education pack - artour.com.au · doing chores around the house, helping your family, working...
TRANSCRIPT
EDUCATION PACK
Created by Nadia Jade for Cluster Arts and Hoopla Clique
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Process Drama Unit: Chores
Chores is an action-packed circus show, the story of two brothers hanging out in their messy
bedroom, when they hear their Mum approaching and must rush to get their jobs done. The
physical comedy is suitable for diverse audiences as it requires little language and speaks to
young and old alike.
This Education Pack provides lesson plans for Foundation to Year 6 that meet standard
Australian curriculum links for Drama and English. Each year group has two linked lessons
with warm-ups, discussion topics, roleplay activities and extension activities.
In addition, the roleplay games and discussions relate back to the learning continuum of
personal and social capability, developing students Self-Management, Self-Awareness, Social
Management and Social Awareness.
Objective
Students will develop vocabulary related to the topic of chores; they will engage in discussion
and roleplay activities that explore what chores are, who can do different chores, and explore
sharing and assisting. They will reflect on social structures and responsibilities, develop
personal social capabilities, and reflect upon their role in their families and communities.
Main Concepts
Doing chores around the house, helping your family, working together, different capabilities
of different ages, different cultural aspects of families.
Description
Building on their experience where students watched the circus show Chores, students will
explore different aspects of personal and social capabilities through discussion and roleplay
activities. Children will learn collocations such as ‘do the dishes’ and ‘mow the lawn’.
Students with well-developed social and emotional skills find it easier to manage themselves,
relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in
teamwork and feel positive about themselves and the world around them. The development
of personal and social capability is a foundation for learning and for citizenship.
Personal and social capability involves students in a range of practices including recognising
and regulating emotions, developing empathy for others and understanding relationships,
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establishing and building positive relationships, making responsible decisions, working
effectively in teams, handling challenging situations constructively and developing leadership
skills.
Lesson Plans
Foundation to Year 2 Curriculum links Lesson 1 Lesson 2
ACADRM027 Explore role and dramatic action in dramatic play,
improvisation and process drama X X
ACADRM028 Use voice, facial expression, movement and space
to imagine and establish role and situation X X
ACADRM029 Present drama that communicates ideas,
including stories from their community, to an audience X
ACELA1444 Understand that language is used in combination
with other means of communication, for example facial expressions
and gestures to interact with others
X X
ACELY1656 Engage in conversations and discussions, using
active listening behaviours, showing interest, and contributing
ideas, information and questions
X X
LESSON 1
Anticipatory Set/Hook
Discussion (8 minutes)
Students discuss the show that they saw.
Examples of discussion questions could include:
- What do you remember from the show?
- What were your favourite parts?
- What circus tricks did you see?
- What did the boys in Chores have to do?
- Did they get their jobs done in time?
- What went wrong? What went well?
- What was their reward?
Warm up
Name Game (6 minutes)
Sit students around in one circle. While the students clap along to the beat they chant,
“name game, name game, what’s your name and what’s your fame?” Then the student (for
the first time let the facilitator begin) will say their name and something that they are known
for around their house, family, or classroom. It could sound like this, “my name is Mrs.
________. And I’m famous for making the BEST pancakes”
Other examples of what the students could be known for are things like a shell collection or
making good cookies, etc.
Instruction/Activity
1. Brainstorm (10 minutes)
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Brainstorm as a class, writing various chores on the board. Give an example of a few chores.
Chores could include:
- clean your room
- make your bed
- pick up / put away / hang up your
clothes
- wash the dishes
- wash the car
- mow the lawn / cut the grass
- pick up your toys
- pull weeds
- do the vacuuming
- plan a meal
- prepare / cook dinner
- set the table
- clear the table
- wash the dishes
- clean out the fridge or freezer
- clean the shower or tub
- disinfect the toilet
- do the laundry
- wash the clothes
- dry the clothes
- put away the clothes
- mop the floors
- vacuum the carpets / rugs
Ask students to review the chores and ask any questions they may have.
2. Roleplay (15 minutes)
The students stand in a circle. One by one, using actions, noises and dialogue, the students
act out one of their chores. After 30 seconds, the other students have to guess what chore
they are doing. Students can repeat the same chore or do a new one from the board.
Extension/Open-Ended Questions
(6 minutes)
What would happen at our homes if people didn’t do their chores?
LESSON 2
Anticipatory Set/Hook
Warm up (6 minutes): Yes, let’s! Game
In improvisation some of the most important concepts that need to be learnt include the idea
of making offers and accepting and building on offers. By offering, accepting and adding in
improvisation the scene is better able to progress and become more interesting and
engaging. This warm-up, Yes Let’s, really starts to get students thinking about making offers
and accepting them.
1. Have student’s stand in a circle.
2. Move around the circle in a clockwise direction for the next lot of steps.
3. Each person needs to come up with a simple action. They demonstrate that action to the
group by saying, for example “Let’s brush our hair.”
4. Everyone in the circle repeats “Yes, Let’s!” in unison and completes the action.
5. Continue around the circle until everyone has had an opportunity to offer.
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Discussion
What kind of jobs do different people do? (15 minutes)
Return to the list from lesson one. As a group, discuss chores that different people do.
Stimulus questions:
- What is different between your house and a friend’s house?
- What makes jobs different, do different people in your house have to do different
jobs?
- Do younger children do different chores? to older children? Do adults do different
chores?
- Do different family types allocate jobs differently? Does a house with a single parent
and one child separate jobs differently to a big house with 5 children?
- Do different cultures in the classroom group do different chores?
- How often are chores done? Are there some chores that we do every day, or some
we do every week?
- Do some people get allowances for chores? What kind of chores do you get paid for?
What kind of chores do you do for ‘free’?
Instruction/Activity
Roleplay (19 minutes)
The children form groups of three or four. This can be organically formed, or by ‘numbering
off’. (1,2,3, all 1’s together, all 2’s together etc.)
Allocate each group an age group or a type of chore. Working together, the students choose
a chore from their allocated group, then using actions, noises and dialogue, the students act
out their chore.
Provide 3 minutes preparation time in their groups, then present their piece to the whole
class.
Suggested allocated roles for groups. Choose an allocation that reflects the discussion your
class has had.
- Mum, dad, big kids, little kids
- Chores that different cultures do
- Everyday chores, weekly, monthly
- Food preparation, cleaning, garden, pets, playtime
Concluding question
(6 minutes)
How does everyone in a family work together to do all the chores that need doing?
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Year 3 & 4
Curriculum links Lesson 1 Lesson 2
ACADRM031 Explore ideas and narrative structures through
roles and situations and use empathy in their own improvisations
and devised drama
X X
ACADRM032 Use voice, body, movement and language to
sustain role and relationships and create dramatic action with a
sense of time and place
X X
ACADRM033 Shape and perform dramatic action using
narrative structures and tension in devised and scripted drama,
including exploration of Aboriginal and Torres Strait Islander drama
X
ACELA1476 Understand that successful cooperation with others
depends on shared use of social conventions, including turn-taking
patterns, and forms of address that vary according to the degree of
formality in social situations
X X
ACELY1676 Listen to and contribute to conversations and
discussions to share information and ideas and negotiate in
collaborative situations
X X
LESSON 1
Anticipatory Set/Hook
Warm up: Name Game (6 minutes)
Sit students around in one circle. While the students clap along to the beat they chant,
“name game, name game, what’s your name and what’s your fame?” Then the student (for
the first time let the facilitator begin) will say their name and something that they are known
for around their house, family, or classroom. It could sound like this, “my name is Mrs.
________. And I’m famous for making the BEST pancakes”
Other examples of what the students could be known for are things like a shell collection or
making good cookies, etc.
Discussion
Students discuss the show that they saw (8 minutes)
Examples of discussion questions could include:
- What do you remember from the show?
- What were your favourite parts?
- What did the boys in Chores have to do?
- Did they manage to get their jobs done in time?
- What went wrong? What went well?
- What was their reward?
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Instruction/Activity
1. Brainstorm (10 minutes)
Brainstorm as a class, writing various chores on the board. Give an example of a few chores.
Chores could include:
- clean your room
- make your bed
- pick up / put away / hang up your
clothes
- wash the dishes
- wash the car
- mow the lawn / cut the grass
- pick up your toys
- pull weeds
- do the vacuuming
- plan a meal
- prepare / cook dinner
- set the table
- clear the table
- wash the dishes
- clean out the fridge or freezer
- clean the shower or tub
- disinfect the toilet
- do the laundry
- wash the clothes
- dry the clothes
- put away the clothes
- mop the floors
- vacuum the carpets / rugs
Ask students to review the chores and ask any questions they may have.
2. Roleplay (15 minutes)
The students stand in a circle. One by one, using actions, noises and dialogue, the students
act out one of their chores. After 30 seconds, the other students have to guess what chore
they are doing. Students can repeat the same chore or do a new one from the board.
Extension/Open-Ended Questions
(6 minutes)
What would happen at our homes if people didn’t do their chores?
LESSON 2
Anticipatory Set/Hook
Warm up: ‘Yes, Let’s!’ Game (8 minutes)
In improvisation some of the most important concepts that need to be learnt include the idea
of making offers and accepting and building on offers. By offering, accepting and adding in
improvisation the scene is better able to progress and become more interesting and
engaging. This warm-up, Yes Let’s, really starts to get students thinking about making offers
and accepting them.
1. Have student’s stand in a circle.
2. Move around the circle in a clockwise direction for the next lot of steps.
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3. Each person needs to come up with a simple action. They demonstrate that action to the
group by saying, for example “Let’s brush our hair.”
4. Everyone in the circle repeats “Yes, Let’s!” in unison and completes the action.
5. Continue around the circle until everyone has had an opportunity to offer.
Discussion
Working together (10 minutes)
When we do chores at home, sometimes we work together to get things done.
Stimulus questions:
- Are some chores easier when we work together? Are some easier to do when working
alone?
- What happened in Chores when the brothers didn’t help each other? What happened
when they did help each other?
- Should parents help kids do chores? Should kids help parents do chores?
- How do we ask for help with a task?
Instruction/Activity
Roleplay (20 minutes)
All the students stand in a circle. Everyone groups into two or three. Each group chooses a
chore from the list from yesterday. They demonstrate that chore by using actions, noises and
dialogue, to show EITHER helping a friend to complete that chore, or refusing to help and
making it more difficult.
The teacher selects one pair/group to freeze in a ‘statue’. All the others stop playing and
observe the freeze frame and discuss what they can see.
- What chore are they doing? Will they get it done?
- How are the protagonists feeling? Happy, angry sad?
- What do they need to do to get the chore finished?
The game restarts, and the facilitator chooses another pair/group to freeze, until all students
have participated.
Concluding Q&A
(7 minutes)
Students call out the answers to these true/false questions.
- People live in different houses and have different jobs to do at home True
- Children are too small to do any chores around the house False
- Some jobs are only for adults to do True
- When two people work together chores are easier to do True
- It doesn’t matter if you never take the garbage out False
- It doesn’t matter if you don’t help your mum or dad with chores False
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- Children can help around the house by: True
- Cleaning up their toys
- Taking dirty dishes to the kitchen
- Taking out the garbage
- Older children have different jobs to do True
- Pets are everyone’s responsibility in a family True
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Year 5 & 6
Curriculum links Lesson 1 Lesson 2
ACADRM035 Explore dramatic action, empathy and space in
improvisations, playbuilding and scripted drama to develop
characters and situations
X X
ACADRM036 Develop skills and techniques of voice and
movement to create character, mood and atmosphere and focus
dramatic action
X X
ACADRM037 Rehearse and perform devised and scripted
drama that develops narrative, drives dramatic tension, and uses
dramatic symbol, performance styles and design elements to share
community and cultural stories and engage an audience
X X
ACELA1502 Understand how to move beyond making bare
assertions and take account of differing perspectives and points of
view
X X
LESSON 1
Anticipatory Set/Hook
Warm up: Name Game (5 minutes)
Sit students around in one circle. While the students clap along to the beat they chant,
“name game, name game, what’s your name and what’s your fame?” Then the student (for
the first time let the facilitator begin) will say their name and something that they are known
for around their house, family, or classroom. It could sound like this, “my name is Mrs.
________. And I’m famous for making the BEST pancakes”
Other examples of what the students could be known for are things like a shell collection or
making good cookies, etc.
Discussion
Students discuss the show that they saw (5 minutes)
Examples of discussion questions could include:
- What do you remember from the show?
- What were your favourite parts?
- What did the boys in Chores have to do?
- Did they manage to get their jobs done in time?
- What went wrong? What went well?
- What was their reward?
Instruction/Activity
1. Brainstorm (5 minutes)
Brainstorm as a class, writing various chores on the board. Give an example of a few chores.
Chores could include:
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- clean your room
- make your bed
- pick up / put away / hang up your
clothes
- wash the dishes
- wash the car
- mow the lawn / cut the grass
- pick up your toys
- pull weeds
- do the vacuuming
- plan a meal
- prepare / cook dinner
- set the table
- clear the table
- wash the dishes
- clean out the fridge or freezer
- clean the shower or tub
- disinfect the toilet
- do the laundry
- wash the clothes
- dry the clothes
- put away the clothes
- mop the floors
- vacuum the carpets / rugs
Ask students to review the chores and ask any questions they may have.
2. Discussion: What kind of jobs do different people do? (10 minutes)
Return to the list from lesson one. As a group, discuss chores that different people do.
Stimulus questions:
- What is different between your house and a friend’s house?
- What makes jobs different, do different people in your house have to do different
jobs?
- Do younger children do different chores? to older children? Do adults do different
chores?
- Do different family types allocate jobs differently? Does a house with a single parent
and one child separate jobs differently to a big house with 5 children?
- Do different cultures in the classroom group do different chores?
- How often are chores done? Are there some chores that we do every day, or some
we do every week?
- Do some people get allowances for chores? What kind of chores do you get paid for?
What kind of chores do you do for ‘free’?
3. Roleplay (15 minutes)
The children form groups of three or four. This can be organically formed, or by ‘numbering
off’. (1,2,3, all 1’s together, all 2’s together etc.)
Allocate each group an age group or a type of chore. Working together, the students choose
a chore from their allocated group, then using actions, noises and dialogue, the students act
out their chore.
Provide 3 minutes preparation time in their groups, then present their piece to the whole
class.
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Suggested allocated roles for groups. Choose an allocation that reflects the discussion your
class has had.
- Mum, dad, big kids, little kids
- Chores that different cultures do
- Everyday chores, weekly, monthly
- Food preparation, cleaning, garden, pets, playtime
Concluding question
(3 minutes)
How does everyone in a family work together to do all the chores that need doing?
LESSON 2
Anticipatory Set/Hook
Warm up: ‘Yes, Let’s!’ Game (8 minutes)
In improvisation some of the most important concepts that need to be learnt include the idea
of making offers and accepting and building on offers. By offering, accepting and adding in
improvisation the scene is better able to progress and become more interesting and
engaging. This warm-up, Yes Let’s, really starts to get students thinking about making offers
and accepting them.
1. Have student’s stand in a circle.
2. Move around the circle in a clockwise direction for the next lot of steps.
3. Each person needs to come up with a simple action. They demonstrate that action to the
group by saying, for example “Let’s brush our hair.”
4. Everyone in the circle repeats “Yes, Let’s!” in unison and completes the action.
5. Continue around the circle until everyone has had an opportunity to offer.
Discussion
Working together (10 minutes)
When we do chores at home, sometimes we work together to get things done.
Stimulus questions:
- Are some chores easier when we work together? Are some easier to do when working
alone?
- What happened in Chores when the brothers didn’t help each other? What happened
when they did help each other?
- Should parents help kids do chores? Should kids help parents do chores?
- How do we ask for help with a task?
- Are there some chores that MUST be done together?
- Is it fair if one person always has to do certain chores?
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Instruction/Activity
Roleplay (20 minutes)
All the students stand in a circle. Everyone groups into two or three. Each group chooses a
chore from the list from yesterday. They demonstrate that chore by using actions, noises and
dialogue, to show EITHER helping a friend to complete that chore, or refusing to help and
making it more difficult.
The teacher selects one pair/group to freeze in a ‘statue’. All the others stop playing and
observe the freeze frame and discuss what they can see.
- What chore are they doing? Will they get it done?
- How are the protagonists feeling? Happy, angry sad?
- What do they need to do to get the chore finished?
The game restarts, and the facilitator chooses another pair/group to freeze, until all students
have participated.
OPTION: If one pair is demonstrating two people refusing to help, can another pair reflect the
same scenario but in a helpful guise.
Extension/Open-Ended Questions
(6 minutes)
How does working together help us to get our chores done?
What have we learned from these lessons, and do you think it will change how you help with
chores at home?
This Education Pack was developed by Nadia Jade at Cluster Arts in line with current Australian Standard Curriculum
Requirements in November 2017. Your comments, questions and feedback are appreciated.
A 5 -lesson plan for creating a full-length Drama performance, as well as senior school units are currently in development.
Chores is available for school touring opportunities across regional and urban Australian schools throughout 2018 and
beyond. School performances include optional circus and drama workshops that can be modulated to fit your curriculum
requirements.
Please contact us for further information, to obtain testimonials, or to request a tour kit.
Debbie Wilks [email protected] 0433 554 801
Nadia Jade [email protected] 0479 096 835