Greek Theatre

Year 7

LESSON Greek Theatre Introduction

ONE
Learning To be introduced to chorus work in drama and experiment with unison.
Objective:

Learning Students will have an understanding of Greek Theatre and its History.
Outcomes: Students will have used gestures and facial expressions in unison with others.
Students will know at least three facts about Greek Chorus.
To be introduced to chorus work in drama and experiment with unison
Resources: Lesson One PowerPoint
Unison Brainstorm Template
Timings: Tasks: Differentiation:
5 Quick Group Task Students to be placed in
Packs to be created with one letter on each A4 page spelling out differentiated groups by
GREEK THEATRE. the Teacher.
Students are to work in groups of 5/6 and they are to try and
work out what it spells.

Starter
Groups of 5.
Mind map the word Unison in their groups.
Discuss each groups ideas and opinions.
Main focus of the lessons is working together, as a chorus in
10 Unison.
Q What do I mean by Unison?
Q Has anyone heard of the word before?
If so, what examples are there?

Pass the Clap (whole class unison)

In a circle and clap in turn one after another in a clockwise Teacher to target
direction. students with questions
Emphasise that the aim of this game is to concentrate and be and re phrase them when
accurate- energy, focus and eye contact. necessary.
Speed can be an added factor later.
5
Change the Rhythm (whole class unison)
Students stand in a circle Teacher to provide an
Volunteer is selected to go outside and become the detective. example.
Another volunteer is selected to start the rhythm they must
try and change the rhythm without the detective noticing.
5 (Focusing on pace, timing, students must work together to avoid
cheating, concentration, and movement.)
Volunteer to come back in and to stand in the centre of the
circle they have 3 guesses.
Students can follow
Duplicity (Paired unison)

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In pairs, facing each other (Teacher to provide a demo with a others at their own pace.
volunteer), you are to copy each others movements and facial Confident students will
expressions, just like a reflexion in a mirror. volunteer to take part as
Teacher to stress that accuracy, slowness and concentration the leader and finder so
are key. -Just mime no dialogue. Take it in turns to lead (or lower ability students can
10 perhaps change organically mid-session). observe.
Spotlight a few examples and discuss whos was the most
successful and why?

Q What are the difficulties with moving in unison?

Students can be placed in
differentiated pairs due
Brief information given on Greek Theatre to the students via
to their level and ability.
PowerPoint.

Main
Choral Choreography Task 1
Explain how part of the purpose of the Greek Chorus while
moving in unison was to show the emotion of a plays story with
their gestures and facial expressions.
Put students into 4-6 students are to find their own way of
representing the following sequence of emotions using facial
expressions, movements and gestures. They must use unison and
10 no sound.
They are to consider pace, a leader, performance shapes in a
line or semi-circle?

Easy: HAPPY > SAD > ANGRY

Medium: EXCITED > TIRED > BORED Teacher to summarise to
Hard: PROUD > NERVOUS > JEALOUS check understanding of
the facts and explain
Perform a selection of them and evaluate effectively. pictures to class.

Teacher to select groups

and make sure a G&T
Plenary
student is present within
Q What is one purpose of the Greek Theatre youve learnt
each one.
about today? Represent emotion
Words projected onto a
Q What does Unison mean?
board if possible or
Q What do you think the most important things to remember
printed onto a sheet for
are in creating good unison? Slowness, accuracy, eye contact
10 less able students
Q What facts can you remember about Greek Theatre?

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Teacher to target
students with the
questions and phrase
them according to ability.

LESSON
TWO
Learning To continue to develop chorus work in drama and experiment further with unison.
Objective:

Learning Students will have an understanding of Greek Theatre and its History.
Outcomes: Students will have used gestures and facial expressions in unison with others.
Students will know at least three facts about Greek Chorus.
To be introduced to chorus work in drama and experiment with unison
Resources: Lesson Two PowerPoint
Chorus Extract Lines
Timings: Tasks: Differentiation:
10 Warm Up Activity Change the Rhythm Students can follow
Students are familiar with this activity from first lesson. others at their own
They are to play the activity as a whole class. pace. Confident students
will volunteer to take
Q - What do we have to focus on throughout this activity?
part as the leader and
finder so lower ability
Paired Work
5 students can observe.
Discuss what they remember from last lesson.

Q - Do they remember any specific Greek Theatre Facts?

Q - What do they remember about Chorus & Unison? Teacher to put into
1 minute to discuss. differentiated pairs.
Come back and discuss what students remember, recapping and Teacher to target
refreshing where necessary. students with the
Remind them of the chorus work they completed together in the questions and phrase
previous lesson. them according to
ability.

Chorus Activity One

Explore chorus skills further, particularly moving and speaking in
unison.
10

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Groups of 5 (if 6 add an extra line of their choice) Teacher to put into
Each person within the group is given a line from the following differentiated groups
extract: according to ability.

1) The hero had to prove that he was strong.

2) He was set a terrible task.
3) He fought the terrible monster.
Lines to be written in
4) The fight was hard and bloody.
size 20 font in comic
5) The hero won.
sans on white paper.
Individually pupils must familiarise themselves with their line,
repeating it.
Then they must action the line by choosing
actions/gestures/movements to reflect the meaning.
1 then joins with 2, 3, 4 & 5 to teach each other the delivery of
their lines and learn them all, to join as a group and work on a
whole piece, moving and speaking in unison, encouraging eye focus
and direct address.
Perform and evaluate

Choral Task 2
In groups of 4-6 students are to choreograph (check
understanding) a short story (max 3 minutes) from one of the
following titles:
10
- Unison on the dance floor
Teacher to put students
- Unison in the cinema
- Unison on the football pitch into mixed ability
groups.
The sequence must display unison activity throughout,

10
Extension Activity:
Improvisation ideas on
However, they are allowed more than one layer of unison. Eg: the front
cue cards to be handed
row of the cinema can eat popcorn (in sync!), whilst the back row laughs
out to groups if
at the film, holding their shaking chests.
struggling.

Accuracy and pace is vital

Students must not be too elaborate
Some movements will show emotions, others will show actions in
the story. Student can stage the sequence in any way, as long as
10 the audience can see. NO SOUND TO BE USED.

Perform & Evaluate

Q What can you suggest to the groups to improve?

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Q Is there an emotion or action that you can identify that has

helped to tell the story?

Plenary - Questioning
Q - Describe two purposes of the Greek Chorus
Q - Thinking back to last lesson, can you relate any facts you Teacher to target
learnt about Greek Theatre to suggest why the Ancient Greeks students with the
found a chorus so helpful? questions and phrase
them according to
Q - Are there any elements of the Greek Chorus that still exist today?
ability.
5

Teacher to target
students with the
questions and phrase
them according to
ability.

LESSON THREE

Learning To be introduced to the exaggerated acting style of Greek Theatre

Objective:

Learning Students will understand why an exaggerated acting style was necessary to the Greeks
Outcomes: Students will be able to use exaggerated gestures/facial expressions in performance

Resources: Lesson Three PowerPoint

Timings: Tasks: Differentiation:

5 Starter In Pairs Teacher to target
Q What is exaggerated acting? individual students a
Q Why must actors adopt this style when performing a piece of phrase with question
Greek Theatre? according to their
Discuss ideas as a whole class. ability.

10 Speed Tableaux
Whole class individually stand in a space in the room and create a Students who are ou
frozen image based on a title or action that the Teacher will call can become the judg
out. and still be involved
Students will have 5 seconds initially to get into the frozen image

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and then FREEZE. Teacher will then shorten the countdown to 3 the game
seconds then 2 when the game is nearly finished.
Students are out if they do not freeze when FREEZE is shouted,
or are smiling or giggling. Once out they can be judges to say who
else in the room is moving on FREEZE.
Use this list as a starting point:
- Terror
- Please believe me
- Joy
- Dagger through the heart
- Suspicion
- Looking out to sea
- The big idea
- X factor audition
- JLS concert
- Supermarket

Q What makes an effective frozen image? - tension, body

5 language, facial expressions, levels etc.. Create a checklist on the Teacher to target G
board which the students have devised. students to set the h
standard
Teacher to explain that it wasnt just the chorus who used exaggeration
in Greek Theatre. Actors used precise gestures to represent clear
emotions.

Activity One - Exaggeration Experimentation

15 In groups of 3-4, students to devise a short original scene based Teacher to group
on one of the titles given to them. students to ensure
An over the top acting style must be used. Each line of dialogue mixed ability
(and actors must only speak one person at a time) must be
accompanied by a posture and facial expression.

- Complaint at the chocolate factory

- Argument at breakfast
- Crisis in the X Factor studio
- Robbery at post office

Perform and Evaluate

15 Q Was there a particular movement/posture that worked

particularly well? Teacher to target
Q Were there any emotions/key moments in the story that individual students a
could have benefited from a movement/gesture that the group phrase with question

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didnt use? according to their

Q How realistic was the piece? ability.

Plenary
5 Q Why was exaggerated theatre so important?
Teacher to target
Q How have these exercises today prepared you to perform an
individual students a
original piece of Greek Theatre?
phrase with question
Q What skills can you take from todays lesson for all drama
according to their
lessons in the future?
ability.

LESSON
FOUR
Learning To explore effective methods of staging Greek drama
Objective:

Learning Students will be able to suggest alternative possibilities for the staging of a piece of Gre
Outcomes: Drama
Students will know how stage positioning can affect the audiences understanding of a sc

Resources: Lesson Four PowerPoint

Theseus & The Minotaur Laminated Myths
Timings: Tasks: Differentiation:
10 Warm Up Activity Traffic Lights
Ask students to find a space on their own in the hall.
They are to walk around the space, not in a circle as to create a
whirlpool effect but in different directions.

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When they hear these instructions they are to react to them:

Red = Stop
Amber = Jump Up and Touch the Floor
Green = Go (Can vary this after a while turning into a brisk walk
or run) Teacher to shout out instructions in any order.
Q Why do we play an activity like this? (listen to instructions,
concentration, warm up, work alone etc)

Starter Pair Work

Discuss with a partner then feedback; what did you learn about
5
the Greek acting style last lesson?
Teacher to pair
Can you describe a specific performance (or dramatic moment)
according to ability.
from last lesson that stood out as a good example?

Q What do we know about Greek Myths?

Teacher to target
Q Do they know of any Greek Myths?
individual students a
Explain after discussion through the PowerPoint about Greek Myths.
phrase with question
Explain we will be looking at one this lesson
according to their
ability.
Activity One Reading Myth
Read the myth of Theseus and the Minotaur as a whole class.
5
(Select students to read a paragraph at a time or go round the
Teacher to select
circle and ask each student to read one sentence at a time.)
confident readers.

Q What is the moral of the myth?

Inform them of the moral if they are unsure about what it is.

Main
Put the class into groups of 7.
15 Their task is to:
Get themselves in to a triangle formation Teacher to group
One of them will not be included in the formation; this is according to ability.
because they will be the Narrator. Mixed ability groupin
In their groups they are to use the myth to create a scene in
chorus groups.
Checklist - should use:
- Narrator
- Use of movement through mirroring one another in the
triangle formation.
- Use physical theatre to create a monster of the Minotaur in
your chorus ensemble.
- Work in Unison.
- Use exaggerated movement. Teacher to target G
Teacher to demonstrate the use of a triangle formation and how students to set the h
they could create movement in unison through the use of their standard

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chorus ensemble.
They are only to use the last 5 paragraphs as their stimulus for Teacher to group
their chorus performances. students to ensure
One movement for each line and then to create a monster mixed ability
through the physicality of their bodies.

(Give them 10 - 12 minutes to create one movement for each line and to
create a monster.)

Teacher to target
Perform and evaluate
individual students a
Use the prompts off the PowerPoint to select two positive things
phrase with question
and one thing to improve on.
according to their
10 Plenary ability.
Inform students that their assessment will be on using a Greek
Myth to create a performance, thinking about including unison
throughout.
10 Ask them to brainstorm in groups any Greek Myths that they
Teacher to target
know about and how they could create a performance using a
individual students a
Greek Myth.
phrase with question
according to their
ability.

LESSON
FIVE
Learning To rehearse for assessed performance considering chorus, acting style and staging.
Objective:

Learning Students will work in a group contributing ideas for the performance
Outcomes: Students will rehearse ideas in a group

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Students to use the ideas of chorus and ensemble work in their performances

Resources: Lesson Five PowerPoint

Greek Myths

Timings: Tasks: Differentiation:

10 Warm Up Activity Traffic Lights
Ask students to find a space on their own in the hall.
They are to walk around the space, not in a circle as to create a
whirlpool effect but in different directions.
When they hear these instructions they are to react to them:
Red = Stop
Amber = Jump Up and Touch the Floor
Teacher to target
Green = Go (Can vary this after a while turning into a brisk walk
individual students a
or run) Teacher to shout out instructions in any order.
phrase with question
Q Why do we play an activity like this? (listen to instructions,
according to their
concentration, warm up, work alone etc)
ability.

Main
40
Discuss with students their assessment.
In groups they are to use the myth that they have been given by Teacher to select gr

the teacher to create their performance. and place them in mi

They must create and devise an interpretation of the Greek ability groupings.
Myth they have been given.
Their piece must include all the Greek Theatre skills learnt this
half term. Teacher to group
They might only have one lesson to plan and practice your piece, students to ensure
so inform them to use the time wisely. mixed ability
They will be assessed on how successfully you incorporate the
skills into performance as well as individual performance skills.

Performance Role:
Must ensure that they:
- Have a significant role within the piece.
- Stick to the story and it has been thought through.
- Use appropriate language for your role.
- You are expressive both vocally and physically Teacher to target
- Perform in unison as a chorus individual students a
- Work in line with the correct rules of the mask phrase with question
- You adopt an exaggerated acting style according to their
Remember! ability. To create a
To get top levels you must perform with emotion, empathy and checklist.
conviction.
Students to use the myths they have been given and work in the groups
that they have been placed in.

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They are to start devising their performances in their groups. Teacher to target
individual students a
Plenary phrase with question
10 Issue groups with a list of questions that they need to consider according to their
for their performance. ability.
A props list, they are to make notes in their homework journals
of props etc.. That they will need.
Questions to each group what they have listed. What do they
need? What are their ideas for performance?

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LESSON
SIX
Learning To rehearse for assessed performance considering chorus, acting style and staging.
Objective: To perform and peer evaluate assessment performance.

Learning Students will work in a group contributing ideas for the performance
Outcomes: Students will rehearse ideas in a group
Students will set themselves a target level and perform their polished piece
Resources: Lesson Five PowerPoint

Timings: Tasks: Differentiation:

10 Starter
Students to look at level ladders for this topic (projected onto
the white board if possible) and read what level they are working
towards for the end of this lesson.

10 Group Discussion
Teacher to tell students that this will be their assessed lesson Teacher to target
and their levels will be based on their final performance at the individual students a
end of this lesson. phrase with question
Teacher to question students as to what is successful and what according to their
needs to be amended to make the performance successful. ability.
Create a checklist on the board created by students of what
they should be including within performance.

15 Rehearse final performances in groups

Students to treat this as a practice performance as they should Teacher to group
be aiming for a 2-3 min performance. students to ensure
mixed ability
15 Perform and Evaluate
Establish what a good audience should be (respectful, quiet,
supportive etc)

10 Plenary Self Evaluation Differentiated self-

Student to fill out self-evaluation sheets one each. evaluation sheets.
Differentiated sheets for lower ability students.

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GREEK THEATRE

Assessment Task

Your Task:

You will be put into groups by your teacher. In your groups you
must create and devise an interpretation of the Greek Myth
you have been given.

Your piece must include all the Greek Theatre skills learnt this
half term. You might only have one lesson to plan and practice
your piece, so use the time wisely.

You will be assessed on how successfully you incorporate the

skills into your performance as well as you individual
performance skills.

Performance Role:

You must ensure that you:

- Have a significant role within the piece.

- Stick to the story and it has been thought through.
- Use appropriate language for your role.
- You are expressive both vocally and physically
- Perform in unison as a chorus
- Work in line with the correct rules of the mask
- You adopt an exaggerated acting style

Remember!

To get top levels you must perform with emotion, empathy and conviction.

Good Luck!

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What Level are you working towards today?

3b

Show an attempt to their role with little content, language and physical and vocal expression.
Attempt to use a limited range of Greek theatre skills. Demonstrate no characterization or skill when
using masks.

4c

Show a limited understanding of their role with little content, language and physical and vocal expressio
Show limited expression both vocally and physically and show lack of imagination with staging
formations. Demonstrating an exaggerated acting style for a limited amount of time. Demonstrate limit
characterization when using masks.

4a

Show a basic understanding of their role with limited content, language and physical and vocal expressio
Perform chorus work in unison with some faults.
Show basic expression both vocally and physically and show some imagination with staging formations.
Adopting an exaggerated acting style in a basic way. Demonstrate basic characterization when using
masks and perform work in line with some rules of mask.
5b

Show a good understanding of their role with appropriate content, language and physical and vocal
expression. Perform chorus work in Unison with little faults and good timing.
Show good expression both vocally and physically most times and show some imagination with staging
formations, adopting an exaggerated acting style. Demonstrate good characterization when using
masks and perform work in line with the rules of mask.
6C

Show a excellent understanding of their role with excellent content, language and physical and vocal
expression. Perform chorus work in Unison with faultless accuracy and timing.
Be expressive both vocally and physically most times and be imaginative with staging formations,
maintaining an exaggerated acting style. Demonstrate excellent characterization when using masks and
perform work in line with the rules of mask.

6a

Shows an outstanding understanding of their role. The content, language and physical and vocal express
are considered and thought through. They perform chorus work in Unison with faultless accuracy and
timing.
Be expressive both vocally and physically at all times and be creative with staging formations, leading
examples of an exaggerated acting style. Demonstrate outstanding characterization when using masks a
perform work in line with the rules of mask.

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Year 8: Greek Theatre: Self Evaluation

Name:

Understanding the genre through rehearsal and performance

What are the features of Greek Theatre? How did you include these in your
performances?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Developing a character
What role did you have within performance? How did you perform your role?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Developing performance skills

Did you perform your role well? Did you consider your audience in your performance?
Did you sustain your role during the performance?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

PLTS: Team Work

Did you co-operate with your group? Did you solve problems? Did you provide
constructive feedback?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

PLTS: Effective Participants

Did you find ways of moving forward? Did you identify improvements?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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_________________________________________________________________
_________________________________________________________________
Year 8: Self Evaluation
Unit Title: Greek Theatre

Circle the statements you think you have achieved. You can choose any from the following
levels:

Type Level 3 Level 4 Level 5

Group I work well with my friends
Work I can offer suggestions for
devising drama.
I can support the planning
Making and structuring of plays I
can help write and perform
simple scripts
I can establish a character,
with some control over voice
Performing and movement. I can
perform with some
confidence
When asked by the teacher,
I can discuss the difference
between my work and that
Responding
of others and can suggest
improvements. I can use
drama vocabulary.
How many statements did you circle for each level?
The column with the most statements circled roughly indicates your level.
Your Level is:
I can work with a variety of
people with some confidence. I
can offer suggestions and
develop others ideas.
I can plan and structure plays,
showing knowledge of different
drama techniques. I can devise
for different purposes.
I can create, perform and
sustain different characters in
performance. I can perform
with confidence.
I can discuss the difference
between my work and that of
others. I can use the correct
drama vocabulary when
commenting.
I am able to work sensitively
and co-operatively with others.
I am able to listen to and
develop others ideas as well as
suggesting my own.
I can use my skills and
knowledge of drama to devise
plays of different types for
different purposes. I can refine
and improve my acting through
the rehearsal process.
I can give a clear, short and
coherent performance for an
audience. I can use an increasing
range of dramatic techniques in
my performances.
I can discuss how plots are
developed and characters are
portrayed and make
improvements based on this. I
can use technical terms when
talking and writing about
Dramas I have seen and
performed.

Target for next term:

Your teachers level for you:

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Your teachers signature:

Date:

Parent Comment and Signature:

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