL CONTEXT YEAR LEVEL/ AGE-GROUP Arts subject:

Class number 2 3 Drama
CONTEXT AND OUTLINE OF LEARNING EXPECTATIONS
OVERVIEW OF THE UNIT CURRICULUM LINKS
CONTENT DESCRIPTIONS: Use voice, body, movement and language to sustain role and
relationships and create dramatic action with a sense of time and place (ACADRM032)
GENERAL CAPABILITIES: literacy, Critical and creative thinking, Personal and social
competence
Broad Goals for learning

The big concept of this task is to discuss how they organise the elements of drama in
their performances as well as using relationships, tension, time and place and narrative
structure when improvising and performing and collaborating to plan, make and
perform drama performances.
This learning is important for the classroom as it supports student’s confidence in

performing a narrative, time, place and relationship through drama in front of an
audience.
The students have basic understanding of the elements of drama from previous years.
Specific Learning Outcomes
- Students will discuss elements of drama by giving feedback to classmates
- Students will use relationships with peers, tension, time and place
- Students will create a narrative Presentation
- Students will collaborate as a group
- Students will perform a drama that communicates ideas
Differentiation- ‘Dialing up, dialing down’, modifying for learning needs
“Dialling up?”
- Students can create scripts that link with their performances
“Dialling down?”
- Students can be objects or people
- Students can read their lines
“Allowances for physical or cognitive learning needs?”
- Students can be sitting or standing
- Students can sign language
-
EVALUATION
Achievement Standards Assessment Evidence
Heid Kudler Project 2054 - ARTS EDUCATION
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students describe and SUMMATIVE TASK:

discuss similarities and Video assessment of final performance to a class audience
differences between drama
they make, perform and Criteria rubric to assess understanding of the unit
view. They discuss how (Appendix 3)
they and others organise
the elements of drama in
their drama.
Students use relationships,
tension, time and place and
narrative structure when OTHER EVIDENCE:
improvising and performing
devised and scripted Feedback to groups
drama. They collaborate to Photos of performances
plan, make and perform
drama that communicates OTHER EVIDENCE:
ideas.
Feedback to groups
Photos of performances
LEARNING PLAN
Lesson Summary of Key Learning Events and Teaching Strategies
1 Mime walk
 Students watch a mime clip
https://www.youtube.com/watch?v=FPMBV3rd_hI
 Students explore the drama space by walking around
 A teacher calls out a situation that students then mime out
-moving a big box
-losing your favorite toy
Mime picture
 Teacher explains that students are going to be mimes
 Teacher groups students and they create a picture of a scene that has an
issue
 Teacher has idea cards for inspiration
Mime presentation
 Students present their mime pictures to small groups
2 Mime walk
 A teacher calls out a number of body parts and a situation
 Students create groups of that body part and then mime out the
situation
-moving a big box
Mime picture
 Teacher groups students and they create 3 pictures of a scene that
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has an beginning, middle and end

Mime presentation
 Students present their mime pictures to small groups
3 Mime walk
 Teacher sets a scene (classroom, beach, space)
 Students become a part of the picture using their mime
Mime video
 Teacher groups students and they create a presentation of a scene
where the beginning, middle and end flow
Mime presentation
 Students present their mime videos to small groups
4 Mime walk
 Teacher sets a scene (classroom, beach, space)
 Students become a part of the picture using their mime
 When all students are in place students then move for 1 minute to
create a video
Acting video
 Teacher explains that students are going to be actors
 Teacher groups students and they create a presentation of a scene
where the beginning, middle and end flow with speech
Acting presentation
 Students present their presentations to the class
5 Acting walk
 Students create groups of that body part and then act out the
situation
-moving a big box
Acting video
 Teacher explains that students are going to be actors
 Teacher groups students for their presentation group
 Students create a presentation of a scene where the beginning,
middle and end flow with speech to perform to the class
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Acting presentation
 Students form groups of 3 and act out a short clip
6 Acting walk
 Students create groups of that body part and then act out the
emotions with each other
Acting video
 Students practice their performances in their groups
 Teacher offers support
Acting presentation
 Students present their performances to the class
 Reordered for assessment
 Teacher (Appendices 4)
Appendix
Appendices 1:
SUMMATIVE EXCELLENT VERY GOOD GOOD SATISFACTORY LIMITED
ASSESSMENT
Student makes
use of all
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traditional
Indigenous
Australian
colors.
Student uses
correct
technique when
dot painting.
Student
responsibility
assisted in the
pack-up process.
Student
produced
visually
appealing work.
Student
organises time
well.
The student had
a clear
understanding
of the tasks
given.
Student displays
thorough
understanding
of Indigenous
Australian
artworks, tools
and symbols.
TEACHER COMMENTS:
Appendices 2
Pushing Hoping Skipping
Throwing Swinging Rowing
Flying Turning Spinning

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Swimming Riding Cutting
Climbing Running Brushing
Jumping Lifting Folding
Appendices 3:
ASSESSMENT
Students
included 5
actions
Students were in
time
Students used
all levels
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Students
performed with
confidence
Students have a
good
understand of
the actions
Student
participated
with the group
Student actively
gave feedback
to other groups
TEACHER COMMENTS:
Appendices 4:
ASSESSMENT
Students used
body to express
movement
Student used
communication
in their
presentation
Student remind
in character for
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performance
Student
participated
with the group
Student actively
gave feedback
TEACHER COMMENTS:

Use, Body, and To Sustain Role and and Create With A Sense of and Place

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UNIT TITLE TEACHER

Stage performance Heidi Kudler

SCHOOL CONTEXT YEAR LEVEL/ AGE-GROUP Arts subject:

Broad Goals for learning

This learning is important for the classroom as it supports student’s confidence in

students describe and SUMMATIVE TASK:

has an beginning, middle and end

Throwing Swinging Rowing

Flying Turning Spinning

Swimming Riding Cutting

Climbing Running Brushing

Jumping Lifting Folding

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