Unit Outline for Stage 5 Drama

Playbuilding Introductory year 9 Playbuilding unit.

Elements of Drama taught The major Elements of drama that will be focused
on throughout the unit include:

➢ Focus ➢ Character
➢ Structure ➢ Role
➢ Language ➢ Tension
➢ Sound ➢ Time
➢ Movement ➢ Place
➢ Atmosphere ➢ Situation
➢ Symbol ➢ Sound
➢ Atmosphere ➢ Movement

Length of unit 8 weeks

Term taught
Focus/purpose for teaching the topic
Outcomes from Stage 5 Drama course
1
➢ Introduction to playbuilding
➢ Improvisation
➢ Elements of Drama
➢ Character/Role
➢ Assessment preparation
➢ Formal summative assessment
➢ Making – 5.1.1, 5.1.2, 5.1.4.
➢ Performing – 5.2.1, 5.1.4
➢ Appreciating – 5.3.1, 5.3.3
➢ Life Skills – LS.1.1, LS.1.2, LS.1.3, LS.2.1,
LS2.2, LS.3.2, LS.3.3
( See apprendix 1.1 for descriptors)
 Unit Overview (Week by week)
‘Learning Segment’ Focus
Introduction to Introductory Workshops-
playbuilding Throughout the introductory workshops the
➢ What is students will learn the process behind
playbuilding? playbulding and that there are various ways that
➢ What is the playbuilding can be approached. Students will
process of learn about and experiment with different types
playbulding? of playbuilding including both narrative (linear
and non-linear) and montage.
Students are also given an overview of the unit
and are given information on the assessment due
at the end of the unit.
Improvisation Students learn that improvisation is a key
technique used in the playbuilding experience.
Students will learn that improvisation requires
imagination, spontaneity, the ability to work
cooperatively with other performers and
understand the elements of dramatic situation.
Suggested Strategies Assessment/reflection
The unit will begin with a class discussion where ➢ Informal formative assessment
the teacher will define playbuilding and gauge ➢ Students will reflect on their
their prior understanding of the topic. Inquiry learning through log book entries
questions, collaborative brainstorming and mind discussing what they have learnt
map activities will introduce students to (students may use electronic or
playbuilding. hardcopy log).
Group theatre sports activities using a stimulus as
a starting point will be used to introduce students
into the making and performing aspects of
playbuilding.
Throughout the improvisation learning segment ➢ Informal formative assessment
students will engage in improvisation tasks such ➢ Teacher will gauge students level
as ‘Space Jump’, and ‘Improvisation Tag’ to and understanding of
encourage spontaneous thinking. Students will improvisation through observing
also learn to accept an offer without dropping and side coaching students.
character or stopping the action. This will be
initiated through activities such as ‘Yes and..’
where spontaneity and impulse will be
encouraged to make offers, accept offers and to
extend and advance offers.
Students will improve their improvisation skills
through the teacher’s side coaching.
These exercises may develop into short scenes for
students to informally perform to the class in
groups for peer feedback.
Elements of drama Students learn that the elements of drama are the
features that give drama unique shape and form
and are used to create and enhance dramatic
meaning, as well as how they refine their work.
Students will build on the knowledge learnt
during the improvisation segment. Students will
have improvised a scene/scenes during the
improvisation segment and will continue to
develop this scene. Students will take into
consideration particular elements of drama to see
how it changes, alters or extends their scene.
➢ Informal formative assessment
➢ Students will reflect in their log
book. They will be prompted to
discuss: Weather focusing on the
elements of drama has
contributed to their
understanding of playbuilding.

Students will also observe other groups to analyse

Characters/roles Students will begin to explore and develop
character and roles. Students will learn to sustain
character and roles through initial trial and error
and with the assistance of side coaching and
considering the elements of drama. The creation
of character will develop in complexity
throughout the process.
how the elements of drama work to manipulate
and extend drama.
To develop a greater understanding of roles and - Informal formative assessment
characters students will ‘Hot Seating’ and
‘Interview’ each other’s characters to develop a
greater sense and a more complex idea of their
character.
Students may also like to research elements of
their character.

Formal summative Students are made explicitly aware of what is Students are allocated groups and are required to ➢ Formal summative assessment
assessment required and expected for their formal summative follow the playbuilding process to create a 5- ➢ Students will begin to reflect on
assessment. minute group performance. Students will be given the assessment process. i.e. how
a topic/theme and a stimulus to get them started. they are finding the topic, are
Throughout this process students will focus on Students will also be required to conducted a 1 their ideas being listened to in the
the playbuilding experience and conduct research minute spoken presentation to the class outlining group and how well the group is
into their topic to develop a deep understanding. their playbuilding process and experience. working together.
Students should keep consistent logbook entries
throughout their assessment process to hand in to
the teacher after their final performance.
Assessment Students will be given time in class to Students will work in their allocated groups to Teacher will ensure students are
preparation prepare/rehearse for their assessments. work on and prepare for their assessment. making progress with their
assessments by checking in with
each group every lesson.
In-class performance. Students will perform assessment in class. ➢ Formal summative assessment
 Appendix 1- Outcome descriptors.

Outcomes Life Skills Outcomes

Making
➢ 5.1.1 - Manipulates the elements of drama to create belief, clarity and tension in
character, role, situation and action
➢ 5.1.2 - Contributes, selects, develops and structures ideas in improvisation and
playbuilding
➢ 5.1.4 - Explores, structures and refines ideas using dramatic forms, performance
styles, dramatic techniques, theatrical conventions and technologies.
Performing
➢ 5.2.1 - Applies acting and performance techniques expressively and
collaboratively to communicate dramatic meaning.
➢ 5.2.2 - Selects and uses performance spaces, theatre conventions and production
elements appropriate to purpose and audience.
Making
➢ LS.1.1 - Explores characters, roles, situations and actions through drama
activities
➢ LS.1.2 - Explores a variety of playbuilding activities
➢ LS.1.3 - Participates in drama experiences in which role-taking is used to
enhance their understanding of ideas and feeling.
Performing
➢ LS.2.1 - Explores dramatic forms and theatrical conventions
➢ LS.2.2 - Participates in the preparation of drama works and theatrical
productions
Appreciating

Appreciating ➢ LS.3.2 - Identifies and responds to the elements of drama or theatre in

performances
➢ 5.3.1 - Responds to, reflects on and evaluates elements of drama, dramatic ➢ LS.3.3 - Recognises that drama and theatre performances can communicate
forms, performance styles, dramatic techniques and theatrical conventions meaning and ideas.
➢ 5.3.3 - Analyses and evaluates the contribution of individuals and groups to
processes and performances in drama using relevant drama concepts and
terminology.
 Assessment

Unit Title: playbuilding Unit Assessment: Assessment of Type of Submission: Practical, Legnth of Submission:
Learning spoken and written - 5-minte group performance
- 1-minute spoken presentation
Outcomes being Assessed: Due Date: Weighting: 20%
This assessment will integrate making, performing and appreciating.

Part One: Students will be allocated a group of 3-4 members to are required to create a five-minute group performance that follows the playbuilding
process. The scene is to begin as a tableau depicting the designated theme and must also end with a frozen moment. Students will be given a
topic/theme and a stimulus by the teacher to get started. The scene must demonstrate a clear understanding of the theme and effectively communicate
their intended message to the audience.

Part Two: students will be required to present a one minute spoken explanation discussing their playbuilding process and experience.

Part Three: Students will be required to keep a rehearsal log and document their playbuilding process in their logbooks which will be handed in for
marking after each group performs. Students should focus on:
- How they found the playbuilding experience (difficult, easy, enjoyable, confusing).
- How they researched their topic.
- How they used their stimulus as a starting point.
- How well they worked as a group (do you feel like your ideas were listening to fairly? Did you take other student’s ideas into consideration as
much as your own?)
- How the elements of drama assisted in improving/advancing your scene.
Marking Criteria
Through learning in this unit the students should be able to:
- Develop and refine a scene collaboratively, using the elements of drama such as
➢ The creation of character/role
➢ Tension, time, place, space, structure, language, sound, movement, rhythm, moment, symbol and atmosphere.
➢ Audience engagement.
- Understand the improvisation and playbuilding process and the choices made to convey a desired dramatic intention through
➢ Devising a provocative tableau which highlights a conflict.
➢ Conveying a clear message about the theme
➢ Displaying an awareness of the relationship between the actor and the audience.

(Programming and assessing 7-10 drama syllabus, 2003).

 Lesson Plan

Topic area: Elements of Stage of Learner: Syllabus Pages:

drama Stage 5 year 9 38-40

Time: 60 minutes Location Booked: Drama room. Lesson Number: 1/2

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson ➢ Improvisation in ➢ Employ the
➢ 5.1.1 assessment conjunction with elements of drama
➢ 5.1.2 ➢ Informal the elements of into their
➢ 5.2.1 formative drama. improvised scene to
➢ 5.3.1 assessment ➢ How to create dramatic
Life Skills outcomes incorporate the meaning.
➢ LS.1.2 elements into
improvised scenes
to improve their
scenes and create
dramatic meaning.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
➢ Elements of English and ICT (logbook) will ➢ Improvisation
be embedded into this lesson. ➢ Elements of Drama
➢ General capabilities include working ➢ Working collaboratively
collaboratively to create interesting drama. ➢ Appreciating via logbook (electronic or
hardcopy)

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic 1.6 Substantive
requires active construction and requires students to engage in higher-order thinking and to knowledge communication
communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work criteria 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and 2.3 High Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
High The teacher’s expectations are communicated to the students at the beginning of the
Expectations lesson and are displayed on the white board for students to refer to throughout the
lesson. Students are encouraged to take risks in their performances (Department of
Education and Training, 2003).
Student self- Student self-regulation is necessary throughout the lesson. Students are required to
regulation work productively without direct guidance form the teacher. Students will need to
demonstrate initiative in order for minimal discipline and regulation of student
 behaviour to occur (Depertment of Education and Training, 2003).

Background Students will need to employ the information and their background knowledge from
knowledge previous lessons. Learning activities are explicitly built off student’s background
knowledge and require students to make links between what they are learning and
what they have previously learnt (Department of Education and Training, 2003).

Time Teaching and learning actions Organisation Centred

T/S
2 Students are made aware of the teacher’s Teacher: Takes T
expectations for the lesson. attendance
➢ Learning goals and outcomes are displayed Student: Prepare for
on the white board for students to refer to lesson
throughout the lesson Resources: White board
➢ Overview of the lesson is displayed on the
white board.
10 ➢ Teacher leads warm up activity for Teacher: Leads warm up T&S
students to physically and mentally prepare activity
for the lesson (Clausen, 2004). Students Student: engages in warm
walk around the space and the teacher will up activity and responds to
begin to call out words that the students ongoing side coaching and
should focus on while walking around the instructions from the
space (I.e. Time, space, tempo, rhythm) to teacher.
get students thinking about some of the Resources: N/A
elements of drama.
10 ➢ Teacher hands out a glossary of the Teacher: Leads class T
elements of drama for students to refer to discussion
throughout the remainder of the unit. Student: Participate in
➢ Teacher gives a brief introduction to, and class discussion
explanation of the elements of drama. Resources: Elements of
➢ Teacher will discuss how students drama glossary.
improvised scenes from previous lessons
could be made more interesting when
considering the elements of drama.
➢ Teacher will discuss how understanding
the elements of drama and how they work
together will increase dramatics meaning
and help the performer to create powerful
and interesting drama (Clausen, 2004).
5 ➢ Teacher hands out a sheet on how to play Teacher: Provides T
‘Space Jump’ and provides an overview of students with instructions
what students will be working on for the for the rest of the lesson.
remainder of the lesson. Student: Listen and ask
➢ Explains the process of ‘Space Jump’ questions in relation to
and how it will be used to place emphasise ‘Space Jump’
and increases their understanding of the Resources: N/A
elements of drama.
10 ➢ Students engage in ‘Space Jump.’ Teacher Teacher: Leads space S
instructs the first student to begin ‘Space jump activity and side
Jump’ by having a conversation to get the coaches students during
group started. Students take direction from the activity to help
the teacher and take turns acting out improve their
improvised scenes. improvisation.
 ➢ The teacher stops students at critical times Student: Engage in space
of the scenes and instructs them to jump activity.
consider a specific element of drama Resources: Outline of
before they continue their scene. Students ‘Space Jump’ (If
then continue the scene with their primary necessary)
focus being on that element of drama.
➢ Other students focus on how the scene has
advanced or changed after the element of
drama being added to the scene.
5 ➢ Students form pairs and pick a scene that Teacher: Side coaches T&S
was created during the ‘Space Jump’ students
activity. The teacher moves around to all Student: Prepare their
pairs and allocates an element of drama to improvised scene
each pair. Resources: N/A
➢ Students have a time limit of five minutes
to briefly rehears and polish their scene
ensuring that there is a large focus on the
element of drama that had been allocated
to them by the teacher.
➢ Teacher side coaches groups as they
prepare. Students learn to listen to
coaching tips while still performing
(Clausen, 2004).
10 ➢ Students perform their scenes to the class. Teacher: Instructs S
➢ The class have to guess which element of students to watch other
drama the group focused on during their student’s performances
five-minute rehearsal and provide feedback respectfully
relating to how well this element came Student: Perform their
across and how it worked to improve their improvised scene, watch
scene. other class members,
provide peer feedback.
Resources: N/A
3 ➢ Students fill out self-evaluation sheet Teacher: prompts
➢ Students write 2-3 sentences on how the reflection
elements of drama work to create and Student:
enhance dramatic meaning. Resources: Personal log
books
Homework ➢ Students complete their reflection and log
for homework if not completed in class.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In developing this lesson I reminded myself that this was only the introductory lesson to the Elements of
Drama and it was important to allocate some for a sufficient warm-up for students to become comfortable
in the classroom. In preparing this lesson I learnt that side coaching is an effective learning and teaching
tool as it allows students to improve on incorporating the elements of drama into their improvisation
(Clausen, 2004). I was also reminded that improvisation exercises an effective way to test and gauge
students improvisation skills and understanding of the elements of drama as they need to ‘spontaneously
establish character, situation, tension…’ (Clausen, 2004m p.38) etc. As this is an introductory lesson it
was also important to delegate some time for student to reflect on their activities and provide peer
feedback.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.1.1 Making - A student manipulates
the elements of drama to create belief,
clarity and tension in character, role,
situation and action.
5.1.2 Making - A student contributes,
selects, develops and structures ideas in
improvisation and playbuilding.
5.2.1Performing - A student applies
acting and performance techniques
expressively and collaboratively to
communicate dramatic meaning.
➢ This outcome is measured during the game of ‘Space
Jump’ and then again during their informal class
performances which reinforces how the elements of
drama are manipulated to create belief and provide
clarity.
➢ Students understanding of the elements of drama is
then recorded in their logbooks.
➢ This outcome is measured during the activity of
‘Space Jump’ where students contribute to and
develop structures in improvised scenes.
➢ Students understanding of the development of
improvisation and playbuilding is recorded in their
logbook.
➢ This outcome is measured during the quick 5 minute
rehearsal where students collaborate to expressively
communicate their dramatic meaning through focusing
on the elements of drama.

5.3.1 Appreciating - A student responds ➢ This is measured and recorded in student’s logbooks
to, reflects on and evaluates elements of after their informal class performances.
drama, dramatic forms, performance
styles, dramatic techniques and theatrical
conventions.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate This standard is apparent as the teacher side coaches
teaching strategies throughout the activities which will assist students across a
to meet specific full range of abilities. Creating mixed ability groups for the
learning needs. informal class performance is another method of
differentiation.
4. 1 – Support This is evident throughout the entire lesson as all students are
Student encouraged to participate in all activities.
Participation
5.2 Provide The teacher consistently provides students feedback by side
feedback on their coaching students through their activity providing them with
learning ideas and suggestions to improve their scenes. The teacher
will also provide feedback after each student performs their
scene.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations
that are to be applied in this lesson?
Ensuring students are provided with a safe working and learning environment is an
integral and essential responsibility of the teacher (Workplace health and safety
policy, 2016). In order to reduce/eliminate risk areas in this lesson the teacher must
explicitly outline and teach students how the classroom should look before each
lesson begins. The teacher must ensure that the floor space is clean and dry, free from
chords and props to minimise the risk of students injuring themselves during class.
Students must also keep their shoes on.
Resources Attached:

Appendix 2 – Elements of drama glossary

Appendix 3 – ‘Space Jump Activity’
(Clausen, 2004)
Appendix 4 – Self-Evaluation Sheet (Western Sydney University, 2017).
References – Lesson 1

Board of Studies New South Wales. (2003). Drama years 7-10 Syllabus.

Board of Studies New South Wales. (2003). Drama Years 7-10 Advice on Assessment and
Programming.

Clausen, M. (2004). Centre Stage 2nd Edition. Port Melbourne, Victoria: Heinemann.

NSW Department of Education (2016). Work Health and Safety (WHS) Policy.

NSW Department of Education and Training (2003). Quality Teaching in Public Schools.

Western Sydney University (2017). Secondary Curriculum Drama Resources – Week 2.

 Lesson Plan

Topic area: Elements of Stage of Learner: Stage 5 year Syllabus Pages: 38-40
Drama 9

Time: 60 minutes Location Booked: Drama room Lesson Number: 2 /2

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson Students will develop ➢ Incorporate the elements
➢ 5.1.1 assessment further insight into of drama into their
➢ 5.1.2 ➢ Informal how the elements of improvised scenes.
➢ 5.2.1 formative drama work to ➢ Create a character
➢ 5.3.1 assessment improve their profile.
➢ 5.3.3 improvised scenes.
Life Skills They will learn this
outcomes through independent
➢ L.S.1.1 and collaborative
➢ L.S.1.2 activities.
➢ L.S.1.3
➢ L.S.3.2
➢ L.S.3.3

Cross Curriculum themes & Explicit subject specific concepts and skills
General capabilities - Elements of drama
➢ Elements of English and ICT - Improvisation
with be embedded into this - Creating a character
lesson. - Working collaboratively
➢ General capabilities include
students working collaboratively
to achieve a common goal.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, 1.2 Deep understanding thinking
skills and ideas. Such pedagogy treats knowledge as something that requires active construction and 1.3 Problematic 1.5 Metalanguage
requires students to engage in higher-order thinking and to communicate substantively about what they knowledge 1.6 Substantive
are learning. communication
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work productively in an criteria 2.5 Students’ self
environment clearly focused on learning. Such pedagogy sets high and explicit expectations and 2.2 Engagement regulation
develops positive relationships between teacher and students and among students. 2.3 High Expectations 2.6 Student
direction
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. Such knowledge 3.5 Connectedness
pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside 3.2 Cultural knowledge 3.6 Narrative
of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge
integration
How the quality teaching elements are achieved in this lesson

Teaching Indicators of presence in the lesson

 element
1.4 Higher As this lesson builds from the previous lesson it will encourage
order students to add an extra layer to their scenes and employ higher order
thinking thinking skills. The lesson will require them to reorganise their
knowledge and apply what they have learnt to their improvised scenes.
Students will then have to analyse and evaluate what they have learnt
by giving/receiving peer feedback and debriefing in their logbooks
(Department of Education and Training, 2003).
2.6 Student Students will exercise some direction over the activities that are being
direction undertaken. For example, students will work independently and
collaboratively in their groups, therefore taking direction and learning
the most effective strategies to complete their tasks (Department of
Education and Training, 2003).
3.1 This lesson continues from the previous lesson and builds students
Background background knowledge. The activities in this lesson such as the
knowledge students improving on their improvised scenes requires students to
demonstrate links between old and new knowledge (Department of
Education and Training, 2003).

Time Teaching and learning actions Organisation Centred

T/S
2 ➢ Students are made aware of the Teacher: Takes Teacher
teacher’s expectations for the attendance
lesson. Student: Prepare for
➢ Learning goals and outcomes are lesson
displayed on the white board for Resources: N/A
students to refer to throughout
the lesson.
➢ Overview of the lesson is
displayed on the white board.
5 ➢ Teacher leads warm up activity. Teacher: Leads warm Teacher
Students walk around the space up activity
and the teacher will begin to Student: engages in
direct the students to ‘walk warm up activity and
like…’, giving them various responds to ongoing side
objects, animals and characters to coaching and
act out. This is to get them instructions from the
subconsciously employing the teacher.
elements of drama into their Resources: N/A
improvisation.
5 ➢ Teacher will debrief with the Teacher: Leads class Teacher
students after the ‘Walk like…’ discussion
activity. The teacher will discuss Student: Participate in
how students subconsciously and class discussion
spontaneously employed several Resources:
elements of drama.
5 ➢ Teacher discusses how student’s Teacher: Gives
scenes were improved by feedback regarding the
incorporating the elements of improvement of
drama and gives examples from students’ scenes.
student’s informal performances Student: Discuss how
➢ Teacher and students will discuss they believe their scenes
as a class how they can be further could continue to be
improved and the teacher improved.
explains that the class will Resources: N/A
continue to be focus on the
elements of drama to further
create dramatic meaning and
audience engagement.
15 ➢ Teacher discusses that ‘the more Teacher: Assists Student
you know about your character, students where needed
the more interesting and truthful and instructs them to
the character will be’ (Clausen, move into their groups.
2004, p.56). Student: Creates and
➢ Students individually engage in discusses character
character development exercise profile
in their logbooks (electronic or Resources: student’s
hardcopy) where they will create logbooks or ICT device
a character profile and
brainstorm all the information
that they believe is important and
relevant to their character e.g.
gender, age, height, emotions and
relation to the other characters.
➢ Students will then move into the
groups that they were working
with the day before and they will
compare their character profiles
and discuss how they could use
this information to improve and
give more depth to their scenes.
5 ➢ Teacher introduces the next Teacher: Provides Teacher
activity which is to continue to students with
rehearse the scenes from the day explanation of their next
before, however, the students are task.
instructed to set their scene in a Student: Asks questions
different place taking into where necessary.
consideration where they are, Resources: N/A
tense (past, present, future), in
doors/outdoors and the time of
day. This is used to ensure
students understand the
importance of place and how
changing one element of drama
can significantly change the
dynamic of their scene.
10 ➢ Students work on their Teacher: Side coach Student
improvised scene; however, they while students rehearse
create a new place/context for the and provide feedback
scene and observe how it changes where necessary
the dynamics of the scene. Student: Collaborate

13 ➢ Students perform their adapted
scene to the class.
➢ Students take notes on other
students’ performances
discussing how focusing on place
and development of character has
changed/improved their scenes.
Homework ➢ Students complete their reflection
and log for homework if not
completed in class. Students can
use the previous lessons self-
evaluation sheet as a guide
(Appendix item 4).
and rehearse their scene.
Resources: N/A
Teacher: Watches and Student
provides verbal
feedback on students’
scenes.
Student: Perform and
observe other students’
scenes and take notes as
classmates perform.
Resources: log books.

Reflection
Throughout the development and planning of this lesson it has become evident that logbooks are a necessary
tool for students to use throughout the lesson as it can act as a guide for students to refer back to in
following lessons. It is also essential that lessons build on from what students have already covered in class
to reinforce their knowledge. Keeping a log allows students to recount and analyse their experiences
(Clausen, 2004) as well as research. It is also essential and relevant when employing background knowledge
in the lesson as students can refer back to their prior learning in their logbooks.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.1.1 making - A student Students manipulate the elements of drama in all activities throughout
manipulates the elements the lesson, however, it is mainly evident in their informal class
of drama to create belief, performances.
clarity and tension in
character, role, situation
and action.
5.1.2 making - A student This is evident as students collaboratively contribute and develop their
contributes, selects, ideas in an improvised scene. The teacher records this as an informal
develops and structures formative assessment and students record their experience in their
ideas in improvisation logbook.
and playbuilding.
5.2.1 performing - A This is evident in the student in-formal class performance where they
student applies acting and will create a basic actor/audience relationship, use techniques to create
performance techniques character/role and develop timing in performance.
expressively and
collaboratively to
communicate dramatic
meaning.
5.3.1 appreciating - A Throughout the informal class-performances students will reflect and
student responds to, evaluate the elements of drama in their own and their classmates
reflects on and evaluates performances. They will also recognise how the manipulation of the
elements of drama, elements of drama has facilitated change in their scene.
dramatic forms,
performance styles,
dramatic techniques and
theatrical conventions.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.2 – Understanding how students learn has been considered throughout this
Understand lesson as there are a range of activities that include both collaborative and
how students individual work as well as a mix of making, performing and appreciating.
learn. This allows the teacher to analyse the best ways that students learn to take
into consideration when programing in the future.
2.1 – content The teacher provides evidence of understanding the concepts, substance
and teaching and structure of the content through the chosen teaching strategies/activities
strategies of that build on the students previous learning experiences. This is reinforced
the teaching for the students through the side coaching provided by the teacher
area throughout the lesson.
2.2 – content Content selection and organisation has been taken into consideration in this
selection and lesson. The content has been organised and structured in an effective
organisation teaching and learning sequence that builds and develops students’ prior
knowledge.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using
your syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that
are to be applied in this lesson?
Ensuring students are provided with a safe working and learning environment is an
integral and essential responsibility of the teacher (Workplace health and safety
policy, 2016). In order to reduce/eliminate risk areas in this lesson the teacher must
explicitly outline and teach students how the classroom should look before each
lesson begins. Teacher must ensure that the floor space is clean and dry, free from
chords and props to minimise the risk of students injuring themselves during class.
Students must also keep their shoes on.

Resources Attached:

Appendix 5 – Character Profile

References – Lesson 2
Board of Studies New South Wales. (2003). Drama years 7-10 Syllabus.

Clausen, M. (2004). Centre Stage 2nd Edition. Port Melbourne, Victoria: Heinemann.

NSW Department of Education (2016). Work Health and Safety (WHS) Policy.

NSW Department of Education and Training (2003). Quality Teaching in Public Schools.
Drama, particularly playbuilding provides students the opportunity for creative expression and self-
expression in a controlled environment (O’Toole, Stinson & Moore, 2009). Throughout this process, I
have developed a clear understanding of the ways that a drama teacher can creatively provide students
with an effective and engaging playbuilding program that blends their personal teaching practices with
drama theory that also link to the NSW drama Syllabus. Playbuilding was chosen as the focus area as it is
an essential and mandatory element of the NSW drama syllabus for 7-10 and it works to develop
student’s improvisation skills and collaboration skills. The unit has been developed as an introductory
year nine unit with the assumption that students have little or no drama experience and therefore, has been
organised with a clear a focus on the structure of the playbuilding process in combination with elements
of drama. Beginning the unit with the assumption that students have not undertaken playbuilding
previously provides students with an equal learning experience and ensures that there are no gaps for any
students. By taking on the role of the teacher in this process I have been able to gain further insight that
will inform and influence my future drama pedagogy.

During the investigation and planning process for this unit of work I learnt that my role as a teacher is to
effectively and efficiently inform and teach students the necessary elements in playbuilding with the aim
of designing a unit that no only transfers knowledge to students, but also provides richness and value into
their learning experience (Hatton & Lovesy, 2008). Elements of making, performing and appreciating
(Department of Education New South Wales, 2003) have been embedded into the unit, lesson plans and
assessment task which act as a vehicle for students to explore their creativity and imagination. I learnt that
incorporating activities that involve making, performing and appreciating are essential, not only because
it is outlined in the syllabus, however, also because it provides a range of methods for students to become
engaged in the lesson. Providing both experiential and cognitive learning activities also allows a larger
scope for myself as a teacher to know my students and how they learn (Australian Institute for Teaching
and School Leadership, 2011). Many of my creative pedagogical teaching strategies for the future that
were developed throughout this process were influenced by Lovesy and Hatton (2008). By drawing on
their expert knowledge and experience I effectively adapted their activities, techniques and ideas to suit
my lessons and ensure they aligned with the syllabus. One of the most important strategies learnt
throughout this process was inspired by Hatton and Lovesy’s idea around creating an open space for
discussion as ‘classroom drama relies heavily on students participating voluntarily in the work. Students
cannot be forced to do drama’ (Lovesy and Hatton, 2008, p.24) and to explicitly introduce and teach the
concept and process of playbuilding (Lovesy & Hatton, 2008). These techniques are evidenced in my unit
as I have included an introductory segment on playbulding where the teacher explicitly teaches the
playbuilding process and promotes an open space for discussion through inquiry questions and class
brainstorms about playbuilding.

I have become aware that an effective teaching strategy to employ during a playbuilding unit is to
provide students with constraints that allow for a challenging and rewarding learning experience,
however, adopt less of a hierarchical (Hatton & Lovesy 2008), reductive narrow minded and authoritative
relationship with the students (Flemming, 2011). Rather, allowing students to explore their creativity
through experiential learning where the teacher acts as a guide to facilitate the way students negotiate,
devise, process and create their drama (Hatton & Lovesy, 2008). The teacher acting as a guide throughout
the playbuilding process allows for student engagement and student self-direction where they can
exercise some direction over their learning (Department of Education and Training, 2003). This teaching
strategy was employed throughout the ‘Practical: Peer teaching of a component.’ Students were given
constraints in the “Space Jump” exercise where one student initiated the task acting out a scene, which
built up to all students contributing. I provided time constraints during this exercise and gave the students
a theme of having a conversation to begin the process. Students were also instructed to focus on specific
elements of drama. In the second section of the lesson when students were divided into two groups they
were provided with more freedom as they selected a segment of their “Space Jump” activity to expand on
and selected elements of drama to focus on. This activity was designed to provide students with the tools
to create effective and successful drama as well as providing them with the chance to develop a deep
understanding of the playbuilding process and improve their higher order thinking skills by learning in a
holistic, experiential and cognitive learning environment (O’Toole, et al, 2009).

Reflection is another important strategy that I have learnt during this investigation. While it is widely
understood that students should be reflecting in their log books and discussing their process, I also believe
that it is important for the teacher to reflect and self-evaluate lessons. Students log books may be an
effective way to reflect on the success of the lesson and to gauge if the students are understanding their
activities and whether or not they are engaged in class.