LESSON PLAN

Focus: Exploring performance styles

Year: 9 Drama Wednesday 10th Oct (1&2)

L.I. S.C.
Students will understand
 The conventions related to styles-  I know some of the conventions of
pantomime and farce. pantomime and farce.
 I can interpret and a present a script
Student will be able to in a pantomime and farce style.
 Interpret a script in multiple styles

Vic Curriculum connection:

Structure drama to engage an audience through manipulation of dramatic action, forms and
performance styles and by using design elements(VCADRD043)

Key Vocabulary:

(Styles)
Pantomime
Farce
Satire
(Theatrical conventions)
Exaggerated movement
Direct address
Crossdressing
Caricature

(Stagecraft)
Blocking (space)
Costumes
Props
(Expressive skills)
Facial Expressions
Movement
Voice
Gesture

Resources/Materials:

Student journals
Teacher style posters

Pantomime
https://www.youtube.com/watch?v=U3xI-qN4tUY
https://www.youtube.com/watch?v=llnLlltqkVU&list=RDU3xI-qN4tUY&index=8
https://www.youtube.com/watch?v=GFGPL8DJ4S4&list=RDU3xI-qN4tUY&index=27

Farce
https://www.youtube.com/watch?v=FlE47GckHRA&index=3&list=PLlAD55g6BIgWoJgr
Aa0aSdFdnYghJwX1W

https://www.youtube.com/watch?v=K_q4S7lZeik
 INTRODUCTION
Introduction (5)
L.I
Engage: What do I know about Pantomime and Farce? (20)
Venn diagram on what they know about the styles promoted by collage posters of each.

Videos relating to each style and students add to diagram

MAIN BODY
Explore – Interpreting scripts station task (30)
In pairs.

- Read about a style

- Read through a script
- Practice staging the script

Explain – What are conventions and how might we use them? (15)
During observations of groups teacher writes a list of conventions students used.
Students invited to contribute anything missing.

 Explicitly teach- ‘Theatrical conventions’

 Teacher give examples - connecting to group use of each convention
Elaborate – Ensembles improvise a follow up scene (25)
 Students select one of the scenes they interpreted and create a mini (30secs-1
minute) follow up scene in the same style.
 Present to class

CONCLUSION
Evaluate - Reflection/documentation (10)
Students complete the questions/statements
1. Describe how you used one theatrical convention today

Or

Today I used the Theatrical convention ______ by ______

Venn diagram
- In a different colour pen students add what they now know about the styles.
 LESSON PLAN
Focus: Exploring performance styles
Year: 9 Drama Wednesday 17th Oct (1&2)

L.I.
Students will be able to
 Improvise and script an opening
scene guided by stimulus material.
 Develop characters inspired by
selected style.
S.C.
 I can use stimulus material to
improvise and script an opening
scene.
 I can create a character that suits the
selected style.

Focus Questions:

 What is stimulus material and how might we use it?

 What types of characters might be seen in our selected performance style?

Vic Curriculum connection:

Manipulate combinations of the elements of drama to develop and convey the physical and
psychological aspects of roles and characters consistent with intentions in dramatic forms
and performance styles(VCADRE041)

Key Vocabulary:

(Styles)
Pantomime
Farce
Satire

(Theatrical conventions)
Exaggerated movement
Direct address
Crossdressing
Caricature
Etc…

(Stagecraft)
Blocking (space)
Costumes
Props

(Expressive skills)
Facial Expressions
Movement
Voice
Gesture
Resources/Materials:

Student journals
Style scripts
 INTRODUCTION
Introduction (5)
L.I
Engage: How can we use stimulus to come up with drama? (15)
Review Theatrical Conventions

Students create a short scene inspired by images- given the scenario and setting. The must
work out – who, what, when, where, why, how….

Students create a short seen inspired by more abstract images- they talk through what they
see in order to help them create a scene or movement piece.

MAIN BODY
Explore – How can we use stimulus to create stories? (40)
- Students ensembles select a style
- Uses stimuli to create a scene
- Present scene to audience

Explain – What are the features of scripts (10)

- Students discuss features of a script (projected).
- Teacher clarifies misconceptions from previous task
- Students read feedback from previous scripting task

Elaborate – Ensembles write a draft script for their opening scene (30)
Each member contributes to starting a script. By referencing scripts in the class room they
create:
- List of characters and actors
- Description/setting the scene
- Dialogue and stage directions

Map of future scenes- beginning, middle & end

CONCLUSION
Evaluate - Reflection/documentation (10)
Students complete the questions/statements
 1. Describe how your story matches the performance style
In the style of ______ stories typically ….
Our story does this by …

2. Evaluate the features of your script

My ensemble successfully created a script that includes features such as ...
To make this script more effective we will need to add/change ….