curriculum focus drama and english...

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UNIT TITLE: Mirror YEAR LEVEL: Years 3-4 CURRICULUM FOCUS: Drama and English Literature PURPOSE AND OVERVIEW

This unit has been collaboratively produced by Drama Queensland members to be used as an example unit incorporating the draft

Australian Curriculum for The Arts (drama). It would typically be used with a class of 24 Year 3 students but may be adapted for

lower or higher year levels depending on knowledge, skills and expertise. For the purposes of this unit, it is assumed that the class

will have had at least two – three years of experience with drama and have acquired the basic skills necessary to participate in this

unit. It is assumed that there are no students with physical or intellectual impairments undertaking these lessons but all activities

may be modified to suit if necessary. All lessons are designed to be undertaken in a classroom or drama room if one is available.

All lessons have been designed to be taught either by a generalist classroom teacher or a drama specialist working in conjunction

with the classroom teacher. Each lesson is designed to be one hour in length but may be adapted to suit different circumstances.

The main resource will be the pretext – a wordless picture book called Mirror by Jeannie Baker. It is an international award

winning book with scope to compare and contrast families from different cultures and countries and with clear links to

English Literature and Visual Arts. Curriculum Intent:

(selected Australian Curriculum content and elaborations for drama Years 3-4)

4.1 Create roles and relationships to build dramatic action in improvisation, devised and scripted drama

4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic meaning

4.3 Shape the dramatic action by introducing and resolving dramatic tension in improvised and devised drama

4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance

4.5 Plan, rehearse and perform their drama for classmates and others

4.6 Combine drama making with Dance, Media Arts, Music, Visual Arts and other learning areas

4.7 Identify, explain and comment on their drama experiences as participant, performer and audience

4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama

4.9 Identify features of drama from different times and places including Australia and the Asia region to explore perspectives

Cross-curriculum priorities and general capabilities:

English (Language) Examining the text structure (wordless picture book with some contrasting Arabic and English explanations) and

organisation of the layout (2 books with opening left to right for English story and opening right to left for Arabic story)

English (Literature) Reading international award winning picture book. Discussing the contrast in characters, events and settings

between each story. Discuss the use of visual images to tell the story rather than conventional text and the effect of this language

device to enhance meaning. Drawing connections between personal experiences and the experiences of the two families in the stories.

English (Literacy) Using visual clues and reading comprehension strategies to predict and confirm similarities and differences between

the characters, events and settings of each story. Using the structure of the narrative to retell in role the stories in the book. Students to

use structure of the narrative to write a narrative to accompany the visual images and to write own narrative stories.

The Arts: (Visual Arts) Investigate and experiment with the collage technique used to create the images in Mirror and use the

knowledge to develop own collage “backdrop” scenes based on the new characters, events and settings devised through the drama unit.

Examine patterns and symbolism in carpet designs and formulate ideas to design own “magic carpet”.

The Arts (Media Arts) Design a storyboard on the computer to accompany collage images for own narrative story and type new

narrative onto computer for printing own book. Taking photos to use as stimulus. Using video footage of created scenes, adding music

and backgrounds created in Visual Art.

The Arts (music) Investigating and comparing Moroccan style music with Western style popular music played in shopping centres.

Literacy: (see above) Each lesson will also provide multiple opportunities to increase literacy skills.

Numeracy: There will be multiple opportunities to increase numeracy skills through various grouping activities and staging of

performances.

Information and communication technology: Transferring photos to database. Creating and sending email correspondence. Importing

storyboards, backgrounds and videos of performances into MovieMaker or Sony Vegas to create movie of created scenes.

Critical and creative thinking: Each lesson will provide opportunities for constructive criticism in responding and reflecting tasks and

each activity will require creative thinking as integral to the process of creating drama.

Ethical Behaviour: Through teacher lead discussion students will reflect on the similarities rather than the differences between the two

cultural groups to develop an understanding of other cultures being similar and different but not inferior.

2

Personal and social capability: Students will develop personal skills, confidence, empathy and consider the emotions, needs and

situations of others. They will work collaboratively with a variety of different students in group situations. They will learn to

communicate effectively, make considered group decisions and show leadership. If necessary, they will need to consider the

requirements of students with disabilities when planning and developing their drama.

Intercultural Understanding: Through exploring the text students will develop empathy and understanding for another culture.

(further activities based on other curriculum areas can be sourced from Jeannie Baker‟s website or

http://www.walkerbooks.com.au/statics/dyn/1312178100329/Mirror-Classroom-Ideas.pdf

http://www.morocco.com/culture/folklore/

Assessment and Making Judgements: Years 3 and 4 Achievement Standard

By the end of Year 4, students develop and sustain roles and relationships in improvisation and

devised drama. They create and shape dramatic action in their work, introducing and resolving

dramatic tension. They work cooperatively and take direction when rehearsing and performing.

Students use drama terminology as they describe and comment on the drama they make and perform.

They identify features of drama from a range of times and places.

Purpose:

These assessments will gather

evidence of and make

judgements about how: Students are able to create and shape

dramatic action

Students are able to develop suitable

roles and relationships

Students are able to work cooperatively

and take direction

Students are able to introduce and

resolve tension in their devised drama

Students are able to sustain roles and

relationships in presentation of devised

drama

Students are able to identify, describe

and comment on own and others drama

using correct terminology

Description of sequence of the

teaching and learning:

Lesson 1: Focuses on the elements of

Situation, Time and Space using convention

of Freeze Frame, Tap n Talk and “Postcards

from” activity

Lesson 2-3: Focuses on the elements of

Relationships, Role and Character using

conventions of Mime and Role-on-the-Wall

Lesson 4: Focuses on elements of Mood and

Atmosphere using conventions of Freeze

Frames, Re-Enactments and Soundscapes

Lesson 5: Focuses on elements of Movement,

Situation, Tension and Time using the

conventions of Re-enactment and “The

journey of the carpet” Activities

Lesson 6: Focuses on elements of Language,

Focus and Symbol using “Anything But..”

activity and “I See/ I Think” activity

Lesson 7: Focuses on Movement, Situation

and Focus using convention of improvised

Role Play

Lesson 8: Focus on Role, Character, and

Situation using conventions of Rehearsed

Role Play and amalgamation with Media Arts

and Visual Arts

Lesson 9: Focus on Tension and Movement

using the “Mirror Game” and “Magic Carpet

Ride” Role Play

Lesson 10: Focus on Tension and Movement

using Role Play and “Sculptor and Clay”

Activity

Due Date:

Weeks 1-3 – observation notes

Week 4 – anecdotal records

Week 5 – Teacher checklist

Week 8 – reviewing video of

performance

Week 9-10 – Teacher Checklist


http://www.morocco.com/culture/folklore/

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Lesson 1: Postcards from Morocco

Content Descriptions:

4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic

meaning


4.5 Plan, rehearse and perform their drama for classmates

4.6 Combine drama making with English Literature



Lesson Objectives: Focuses on the elements of Situation, Time and Space

Students will learn:

1. to develop roles in improvisation (Tap n Talk convention) and devised drama (Postcards from … activities).

2. to use the elements of situation, time and space to create and shape dramatic action.

3. to work co-operatively and take direction from teacher when rehearsing and performing.

4. to respond using appropriate drama terms relating to role, character, situation, time and space to describe and

comment on the dramatic scenes they viewed or participated in.

Prior Knowledge:

Students should have had some practical experience with drama conventions especially role-play,

improvisation, freeze frames and mime. They should also have some knowledge of the elements

of drama and be able to vocalise their responses appropriately. They should have been exposed to

a variety of situations where they participate as a performer and respond appropriately as an

audience member.

Vocabulary:

Improvisation,

Postcards, Mirror,

Freeze Frame,

Morocco, Sydney

Resources:

(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker and laminated pages

8-9 from each story from a second copy of the book or

(Electronic) pages 8-9 from each story projected onto Smartboard

Assessment Instruments: observation notes

General

Capabilities

LIT PSC CCT EB

ICU

Links to other

learning areas:

ENG

Teaching and learning sequence

Gathering

evidence for

assessment

Orientation

Direct teaching

10 mins

Teacher shows each story in parallel for students to examine and discuss.

Teacher directed questioning eg; who, what, when, where, why and how to

develop familiarity and knowledge about characters, relationships and

setting of the two stories.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Teaching (drama

Making: Postcards From … activity: Teacher divides class in half.

The first half recreate the Souk market scene by each entering the

performance space and assuming a posture for their character. They may

perform a ritual repeating of a movement made by their character. When all

students are in position they freeze in their Completed Tableau or Freeze

Frame. The other half of the class are the audience.

Tap n Talk: Teacher directs each of the audience members to tap on of the

performers on the shoulder and ask them questions such as, Who are you?

What are you doing here? Who are you with? Where are you? Etc.

The performers must respond in role. The performing students then become

4

activities)

45mins

The audience and the other half of the class then enter the performance

space and assume a posture for their character from the Hardware Store

scene. When tableau complete the teacher directs questioning again.

Responding: At end of each questioning the teacher directs questioning of

audience about how the elements of situation, time and space were used

and whether students could identify group and individual characterisations

ie; who seemed believable or authentic? How and why?

Making:

Teacher forms 6 groups of students. Each group to plan and prepare their

own group Postcards From ….. Freeze Frame. They choose an authentic

setting where many characters would be congregating. The teacher may

offer suggestions ie; Southbank Parklands, the beach, shopping centre.

When ready each group presents their Freeze Frame. The rest of the class

are the audience. Tap n Talk: Teacher directs each of the audience members

to tap on of the performers on the shoulder and ask them questions such as,

Who are you? What are you doing here? Who are you with? Where are you? Etc. The

performers must respond in role.

Observation notes

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

Responding: At end of each questioning the teacher directs questioning of

audience about how the elements of situation, time and space were used and

whether students could identify group and individual characterisations ie;

who seemed believable or authentic? How and why?

Observation notes

5

Lesson 2: Two little boys


4.1 Create roles and relationships to build dramatic action in improvisation


4.6 Combine drama making with English Literature



Lesson Objectives: Focuses on the elements of Relationships, Role and Character


1. to develop roles and characters through improvisation (Mime convention), Role-on-the-Wall convention and

discussions.

2. to use the elements of relationships, role and character to create and shape dramatic action.


4. to respond using appropriate drama terms relating to role, character, and relationships to describe and comment on

the dramatic scenes they viewed or participated in.

Prior Knowledge:

Students should have had some practical experience with drama conventions especially

improvisation, mime and role-on-the-wall. They should also have some knowledge of the

elements of drama and be able to vocalise their responses appropriately. They should have been

exposed to a variety of situations where they participate as a performer and respond appropriately

as an audience member.

Vocabulary:

Mime

Character

Role

Comparison

Similarities

Differences

Resources:

(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, 4 large role-

on-the-wall outline charts

(Electronic) as an alternative, the Role-on-the-wall activity could be completed by typing

descriptions on Laptops in each group and sharing on Smartboard


General

Capabilities

LIT PSC CCT EB

ICU

Links to other

learning areas:

ENG


Gathering

evidence for

assessment

Orientation

Direct teaching

10 mins

Teacher shows each story in parallel for students to examine and discuss.

Teacher directed questioning about what objects or people the two boys

are interacting with eg; Sydney boy – bed, parents, food, dinosaur toys, car,

hardware, flower, drink, baby, story, computer, drawing. Moroccan boy –

computer, cow, sheep, grandparents, parents, carpet, food, donkey,

chickens, sheep, dirt. Students to list on class laptop to be projected on

Smartboard. Discuss.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

Making: Mime: Students form a drama circle. Teacher directs each student

to imagine they are one of the boys interacting with one of the listed

objects or people. They have to portray that interaction in a mime activity.

Responding: The rest of the class observe each mime as audience and are

directed by teacher to try to guess from the facial expression, body

language, movements, gestures and posture which boy they are portraying

and what object or person they are interacting with. After all students have

6

and

Experiential

Teaching (drama

activities)

45mins

presented their mime, the teacher directs questioning of audience about

how the elements of role and character were portrayed eg; What facial

expressions or body movements did they use that were believable?

Making:

Role-on-the-Wall activity: Teacher forms 4 groups of students. Two groups

are allocated the Sydney boy and two groups are allocated the Moroccan

boy to discuss and detail on their chart what they think would be important

to that boy. Teacher to rotate around the groups to offer suggestions,

advice. Groups may consult generated list from first activity and re-

examine the book. Each group then shares their findings, discusses and

compares similarities and difference between each character and compares

to themselves and what is important to them.

Observation notes

Examining Role-

on-Wall charts

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

Responding: At end of the sharing time, the teacher questions students

about the characters. What information about the roles, characters and

relationships have they been able to build up to strengthen their ability to

portray these characters in role play situations?

Observation notes

7

Lesson 3: Everyday Life





4.6 Combine drama making with English and IT



Lesson Objectives: Focuses on the elements of Relationships, Role and Character


1. to develop roles and characters through improvisation (Mime, Hot Seat conventions), Role-on-the-Wall convention

and discussions.

2. to use the elements of relationships, role and character to create and shape dramatic action.


4. to respond using appropriate drama terms relating to role, character, and relationships to describe and comment on

the dramatic scenes they viewed or participated in.

Prior Knowledge:

Students will have looked up websites relating to popular Moroccan boy‟s names and made a list

of these.

Vocabulary:

Rituals

Inference

Implication

Resources:

(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, 4 large role-

on-the-wall outline charts from previous lesson

(Electronic) as an alternative, the Role-on-the-wall activity could be completed by typing

descriptions on Laptops in each group and sharing on Smartboard.

Websites such as: http://babynamesworld.parentsconnect.com/category-moroccan-names.html will provide

popular names for Moroccan boys ie; Ahmed, Amal, Hasan, Ilyas, Kamal, Karim, Khalid, Sa-Ad or Yousef.


General

Capabilities

LIT PSC CCT EB

ICU

Links other

learning areas:

ENG, ICT


Gathering

evidence for

assessment

Orientation

Direct teaching

10 mins

Teacher repeats showing each story in parallel for students to examine and

discuss. Teacher directed questioning about the two boys – what can be

inferred or implied from the pictures about the personality, age, family life,

likes, relationships, status, dreams and aspirations of each of the boys.

Questions may be listed on smartboard.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Teaching (drama

activities)

Making:

Role-on-the-Wall activity: In same groups as previous lesson, students

discuss and add further details to their chart about the character and

personality of their boy. They co-operatively decide on a name for their

boy (see resources).

Teacher to rotate around the groups to offer suggestions, advice. Groups

may consult questions on board and re-examine the book. Each group then

shares their findings, discusses and compares similarities and difference

between each character and compares to themselves.

Hotseat: Students form an audience in the audience space. 6 -7 chairs are

placed in a horizontal line across the performance space. Teacher chooses

one group to sit in the hot seats in the performance space. Teacher directs

Examining Role-

on-Wall charts

Observation notes

http://babynamesworld.parentsconnect.com/category-moroccan-names.html

8

45mins

those students to go into role as the character of the boy they have been

writing about. The audience are directed to ask each of them questions

about their character. They are to respond in role. The activity is repeated

with each of the other groups in turn. Questioning may be supported by use

of the questions already listed on the smartboard.

Responding: The teacher directs questioning of audience about how the

elements of role and character were portrayed eg; did they seem believable

as that character? Did they stay in role? What responses did they give that

allowed us to know this? Did they vary voice, gesture, posture,

movements?

Making:

Mime “Rituals of everyday life”: Teacher forms 5 groups of students. Each

is to choose one event from the pictures in the Moroccan story pages 14-

15. Each group is to recreate one interaction that is happening on that page

in a repeated mime ritual eg; feeding the hens, flattening the bread, stirring

the pot. They plan, practice then present their ritual mime to the rest of

the class as the audience.

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

Responding: At end of the sharing time, the teacher questions students

about the characters. What information about the roles, characters and

relationships have they been able to build up to strengthen their ability to

portray these characters in role play situations? Are there rituals in their

own lives that are often repeated such as laying the table for dinner,

feeding the dog?

Observation notes

9

Lesson 4: Sights and Sounds





4.6 Combine drama making with Music and English Literature



Lesson Objectives: Focuses on elements of Mood and Atmosphere


1. to develop roles and characters through Freeze Frames and re-enactments.

2. to use soundscapes to create elements of mood and atmosphere to shape dramatic action.


4. to respond using appropriate drama terms relating to mood and atmosphere to describe and comment on the dramatic scenes they

viewed or participated in.

Prior Knowledge:

In Music lesson students will have looked up websites relating to popular Moroccan music and

sounds that would be heard at a market place in a Souk. They will have bookmarked appropriate

music clips to share with the class.

Vocabulary:

Souk

Mood

Atmosphere

Soundscape

Resources:

(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, laminated

pages from another copy of the book (pages 10-11, 14-15, 16-17 from each story)

(Electronic) Websites such as: http://www.youtube.com/watch?v=O92wsVqoekE will provide popular

Moroccan music and http://www.youtube.com/watch?v=mUHDYlJHaOQ&feature=related is a sample of

Azan – the call to prayers heard throughout the marketplace 5 times a day.

Assessment Instruments: anecdotal records

General

Capabilities

LIT PSC CCT EB

ICU

Links other

learning areas:

ENG, ICT, MUS


Gathering

evidence for

assessment

Orientation

Direct teaching

10 mins

Teacher directs questioning. What sounds would you hear in a Moroccan

marketplace or Souk? Re-examine page 8 Moroccan story. Students to list

on laptop as brainstorming takes place ; donkeys braying, hens clucking,

Moroccan music played on instruments, loudspeakers playing the Azan

(see resources), people shouting, talking, lambs bleating etc. What sounds

would you hear in a hardware store? Re-examine page 8 Sydney story.

Students to list on laptop as brainstorming takes place ; bells dinging,

registers ringing, sliding doors opening and closing, trolley wheels

squeaking, announcements over loudspeakers for price checks or music,

people talking.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Making:

Soundscape activity: In drama circle, whole class practice making each

sound then teacher allocates sounds to each student. Some students chosen

to play the Moroccan music, popular shop music and Azan call on a

different laptop each. In rounds, half the class make Moroccan sounds then

other half make the hardware sounds. Discuss the effect created eg; How

does a soundscape change mood and atmosphere? What senses does it

evoke for the listener?

Anecdotal records

http://www.youtube.com/watch?v=O92wsVqoekE

http://www.youtube.com/watch?v=mUHDYlJHaOQ&feature=related

10

Teaching (drama

activities)

45mins

Melting Freeze Frame: Teacher allocates students to form 6 groups (1A –

Sydney page 10-11, 1B – Morocco page 10-11, 2A – Sydney page 14-15,

2B- Morocco page 14-15, 3A- Sydney page 16-17, 3B – Morocco page 16-

17). Each group is given a double page from the book to re-create in a

freeze frame. They plan, practice and present. If room, groups 1A and 1 B

present their freeze frames in the performance space together. 1A set up

and show their scene while 1B crouch down in a roll beside them then 1A

crouch down while 1B set up and show their scene. This is followed by

responding task and then 2A and 2B then 3A and 3B.

Responding: The teacher directs questioning of audience to compare the

similarities and differences between each scene.

Making:

Re-enacted Role Play: Students form same 6 groups as previous activity.

Each group is given 6 pages of the book. They have to create characters,

assign roles, plan, practice and present a dramatic scene which re-enacts

their part of the story to the rest of the class as the audience. They must

choose believable role and relationships by focusing on believable

dialogue and show status and power in relationships. Teacher will roam

from group to group to offer suggestions, advice. Each group to

incorporate a soundscape into their scene where appropriate.

Anecdotal records

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

Responding: At end of each scene, the audience responds to teacher

questioning about the characters. Did they stay in role? Who seemed

believable and why? Was the relationship and status clear for each

character? Did the use of sound change the mood, atmosphere? What sense

did it evoke? Etc.

Observation notes

11

Lesson 5: The Journey of the carpet


4.1 Create roles and relationships to build dramatic action in devised drama





4.6 Combine drama making with Visual Arts, Media Arts, English Literature and ICT



Lesson Objectives: Focuses on elements of Movement, Situation, Tension and Time


1. to shape dramatic action by introducing and resolving tension in their devised dramatic role plays.

2. to use elements of movement, situation and time to shape dramatic action in their re-enactment.

3. to use materials and objects as stimuli for improvisation.

4. to respond using appropriate drama terms relating to tension to describe and comment on the dramatic scenes they viewed or

participated in.

Prior Knowledge:

Students will have researched Berber carpets in ICT and in Visual Arts – origins, weaving, patterns, designs,

signs, symbols and used this information to create own “Magic Carpet” squares from pieces of calico and art

materials in Visual Arts class

Vocabulary:

Weaving

Tension

Resources:

(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker.

Stimulus material : a rug or carpet with a note attached which says: “This rug has been stolen from its

rightful owners. It is very, very valuable and must be returned within seven days to the real owners or

terrible things will happen to whoever has found it.”

(Electronic) Websites such as http://www.artistshelpingchildren.org/weavinghowtoweavecraftsforkids.html

will show how weaving is done with simple how to instructions. Also look for sites on looms or weaving

machines

Movie Maker or Sony Vegus to create storyboards. (may be typed or hand written instead).

Assessment Instruments: Teacher Checklist

General

Capabilities

LIT PSC CCT EB

ICU

Links other

learning areas:

ENG, ICT, VIS, ME


Gathering

evidence for

assessment

Orientation

Experiential

Teaching (drama

activities)

10 mins

Making:

Teacher directs students to lie on the carpet with room to move so that they

won‟t be touching the student next to them. They are to close their eyes

and imagine they are a rug lying flat on the floor. When they hear the

instructions to roll up they curl up into a ball. When they hear the

instructions to lie flat they flatten out. This can be repeated a few times.

They then are formed into groups of four. Each group has to use their

bodies to create a weaving loom or machine with moving parts and sounds.

Engagement

Direct Teaching

Interactive

Teaching (co-

operative learning,

whole-class

Making:

Journey of the carpet non-realistic scene: Re-examine the two stories

looking for the journey of the carpet from Moroccan first page to Sydney

last page. Students to create storyboard on the smartboard using

MovieMaker or Sony Vegus of the journey of the carpet. They should have

6 frames. (1. mother weaving the carpet, 2. journey on the donkey, 3. sold

at the markets to the carpet man, 4. ???? 5. bought at the Magic Carpet

http://www.artistshelpingchildren.org/weavinghowtoweavecraftsforkids.html

12

discussion)

and

Experiential

Teaching (drama

activities)

45mins

Shop in Sydney, 6. in Sydney boy‟s home.). Discuss what happens in

frame 5. The carpet is probably loaded onto a container ship. Once the

frames are complete, teacher forms 6 groups of students. Each group has

one storyboard frame to re-enact with non-realistic stylised movements

(repeated exaggerated movements). The groups plan, practice and present

their scenes in chronological order.


questioning about the characters. Did they use gestures, sounds, facial

expressions, movements effectively to show intent of the scene? Did they

repeat the important elements?

Making:

Role Play: Teacher shows the students the carpet and accompanying note.

Students discuss the tension. Students are formed into 5 groups. Each

group is given a planning sheet to use. They have to create a dramatic

scene incorporating the carpet, the note and the element of tension. They

have to create characters, assign roles, plan, practice and present their

dramatic scene to the rest of the class as the audience. They must choose

believable role and relationships by focusing on believable dialogue and

show status and power in relationships. Teacher will roam from group to

group to offer suggestions, advice.

Anecdotal records

Teacher Checklist

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins


questioning? Did the scene seem well planned? Were the characters and

situations believable? Did they incorporate the carpet and the note in

believable ways? Did they introduce and resolve dramatic tension within

their scene? How?

Teacher Checklist

13

Lesson 6: Anything but….







Lesson Objectives: Focuses on elements of Language, Focus and Symbol


1. to initiate an idea for dramatic action that is a problem to be responded to and resolved.

2. to use objects as stimuli for improvisation in Anything but… activity combined with focus to frame moments of action and choose

appropriate language to portray feelings and emotions.

3. to use stimulus material and higher level thinking to create parallels between symbolism and reality in I see/I think activity.

4. to respond using appropriate drama terms relating to symbolism to describe and comment on the dramatic scenes they viewed or

participated in.

Prior Knowledge:

Students will have discussed objects of importance and taken a photo at home (for homework) of an object

that is significant or important to them and uploaded it to class site in ICT lesson.

Students will be familiar with collage in visual art and the use of collage by Jeannie Baker to create scenes

in her picture books.

Vocabulary:

collage

Resources:


Stimulus material : similar to materials used by Jeannie Baker in the book – cardboard, wool, small rocks,

seeds, small bags of sand, small bags of spices, leaves, rose petals, safe pieces of clay, pottery and glass,

bark, small leafy branches, hay, jute, felt, pieces of material off cuts including t-shirt, linen, brocade,

Hessian, calico, carpet off cuts, sticks etc. (these will be used in follow-up Visual Arts lesson to create

collage backdrop scenes for roleplay in Lesson 8).

A writing journal or laptop for each student to record answers.

(Electronic) a photo taken by each student in the class in previous ICT lesson and uploaded to be shown as

a manual slideshow.


General

Capabilities

LIT PSC CCT EB

ICU

Links other

learning areas:

ENG, ICT, VIS, ME


Gathering

evidence for

assessment

Orientation

Direct Teaching

10 mins

Discuss all the objects that appear in the 2 stories. Teacher directed

questioning to engage higher order thinking eg; What are they? Who uses

them? What are they used for? Is it an important object for emotional or

necessary reasons?

Engagement

Experiential

Teaching (drama

activities)

Interactive

Teaching (co-

operative learning,

whole-class

Making:

I see/ I think activity: Teacher or a student to manually project each photo

(see resources) onto the Smartboard one at a time. As each photo is

projected the audience are to respond with what they see and why they

think it might be so important or significant to the owner. Their answers

may be written or typed on individual laptops. The owner of the object

then claims the object and gives their reasons for choosing this object.

Anything but …..game: Teacher shows the students all the stimulus collage

materials. Teacher demonstrates how to play the Anything but… game. Ie;

Teacher selects a rock. “I am, like, so enjoying being at the Ekka with my

Anecdotal records

14

discussion)

and

Experiential

Teaching (drama

activities)

45mins

bestie and eating this strawberry sundae” (Teacher pretends to use a

spoon and scoop out icecream from the rock and into mouth) “Yum.

Delicious”. Students each choose one or more of the objects. They create

an improvised scene either as an individual or in pairs if this is more

comfortable for them. The objects are symbols of something else and are

not to be used as what they actually are ie; a rock is not a rock.

Teacher Checklist

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

Responding: At end of all the improvisations, the audience responds to

teacher questioning? Who created believable characters and situations?

What element of drama did they use? Did they use dialogue, movements,

gestures, postures, status, voice and facial expressions? Did they

incorporate the objects in believable ways?

Teacher Checklist

Lesson 7: Do you remember when….





4.6 Combine drama making with Media Arts, English Literature, Geography, Maths and ICT



Lesson Objectives: Focuses on elements of Movement, Situation and Focus


1. to direct and intensify attention and frame moments of action.

2. to use expressive action to create roles, situations, relationships, atmosphere and symbols.

3. to to portray through movement, dialogue and expressions the setting and circumstances of the characters they are portraying.

4. to respond using appropriate drama terms relating to movement, situation and focus to describe and comment on the dramatic

scenes they viewed or participated in.

Prior Knowledge:

Students will be familiar with landscapes (forests, oceans, volcanoes, mountains, rocks, deserts, rivers) from

lessons in Geography. Using Google Earth or Atlases they will have charted the journey taken by the boy in

Morocco. They may follow-up this lesson by charting their journey in the dramatic action in Australia from

Sydney to other parts of Australia, to other Asian countries and within other Asian countries.

Students will be familiar with Timelines created in Maths lesson. They may follow-up this lesson with

creating a timeline with total time taken to complete their journey in the dramatic action using the method of

travel they have chosen.

Vocabulary:

Landscapes

Journey

Resources:


(Electronic) Smartboard


General

Capabilities:

LIT PSC CCT EB

ICU

Cross

Curriculum

Priorities:

AAEA

Links other

learning areas:

15

ENG, ICT, GEO

MAT, ME


Gathering

evidence for

assessment

Orientation

Direct Teaching

5 mins

Discuss different forms of transport used to undertake journeys in other

countries or within Australia. Teacher or student to record brainstorming

on Smartboard (car, bike, truck, motorbike, horse, camel, donkey, train,

tram, plane, walking, bus, horse and cart, horse and carriage, goat and cart

etc). Direct focus to Australia and Asian countries if possible.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Teaching (drama

activities)

50mins

Making:

Improvised Mime: In Drama Circle, each student individually or with a

partner demonstrates one form of travel.

Responding: At end of all the improvisations, the audience responds to

teacher questioning? Who created believable situations? What element of

drama did they use? Did they use dialogue, movements, gestures, postures,

voice and facial expressions? Was it clear what form of travel was being

used and which setting?

Making: Do you remember when we went on a journey to The Souk

activity: Teacher forms students into 5 groups. Each group to plan, prepare

and present a dramatic scene where they are Moroccan children travelling

to a Souk for a particular reason ie; to buy an item or to visit a particular

person. They must incorporate into their scene the length of the journey,

the mode of transport used, who they are travelling with and their

relationship with them and the purchase or visit at the end of the journey.

Responding: At end of each presentation the audience responds to teacher

questioning? Who created believable characters and situations? What

elements of drama did they use? Did they convey all the information about

how they travelled, relationships, what they bought, who and what they

saw along the way?

Making: Do you remember when we went on a journey to … activity: In

same 5 groups, students plan, prepare and present a dramatic scene where

they are travelling to another part of Australia or an Asian country. They

must travel for a particular reason ie; to buy an item or to visit a particular

person. They must incorporate into their scene the length of the journey,

the mode of transport used, who they are travelling with and their

relationship with them and the purchase or visit at the end of the journey.

Teacher Checklist

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins



elements of drama did they use? Did they convey all the information about

how they travelled, relationships, what they bought, who and what they

saw along the way?

Teacher Checklist

16

Lesson 8: The Journey to …..


4.4 Offer, accept and negotiate situations in rehearsed devised drama performance





Lesson Objectives: Focus on Role, Character, and Situation


1. to amalgamate backdrops, sounds, video from Visual Arts and Media Arts with dramatic action.

2. to create and shape dramatic action and develop roles, characters and situations through rehearsed role play.


4. to respond using appropriate drama terms relating to role, character, and situations to describe and comment on the dramatic

scenes they viewed or participated in.

Prior Knowledge:

In visual Arts lesson students will have created in groups a series of collaged backdrops for each of the

scenes they developed in lesson 7. They will have photographed these backdrop scenes and transferred to

movie maker or Sony Vegas in Media Arts lesson.

Vocabulary:

Resources:

(Concrete) Flip camera or Video camera

(Electronic) Movie Maker or Sony Vegas program with backdrops and sounds for each group preloaded.


General

Capabilities: LIT PSC CCT EB

ICU

Cross

Curriculum

Priorities: AAEA

Links other

learning areas: ENG, ICT, ME


Gathering

evidence for

assessment

Orientation

Direct Teaching

10 mins

Discuss amalgamation of backdrop scenes from Visual Arts into Drama

using Media Arts Movie Maker. View each of the scenes from each group

and discuss how the dramatic action can be rehearsed and refined to

accompany the backdrops. Discuss timing of scenes in rehearsal process.

Engagement

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Teaching (drama

activities)

45mins

Making:

Rehearsed Role Play: In their groups students rehearse and refine their

dramatic scenes as created in lesson 7. They then present to the audience.


questioning? Were the groups able to refine and improve the scenes after

receiving constructive criticism from previous lesson? Will these dramatic

action scenes match the created backdrops?

Making: Teacher or a student then records each scene using flip camera or

video camera. This video footage is then added in Media Arts lesson to the

Movie Maker or Sony Vegas program to make a finished movie of the

created drama.

Teacher Checklist

Reviewing of

created movie

Debrief

Interactive

Responding: Audience to view each completed movie and respond to

teacher questioning? Were the groups able to refine and improve the

Teacher Checklist

17

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins

scenes after receiving constructive criticism from previous lesson? Will

these dramatic action scenes match the created backdrops?

Lesson 9: Magic Carpet Ride


4.2 Create dramatic action and a sense of time and place using body and movement to create dramatic meaning




4.6 Combine drama making with Media Arts, Visual Arts and English



Lesson Objectives: Focus on Tension and Movement


1. to use visual stimulus to create and shape dramatic action.

2. to use body and movement to create dramatic meaning.

3. to introduce and resolve dramatic tension in improvised and devised drama.

4. to respond using appropriate drama terms relating to tension and movement to describe and comment on the dramatic scenes they


Prior Knowledge:

In visual Arts lesson each student will have created a “magic carpet” by painting designs on a square of

calico after researching symbols, patterns in Berber carpets for suggestions see

http://www.walkerbooks.com.au/statics/dyn/1312178100329/Mirror-Classroom-Ideas.pdf. The students

would then have photographed their “magic carpet” square and posted into class folder for sharing on

Smartboard in Media Arts lesson.

In English lessons students should be familiar with some of the children‟s versions of the Arabian collection

of stories known as One thousand and One Nights or Arabian Nights which includes stories about Aladdin

and the magic lamp, Ali Baba and the 40 thieves and references a flying or magic carpet. They may also

have seen DVD versions of the stories and other stories involving magic flying machines such as Bedknobs

and Broomsticks, Chitty Chitty Bang Bang and Mary Poppins.

In Geography lessons students may have revised landscapes as covered for lesson 7.

Vocabulary:

Resources:

(Concrete) Flip camera or Video camera , “magic carpet” squares previously created by each student,

Smartboard

(Electronic) Websites such as: http://www.berber-

arts.com/berber/index.php?option=com_content&task=view&id=32&Itemid=60/ will show great examples

of traditional Berger rugs and discuss the origins.


General


ICU

Links other

learning areas: ENG, ICT, ME,

VIS, GEO


Gathering

evidence for

assessment

Orientation

Experiential

Teaching (drama

Making:

Mirror Game: Students form 2 straight lines facing each other. Line A are

the subjects and line B are the mirror images. B must copy each movement


http://www.berber-arts.com/berber/index.php?option=com_content&task=view&id=32&Itemid=60/

http://www.berber-arts.com/berber/index.php?option=com_content&task=view&id=32&Itemid=60/

18

activities)

10 mins

that A does as exactly as possible with expression and no talking. This is

then reversed with A copying B‟s movements. Movements should be slow

and exaggerated so that it is not too difficult. Teacher to supervise. After 5

minutes students may swap partners and repeat the activity.

Engagement

Direct Teaching,

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Teaching (drama

activities)

45mins

Making:

Magic Carpet Ride: Students view the “magic carpets” they each created in

Visual Arts lesson as they are projected onto Smartboard. They then form a

drama circle on the carpet. The teacher directs them to close their eyes

(ensuring they are all in a safe position where they will not touch other

students or furniture). The teacher narrates the scenario; “Imagine you are

sitting on one of the magic carpets. It is going to take you on a journey

from Australia to Morocco.” Teacher describes all the landscapes that

would be seen as they float in the air above the land and ocean. “You

arrive in Morocco to find you have been magically switched with the boy

who lives there.” Teacher directs students to open their eyes. Teacher

questions students as to the problems they would encounter when they

arrive eg; missing friends and family, different schooling, food,

technology, family jobs, activities. Teacher or a student to list

brainstorming on Smartboard. Teacher to discuss the fact that these

problems can be used as moments of tension when creating dramatic

action. Students are then formed into 6 groups. Each group is to choose

one or more problems from the list to incorporate as tensions into a 5

minute dramatic scene that they create. Teacher to ensure most of the

problems are covered. The groups plan, prepare and present their scene to

the rest of the class as the audience.

Teacher Checklist

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning) 5 mins



elements of drama did they use? Did they incorporate moments of tension

effectively?

Teacher Checklist

19

Lesson 10: Switched


4.2 Create dramatic action and a sense of time and place using body and movement to create dramatic meaning




4.6 Combine drama making with English



4.9 Identify features of drama from different times and places including Australia and the Asia region to explore perspectives

Lesson Objectives: Focus on Tension and Movement


1. to use visual stimulus to create and shape dramatic action.

2. to use body and movement to create dramatic meaning.

3. to introduce and resolve dramatic tension in improvised and devised drama.

4. to respond using appropriate drama terms relating to tension and movement to describe and comment on the dramatic scenes they


Prior Knowledge:

Same as for lesson 9

Vocabulary:

Resources:

(Electronic) flipcamera or still camera, laptop or computers for students with email access


General


ICU

Links other

learning areas: ENG, ICT, ME,

GEO


Gathering

evidence for

assessment

Orientation

Experiential

Teaching (drama

activities)

10 mins

Making:

Sculptor and clay Game: Students are sorted into pairs with room between

each pair so that students won‟t bump into each other. Student A is the

“sculptor”, student B is the “clay”. B is sitting on the carpet with their eyes

closed. A has to gently manipulate B‟s body to create an interesting statue

ie; moving arms, legs, head. A then has to try to duplicate the same statue

with own body so that A and B look identical to observers. Teacher to

supervise. If possible, teacher to photograph or video each pair of „statues‟

and show students through Smartboard. If not, have students try to view

the other „statues‟ without moving from own position. This is then

repeated with B as the „sculptor‟ and A as the „clay‟.

Engagement

Direct Teaching,

Interactive

Teaching (co-

operative learning,

whole-class

discussion)

and

Experiential

Making:

Magic Carpet Ride: They then form a drama circle on the carpet. The

teacher directs them to close their eyes (ensuring they are all in a safe

position where they will not touch other students or furniture). The teacher

narrates the scenario; “Imagine you are sitting on one of the magic carpets.

It is going to take you on a journey from Morocco to Australia.” Teacher

describes all the landscapes that would be seen as they float in the air

above the land and ocean. “You arrive in Australia to find you have been

magically switched with the boy who lives there.” Teacher directs students

to open their eyes. Teacher questions students as to the problems they

would encounter when they arrive. Are they the same as previous lesson?

Teacher Checklist

20

Teaching (drama

activities)

40mins

Teacher or a student to list brainstorming on Smartboard. Teacher to

remind students that these problems can be used as moments of tension

when creating dramatic action. Students are then formed into 6 groups.

Each group is to choose one or more problems from the list to incorporate

as tensions into a 5 minute dramatic scene that they create. Teacher to

ensure most of the problems are covered. The groups plan, prepare and

present their scene to the rest of the class as the audience.

Debrief

Interactive

Teaching (whole-

class discussion)

and Indirect

Teaching

(independent

learning)10 mins



elements of drama did they use? Did they incorporate moments of tension

effectively? Can they identify the purpose for undertaking this unit of

work? Was it for educational purposes? If so, what have they learnt? Did

they learn through the drama that each boy encountered the same cultural

problems and feelings? What have they learnt throughout the 10 week unit

of work about the two cultures? Are there both differences and similarities

in every culture? Would both boys have similar feelings, wants, needs etc?

Making:

Students to write an email back home while in role as the Moroccan boy or

the Australian boy. These are sent to the class or teacher‟s email address

for assessment.

Teacher Checklist

Read and review

emails

curriculum focus drama and english...

Documents