EWS Performing Arts - Drama

Year 8 Physical Theatre Scheme of Work

Lesson One

Resources: Smartboard file.

Learning Outcomes: 1. To understand what we mean by “Physical Theatre”. 2. To

experiment with some simple Physical Theatre movements.

Lesson Activities:

 Warm-up. Something energising, perhaps “Stop! Go”; perhaps “Elephant”1

 Into Smart presentation – ask for ideas about what Physical Theatre means;
record answers on the board.
 Reveal definition.
 Explain about Complicite, DV8 etc.
 Show clip from PUSH theatre (American but still good!)
 Explain that a simple form of Physical Theatre that they already know is
“Frozen Pictures”.
 Into groups of 4 ish – work though the list of suggestions on the Smartboard –
reiterate the importance of thinking non-literally. For example, Bonfire Night
should perhaps not be a group of people watching fireworks, more like a
representation of one of the fireworks exploding. You get the idea.
 Show a few examples and discuss effectiveness.
 The next stage, and for this the less able may need to de in differentiated
groups. Pupils pick their favourite picture from those they’ve just done and
turn in into a short piece of movement of about 15 seconds in length. The
frozen picture should be either the start or the end image. No talking, just
simple, choreographed movements.
 You may want to give them an example that you direct with some volunteers
to give the right idea.
 Pupils then devise.
 When you watch each performance, make sure you light it properly (if
available) and put on some music. Ask James for his Aphex Twin CD is you
want something appropriate.
 Give time for a good discussion about each piece, discussing both technique
and effect.
 Then a PMI about the skills developed in the lesson.
 Homework – draw and describe the movement sequence that they worked on
in the lesson.

1
Pupils walk around the room. You call out a number. They get into groups of that number. Give them
something abstract to make: bowl of fruit, a raindrop, an elephant etc. Then repeat, ensuring a variety
of group sizes.
Lesson Two

Resources: Smartboard file; chairs; random interesting objects.

Learning Outcomes: 1. To be introduced to the amazing dramatic potential of a

simple chair.2. To devise a short physical piece using an object of your choice.

Lesson Activities:

 Re-cap on definition of physical theatre

 Warm-up – some advanced frozen pictures – pick trickier subjects than last
week.
 Use Smartboard slides to introduce the amazing potential of the humble chair.
 Get everyone in the group to collect a chair; one that is free from any stuff.
 Then give a series of objects that the pupils must make in combination with
their chair – e.g. a rocket; a church; a special hat.
 Now, allow pupils to come up with their own and then share with the class.
 Once you’re happy that they’ve got the idea then you can move on to
something more abstract – using movement in combination with a chair to
represent more complex emotions. You may need to demonstrate this yourself.
 Use Smartboard slides to give titles for each short sequence.
 Give some rehearsal time and then perform.
 Finally, use Smartboard to set up climactic exercise. Select some random and
interesting objects from around the room and give one to each group (group of
4 ish).
 Groups must devise a short piece using their object and at least one chair – but
nothing should be used as itself (i.e. a chair should not be a chair; the object
should not be the object etc.)
 Some rehearsal time and then performance and feedback.

Homework - An explanation and analysis of the work completed in the lesson.

Lesson Three

Resources: Smartboard; as many long pieces of cloth you can lay your hands on
(have a look in the shed for the pieces of white cloth from “Honk”; CD of some
suitably ambient music (ask James if you need something).

Learning Outcomes: 1. To practise moving as a small ensemble. 2. To experiment

with fabric as an aid to physical theatre.

Lesson Activities:

 A warm up of your choice.

 Explain that often Physical Theatre means working in tight co-ordination with
members of a small group.
 Get pupils into pairs. Ask them to stand shoulder to shoulder and then to
experiment with just how difficult it is to move in perfect synchronicity.
 Then join the pairs together to make groups of four. Use one exemplar group
to explain the task: stand one pair behind the other and ask them to walk
together exactly at the same time. Then add movements of your choice.
 Set each group on task – they must produce a movement sequence of their
own devising in which all four members move in exactly the same way. There
are some tips on the Smartboard slides.
 Give some practise time and then watch each one – you may wish to add some
music to the performances.
 Next, give pieces of cloth to each of the groups – ideally one piece per group
member.
 Explain how the cloth can be used in combination with the body to create
amazing images.
 Go through tips via the Smartboard.
 Then use the Smartboard to give a few examples of images (moving,
preferably) that each group must create.
 Enjoy yourself – this should produce some excellent work.
 If you have enough time then pupils can produce some sequences of their own.

Homework:

 Questions on the Smartboard slide.

Lesson Four

Resources: Smartboard; a few percussion instruments, drums, tambourines, wooden

blocks etc. – enough for one per group.

Learning Outcomes: To investigate the effects combing movement with a simple

beat; to devise a physical theatre piece based on rhythm.

Lesson Activities:

 Quick, physical warm-up.

 Feedback on work completed so far in the scheme of work.
 Suggest that this will be the final lesson of physical theatre “skills” before
commencing work on a piece for assessment.
 This lesson will be about moving with a rhythm, not dancing, although there
are some obvious similarities.
 Get pupils to stand on their own somewhere in the room.
 Give them a series of simple movement instructions – e.g. move your arms up
into the air, bring them down again, then put them out to the side.
 Pupils must then follow these instructions, unaccompanied.
 Next, repeat the sequence but this time, use a drum etc. to provide a beat.
 Ask pupils to explain the difference – the beat gives structure to the piece,
gives it a “back bone” and makes it inherently more theatrical.
 Try a few more movement sequences, using the ideas on the Smartboard
slides. Don’t give any time for rehearsal, but insist that pupils improvise the
movements as your provide the beat.
 Try varying the tempo, to give a range of experiences.
 Once this principle has been established, ask pupils to get into groups of
around 4.
 Set the main devising task for the lesson: in their groups, pupils must create a
piece of physical theatre where the only sound is comes from a beat. It does
not have to be a piece of dance, but the beat should help define the movements
used. The beat does not have to be constant but can be varied as the group
wishes.
 To save eardrums from exploding, the beat in rehearsal must be made only by
clapping, only in the final performance can a drum be used.
 Finally, use the Smartboard to give a few suggestions of what the piece could
be about.
 Allow time to rehearse and develop.
 Perform and discuss each.
 Use a “PMI” to evaluate how useful a technique this is and discuss with which
other skills it could be usefully combined.

Homework – Folder task – (haven’t thought of one yet).

Lesson Five

Resources: Smartboard; potentially anything else that has been used so far in the
scheme of work thus far.

Learning Outcomes: To review the techniques we have studied this term; To begin
rehearsing a final physical theatre performance for assessment.

Lesson Activities:

 Warm-up at your discretion.

 Into re-cap of skills explored so far (list on Smartboard slide).
 Get a couple of volunteers for each skill and demonstrate them around the
room – in effect a teacher-led, physical re-cap of the skills learnt.
 Pupils should then be put into groups for the final project – good opportunity
for differentiation here.
 Use Smartboard slides to prompt ideas for a final performance – it can be
about anything that they like but it must be making full use of all the physical
theatre skills.
 Allow a generous amount of rehearsal time.
 Gather the group back together at the end of the session and make them write
down anything that they need to bring for next week’s performance.
 Set homework.
 End happily.

Homework: Drama diary (see slides).