Planning Template – Storm Boy Freeze Frames

Episode 1 Excursion to watch Storm Boy play at QPAC

Students have been studying this book as part of an English unit.
5 hours
Before excursion:
Discuss the elements of drama as a class, focusing on:
Role and character, relationships, situation, movement, tension, space, mood
and atmosphere.

Discuss how the different elements can be used to convey meaning

Discuss the elements of music as a class, focusing on
Rhythm, pitch, dynamics and expression, form and structure, timbre, and
texture

Discuss how the different elements of music can be used to convey mood using
rhythm and pitch

Excursion:
Students travel to QPAC to watch a performance of the novel, Storm Boy
written by Colin Thiele.

During the performance

Students will make mental notes of how they use the elements of drama and
music to convey meaning and engage an audience.

After the performance, students will respond to the performance and discuss
how the elements of drama and music enhanced their viewing as an audience.
How did they make use of the space on the stage?
How did you know where the scene was set?

Teacher will introduce summative assessment: Create a series of freeze frames

with music accompanying each scene to summarise the main points of Storm
Boy.

By the end of this teaching episode, students will understand that elements of
music and drama are added to performances to enhance the audience
experience

Episode 2 Freeze frames – drama (ACADRM037)

Teacher will organise students into groups of 4 to 5.

2 hours
 Students will collaborate as a group to summarise the play/book into 4 to 5
main events, ensuring that there is a clear beginning (introduction), middle
(tension) and end (resolution).

Students will explore 4 to 5 freeze frames that portray their main points and
develop the narrative. They will establish their roles or characters, use posture,
gestures and body position/language to enhance the viewers experience.

Teacher will encourage students to think about using props, levels and give
feedback to groups.

Students will fine tune their freeze frames and rehearse for flawless transitions
collaborating as a group.

Students will reflect on how they portrayed the dramatic tension through the
dramatic elements to tell the story through a series of freeze frames.

Episode 3 Music elements (ACAMUM090)

2 hours Students will discuss how music is added to scenes of movies and plays that
enhance/create the moods and atmospheres for the viewer.

Students discuss how a combination of sounds and technologies can be used to

create different moods and atmospheres.

Students will experiment with sounds (such as clapping, stomping feet, tapping
the ground, etc.) and instruments (such as triangles, drum sticks, xylophone,
piano, etc.) exploring rhythm and pitch. They will also explore rhythm and pitch
through various technologies (such as apps including garage band).

In their groups, students will make decisions around the sounds and
instruments (or a combination) to include in each scene of their freeze frame.
They will also make decisions around the rhythms and pitches they will to
create a mood or atmosphere or enhance a tension.

Students will rehearse the music they have composed to be played in each
scene of the freeze frame.

Students will reflect on how the music creates moods and atmospheres adding
to the meaning, tension and mood of the freeze frame.

Episode 4 Record and publish ACAMUM090) & (ACADRM037)

2 Hours Students will rehearse their freeze frames and make any final changes.
Teacher will remind the group to consider the place of the virtual audience
before they record.

Students will perform their freeze frame whilst the teacher records using
technology.

Students will rehearse their music composition and make any final changes.
They will perform their composition whilst the teacher records using
technology.

Using technology students will combine their freeze frame and music to create
their final summative assessment.

Students will publish their video by uploading to YouTube.

Students reflect on their final copy. What would you have done differently?
How could you improve the final copy?

As a class, watch each of the videos and then respond to each performance.