Learning through Faith and Vision
ARTs Year 1/2 TERM
Subject
Unit Title:
Achievement
Standard
DANCE
DRAMA
MEDIA
MUSIC
VISUAL ARTS
Storybook
By the end of this unit, students will be able to describe what happens in drama they make, perform and view. They will be able to identify some
elements in drama and describe where and why there is drama. Students will be able to make and present drama using the elements of role,
situation and focus in dramatic play and improvisation.
Content Descriptions
2.1 - Explore role and dramatic action in dramatic play, improvisation and process
drama
Elaborations
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2.2 - Use voice, facial expression, movement and space to
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taking part in purposeful dramatic play focusing on experiencing the
roles and situations they create
taking turns in offering and accepting ideas, and staying in role in short
improvisations
exploring possibilities for role and situation when participating in whole
group teacher-led process drama and roleplay
taking photos or videoing drama they devise to view and extend their drama
ideas
communicating verbally by using the voice to explore and show role
and situation
communicating non-verbally by using facial expression and movement
to explore and show role and situation
practising movement within a space to create the difference between
Learning through Faith and Vision
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2.3 - Present drama that communicates ideas, including stories from their
community, to an audience.
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2.4 - Respond to drama and consider where and why people make drama,
starting with Australian drama, including drama of Aboriginal and Torres Strait
Islander Peoples.
Considering viewpoints – meanings and interpretations: For example –
What do you want your audience to think about your drama? What did
this drama make you think about? How did you feel when
making/watching the drama? evaluations: What did you like best in the
drama? Why?
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identifying where they might see and hear drama in their lives and
community, for example, sharing experiences of attending drama
performances or taking part in drama in their community, and considering
how drama sustains and communicates cultural knowledge
talking about how voices, movement and space are used in drama they
make and see
connecting to and sharing drama experiences through available digital access
recognising that drama can show that people have different feelings about the
world based on their experiences of the environment and other people
Considering viewpoints – societies and cultures: For example – Why are
these people making drama? Where are they making drama?
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Community Contributor
Leader and Collaborator
presenting scenes in which they apply story structures to set the scene, link
action and create an ending, such as a cultural or community story with the
assistance of representatives from the community
following cues and using voice and movement to link action, ideas and
stories in their drama
rehearsing and performing sequences of ideas to communicate stories
through drama
enhancing ideas and stories in their drama by using available software and
technologies, for example, using a mobile device to add sound effects to a
performance
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Learning Framework
their performance space and the audience space
manipulating objects, puppets, 2D images and available technologies to
create stories
Active Investigator
Effective Communicator
Designer and Creator
Quality Producer
Learning through Faith and Vision
Cross Curricular
Priorities
General Capabilities
Links to other LA’s
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Literacy
Critical and Creative Thinking
English, Health and Physical Education
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Behaviour
Inclusive Education
Sustainability Education
Information and Communication
Technology
Personal and Social Competence
Learning through Faith and Vision
Learning and Teaching Experiences and Strategies
WK Content
1
2.1
2.2
2.3
Learning and Teaching
Prior to the Unit: Familiarise yourself with the definitions of the elements of drama.
For example:
FOCUS - The frame that directs attention to what is most significant and intensifies the
dramatic meaning.
TENSION - The force that engages the performers and audience in the dramatic action.
For more help with understanding these terms and activities associated with each element
use the link provided on the right.
You can find such examples and definitions on the Australian Curriculum website or by
searching the link provided on the right.
Warm-up: Anything Fabric – tell the children that this is no ordinary piece of material and
that it is magic. It turns into something different for everyone who uses it (ie. Superhero
cape, a shower curtain etc). Pass the fabric around the circle and children take turns turning
it into something new (It’s a …). Group stands in a circle and the fabric is passed from person
to person. Children are to act out the action/scenario that they have described.
Activity:
1. Read the story ‘Grandpa and Thomas and the Green Umbrella’ by Pamela Allen. As
you are reading through, ensure that the children are paying special attention to the
images and what is happening in the story. (If necessary, read the story through
twice).
2. Human Clay – in groups of 3, two students are the Human Clay, and one will be the
potter. The student that is the potter will mould the other two students, telling
them: where to stand, what facial expressions to have, what level to be on, how their
bodies are placed. Using the story just read, children choose a scene from the story
Resources
Assessment
Formative The elements of drama:
http://www.curriculumsuppo observations
rt.education.nsw.gov.au/seco
ndary/creativearts/assets/dra
ma/pdf/dramaelements.pdf
1 x piece of material
(approximately the size of
a cot sheet)
‘Grandpa and Thomas and
the the Green Umbrella’ by
Pamela Allen
Learning through Faith and Vision
(ie. when Grandpa and Thomas are chasing the umbrella, or when they are having
their lunch etc). The potter moulds a scene with their clay. Clay holds the position.
When teacher gives the ok, Potters go around and examine other Potter’s work.
Rotate this activity through two more times, allowing each child to be the Potter.
3. At the end of the lesson, have the students reflect on which Potter created a
memorable scene and why it was memorable.
2
2.1
2.2
2.3
Warm-up: The Big Popper - Choose someone to be the Big Popper.
Students to spread out and flatten themselves like a deflated balloon. Ask the class to inflate
themselves, while you count to ten. Tell the balloons to drift about the area. Send in the Big
Popper to tag, and then pop the ‘balloons’. Tagged balloons must pop dramatically, then lie
flat on the ground.
Extension Activity (optional): Choose other students to be a prickly rosebush, a barbed wire
fence, an echidna or other spiky objects. Allocate a colour to small groups of ‘balloons’.
Call out the colour and have balloons pop spontaneously.
Activity:
1.
Read the story ‘Shh! Little Mouse’ by Pamela Allen to the class. Focus attention on
the different foods that the mouse is eating and what sounds the food might make
while the mouse is eating them. After reading, ask students to think about different
types of food and the way in which we eat them. For example, spaghetti is swirled
around on a fork and spoon and slurped up into the mouth. What are the sounds
that might be made?
2.
“Ways of Eating Food”: Students, in groups of three, decide on three different types
of food to perform to the class. Each type of food chosen must be dramatised with a
selected action and vocal. Each group has approx. 5 minutes to sort out their skit and
then present it to the class. The rest of the class is the audience and must try and
guess what foods have been dramatised.
Formative observations
Learning through Faith and Vision
At the end of the lesson, students reflect on which group they thought stood out to
them and why.
3
Warm-up: Smuggler - Sit your class in a circle. Select a student to wait outside the room.
Inform the class that they will be smuggling a tennis ball. Give the ball to a starter student.
Tell the class that you will be inviting the student waiting outside to return, and they must
keep the ball away from this student by passing it around the circle behind their backs. Ask
the student from outside to come back in. Tell this student they have three attempts to
guess who has the ball. Students keep their hands behind their backs and either pass, or
pretend to pass, the ball behind their backs around the circle. The guessing student may
move around the inside of the circle but they only have a set time to make their three
guesses.
Activity:
1.
Read the story ‘Bertie and the Bear’ by Pamela Allen to the class focusing on the
different instruments used and sounds they make in the story. Ask: What would it
look like to play the trumpet… drum… gong… horn? What other instruments do you
know? What does it look like to play THOSE instruments? What sounds do THOSE
instruments make? Brainstorm different instruments with the class and the sounds
they make e.g. piano played with fingers and makes the sound ‘ding’.
Class Orchestra: Tell the class that you are the conductor and they are a part of your
orchestra. Individually, students are asked to select an instrument that they would
like to dramatise (actions and sounds) for the class orchestra. Less confident
students may be paired up with a buddy for this activity. You can then ask different
students to individually play their instrument and tell the class what the instrument
is. Finally, as the conductor you have the power to play the whole orchestra as a
class, building the tempo and volume and then silencing the class. Ensure students
know that part of drama is being able to listen and to follow directions.
Formative observations
Learning through Faith and Vision
4
‘Where’s the Gold?’ by
Warm- up: Revolving Story. The group sits in a circle and the group makes up a story
together by taking turns and contributing one word each. (Child 1: Once; Child 2: upon; Child Pamela Allen
3: a; Child 4: time etc).
Formative observations
Activity:
1. Read the story ‘Where’s the Gold’ by Pamela Allen. For the first reading, read the
book without ‘voices’ (don’t sound like a pirate, don’t have the parrot screech etc).
2. Ask the children what they think the pirates would sound like; what the parrot would
sound like; what the narrator would sound like.
3. Read the story through again, this time ensuring that the story includes all of the
voices.
4. Voices: Ask the children if they can mimic any one elses voice (Mum telling them to
pick up their socks, a character in a TV show, the classroom teacher when they are
cross etc). Have them demonstrate some of these for the class.
5. Ask them what they think an old lady would sound like; what a toddler would sound
like etc. Brainstorm more ideas as a class. Discuss why they think the voices sound
that particular way (the volume used, the words that are spoken, the tempo etc).
6. Individually, students come up with a character, and speak with a voice that portrays
the character, ensuring not to use body language or facial expressions. Students
perform for the class and the class has to guess what character is being portrayed.
At the end of the lesson, have the students reflect on which students’ performance
was memorable and why.
5
Summative –
Warm up: Eyes Right: Have students walk slowly through the area. Call out ‘freeze!’ Students Read2uChannel - Mr
Assessment Task A:
should be completely still. Call out ‘eyes right!’. Students make eye contact with one other Archimedes' Bath by
Reflection
student to their right. If the student makes eye contact with another, the pair sits down. If Pamela Allen:
http://www.youtube.com/w
not they can move again. Call out ‘move!’ Students continue moving through the area.
atch?v=tP1R-j6xXQY
Repeat several times until there is a clear winner or final pair.
Learning through Faith and Vision
Activity:
1.
Discuss with students the dramatic elements needed when presenting to an
audience.
a. Facial expressions
b. Hand gestures
c. Body language
d. Timing
e. Voice projection
2.
Drama Detectives: Students will be provided with a worksheet (example: Appendix
A) to be completed while they are viewing or when finished viewing the YouTube
clip: ‘Read2uChannel - Mr Archimedes' Bath by Pamela Allen’ (this is only a
suggested clip). Explain that students will be drama detectives and are required to
find out whether or not the man in the clip they will be viewing is presenting all of
the dramatic elements discussed. Their research will be written down on a
worksheet and shared with the class. On the bottom of the page, they will be give
the chance to write down two stars (positives) and one thought bubble (suggestion)
as to the effectiveness of the short clip.
Students watch the YouTube clip and note down their findings on the sheet
provided. They then share their stars and thought bubbles to the class.
6
Formative Warm-up: Barnyard - Give the students the choice of 3 animals (for example: pig, duck, cow). ‘Is your Grandmother a
Students individually (and secretly) decide which animal they are going to be. Making only Goanna?’ by Pamela Allen Observations
the noises of their chosen animal, students find the rest of the animals in their group.
1 x whistle
1 x train whistle (generally
Activity:
1. Read through the ‘Is Your Grandmother a Goanna’ by Pamela Allen. Every time you a wooden block, when
read, ‘The station master blew his whistle’, blow your whistle. Every time you read, blown makes a sound like
a train) (optional)
‘The train went choo choo’, blow your train whistle.
Learning through Faith and Vision
2. After you have finished reading through, ask what sort of noise and what type of
Australian Tjapukai
action each animal makes. Practise these as a class.
3. Divide the class into groups of 4 or 5. Have the students decide who is going to play Aboriginal Dance:
the little boy, who will be the train conductor, who will be the grandmother (who will http://www.youtube.com/w
atch?v=c4s8CbBOuuA
be an animal for every other part of the story), and who will be the animals. Every
person will pretend to be the train.
4. Read through the story again, and as you are reading have the children in their
groups acting out each part (the little boy climbing down from the train; there are
only walruses here; the station master blew his whistle etc.) The students will form a
line and move around the room during the parts when the train is chuffing along.
5. Discuss how different animals move, and how during corroboree’s, the dancers will
often depict different animals in their dance. Watch a YouTube clip (Australian
Tjapukai Aboriginal Dance).
6. Students are to improvise different Australian animals based on drama styles
observed in the clip. Ensure that you do NOT copy the dance moves observed in the
clip, simply explore the style of drama.
7
Warm-up: Zoom Eek - A Zoom (car) is passed around the circle. Anyone can stop it and
reverse it by shouting “EEK!” It must then change direction. No one can say “EEK” more than
once. If you are feeling very strong, you can send two cars in opposite directions but that
takes a lot of concentration.
Activity:
1.
Read the story ‘Who Sank the Boat?’ by Pamela Allen
2.
Examine each character in the story, what kind of voice they may have and what kind
of human character traits they may possess (e.g. the mouse may be meek, tiny
whispery voice etc.)
3.
Students will partake in a ‘hot seat’ activity. A student is selected to perform as one
Warm-up: Zoom Eek - A Summative –
Zoom (car) is passed
Assessment Task B
around the circle. Anyone
can stop it and reverse it
by shouting “EEK!” It must
then change direction. No
one can say “EEK” more
than once. If you are
Learning through Faith and Vision
4.
8
of the animals in the story and respond to questions posed AS the character they are
performing. For example: A student may ask the ‘mouse’ - “Why did you decide to
hop in the boat?” to which the mouse may respond in character voice and
movement - “Well, all of my animal friends had already hopped in, and I thought I
was the lightest of them all. I didn’t think that I would sink the boat. I did though!”
Continue with different students and characters.
Warm-up: The Minister's Cat. This is an alphabetical word game. Everyone gets in a Warm-up: The Minister's Summative –
Cat. This is an alphabetical Assessment Task B
circle and claps hands to the beat. Start with A.
word game. Everyone gets
in a circle and claps hands
Activity:
to the beat. Start with A.
1. Read ‘Share Said the Rooster’ by Pamela Allen. As you read through, point out facial
expressions and body language of the characters in the different pictures.
2. Discuss with the children what happened in the book (when Bill and Ben were
arguing and not sharing they always made the situation worse).
3. Explain what the activity is going to be: Students will work in pairs and they will need
to choose a scenario from the book when the two men fight (for example: when they
are fighting over the apple in the tree and they accidentally knock over the ladder
and get stuck). They will then work as a team to come up with 3 freeze frames to
represent that scene. They will need to think about levels (high, medium, low); facial
expressions (if they are angry, what do their faces look like?); beginning/middle/end
to the story and body language (if they are starting to fall out of the tree, how can
they use their body to show that?). They will do one freeze frame for each picture in
that scenario.
4. Read the story again, pausing throughout to discuss where one scenario begins and
ends, and to discuss the facial expressions, body language and levels that the scene
uses.
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5. Give students time to work on their 3 freeze frames.
Have the students perform in front of their classmates. As the group is changing
between scenes, have the audience close their eyes whilst the teacher counts
backwards from 5. The idea is that the audience won’t see the change occur, but
only the frozen picture in front of them. When they are finished, have the audience
guess what the scene was that they just saw.
Learning through Faith and Vision
Appendix A
Yes
Facial expression
Hand gestures
Body language
Timing
Voice projection
Facial expression
No
Learning through Faith and Vision
CRITERIA SHEET
Content Descriptors
A
B
C
D
E
2.1 - Explore role and
dramatic action in
dramatic play,
improvisation and
process drama
(Lesson 7 - Hot Seat & 8
- Freeze Frame)
2.2 - Use voice, facial
expression, movement
and space to imagine
and establish role and
situation
(Lesson 7 - Hot Seat & 8
- Freeze Frame)
Student effectively
expresses the role of a
number of characters
throughout all dramatic
actions during the unit and
maintains their role always
Student expresses the role
of some characters
throughout all dramatic
actions during the unit and
stays in character most of
the time
Student is able to take on
the role of a given
character in lesson 7 and 8
and convey the role some
of the time
With support, student is
able to take on the role of a
given character in lesson 7
and 8 though is Easily
distracted when indirectly
involved in presenting
With Support, student does
not attempt to take on
qualities of the character and
is easily distracted when
directly and indirectly
involved in presenting
Student displays emotion
through the appropriate
use of expression and
speaks clearly to
communicate their role.
Student uses expression
and speaks clearly to
communicate their role.
Student speaks clearly
when taking on a role.
Uses monotone when
speaking.
Student moves safely while
performing.
With support, student
moves safely while
performing.
In spite of support, student
does not attempt to establish
role and situation through the
use of voice, facial
expressions, movement and
space.
Freeze frame has a
complete structure
enhanced by effective role
and focus.
Freeze frame contains a
beginning and a
complication. Where a
resolution is present it is
weak, or ‘tacked on’.
Freeze frame shows
minimal evidence of
narrative structure, e.g. a
story beginning only
Teacher assistance needed to
follow narrative structure in
the freeze frame.
A detailed response has
been made to outline the
positives and suggestions
of the clip without support.
A satisfactory response has
been made to outline the
positives and suggestions
of the clip without support.
Support is required to
respond to the clip
‘Archimedes’ Bath.’
An attempt has been made
to outline the positives and
suggestions of the clip.
With support, student did not
complete the task.
2.3 - Present drama that
communicates ideas,
including stories from
their community, to an
audience.
(Lesson 8 - Freeze
Frame)
2.4 - Respond to drama
and consider where and
why people make
drama, starting with
Australian drama,
including drama of
Aboriginal and Torres
Strait Islander Peoples.
(Lesson 5 - Appendix A)
Student moves safely and
with expression and uses
movements to effectively
signify their character.
Freeze frame has a
coherent, controlled and
complete structure
enhanced by effective role,
mood, tension and focus.
An extensive and insightful
response has been made to
outline the positives and
suggestions of the clip
without support.
Student moves safely and
uses some movements to
signify their character.
Learning through Faith and Vision
Assessment Performance Task
Student Name:
Year Level:
Name of Task:
Teacher:
Learning Area/s:
Assessed By:
Date Commenced:
Date Due:
Type of Task:
Task Conditions:
Assessed By:
1/2
Storybook Drama
The Arts - Drama
Classroom Teacher
______/______/______
______/______/______
☐ Performance
☐ Written Reflection
☐ In class
☐ Group/Individual
☐ Teacher
☐ Self
Task Description
You will be participating in various drama performances and reflect on performances. For the reflection in lesson 5, you will be required to watch a YouTube clip
and respond to the clip using the reflection template provided. In lesson 7 - ‘Hot Seat’ you will be required to take on the role of a character in the story “Who Sank
the Boat” and respond to various questions posed AS that character. In lesson 8 – ‘Freeze Frame’ you will respond to the story “Share Said the Rooster”, working in
pairs to choose a scenario from the book and come up with 3 freeze frames to represent that scene.
Procedure
1.
2.
3.
During lesson 5: You will watch a YouTube clip of a man who is reading “Mr Archimedes’ Bath”. Note down your findings on the sheet provided. Share your
stars and thought bubbles to the class.
Lesson 7: The teacher will read the story ‘Who Sank the Boat?’ by Pamela Allen. You will examine each character in the story, what kind of voice they may
have and what kind of human character traits they may possess. You will then partake in a ‘hot seat’ activity where you will be given a character from the
story and respond to questions posed AS that character you are performing.
Lesson 8: You will listen to the story “Share Said the Rooster”. You will be asked to select a scene from the book to convey as a freeze frame. There will be
three parts in total. A freeze frame is a section of the story that has been ‘frozen’ so the characters are all doing something frozen in time, and the audience
should be able to interpret what the scene is conveying from your body language and facial expressions. You will need to think about levels (high, medium,
low); facial expressions (if they are angry, what do their faces look like?); beginning/middle/end to the story and body language (if they are starting to fall out
of the tree, how can they use their body to show that?). As an audience member you will be required to guess which part of the story the group is
portraying.
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Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptors
being addressed
Learning and Teaching Strategies
Assessment Strategies