UPPER PRIMARY

CURRICULUM
AND LESSON PLANS

Upper Primary 2022-2023

UPPER PRIMARY – Term 1 – Lesson 1

INTRODUCTORY ACTIVITIES
1.

2.

3.

SPEECH
Projection Teach PAH, PAH, PAH....
Lip Exercises Teach TICK-TOCK!
Articulation Teach THAT DOG BURIED....
Forward Placing Teach MEE, MEE, MEE....

MOVEMENT

1. BODY AWARENESS - STRETCHING, CURLING AND TWISTING (Track 1)

1. Begin to wake up from a deep sleep, gradually stretching your

whole body up and out, making yourself as tall and wide as possible.
ON SIGNAL you decide it is much too early to be up; curl up into a
tight ball so you can hide under the covers.

2. You are awakened by a loud alarm clock, or someone calling you.

Leap up, without thinking, and stand to attention. ON SIGNAL, twist
yourself into a shape small and twisted enough to hide under your
bed!

3. WITH THE MUSIC – Make up stretching, curling and twisting

movements, joining them together smoothly and repeating them as
many times as the music allows.

WHOLE CLASS IMPROVISATION

1. FIRE ON THE CAMPSITE

SNIPPET
Further guidelines on the teaching of snippets can be found in the
curriculum.

In pairs, make up a snippet beginning with these lines:

1. A: What’s that smell?

B: Someone has burned the toast!

CONCLUSION

Students are kernels of popping corn in a large saucepan. Teacher turns

on the stove and, gradually, popcorn starts to expand, with appropriate
sound effects. On cue, it explodes all over the stove and rolls onto the
kitchen floor.
UPPER PRIMARY – Term 1 – Lesson 2

INTRODUCTORY ACTIVITIES
4.
5.
6.

SPEECH

Projection Revise PAH, PAH, PAH...

Teach COME ON TIGERS....
Lip Exercises Revise TICK-TOCK!
Volume Control Teach WHISPERING TOM....
Articulation Revise THAT DOG BURIED....
Forward Placing Revise MEE, MEE, MEE....

MOVEMENT

2. SPACE AWARENESS - LEVELS AND DIRECTIONS (Track 5)

1. Move around the room with one hand high in the air, as if you are
trying to attract someone’s attention. On each signal, change
direction, still waving your hand as high as you can.

2. Move around at low level, trying to avoid being seen. Sometimes

change to medium level to enable you to move through awkward
places. Change direction every time you hear a tambour signal.

3. WITH THE MUSIC – Start on the low level, changing directions

regularly. As the music dictates, move up to medium and then to
the high level.

WHOLE CLASS IMPROVISATION

2. THE LOTTERY WIN

SNIPPET

2. A: What’s that noise?

B: I didn’t hear anything!

CONCLUSION

Search high and low for your trainers, accusing members of your family
(and even the dog!) of taking them. Say what the sports teacher will do
if you don't wear the right shoes. On signal, you find them. Express your
relief and apologise to your family.
UPPER PRIMARY – Term 1 – Lesson 3

INTRODUCTORY ACTIVITIES
7.

8.

9.

SPEECH

Projection Revise COME ON TIGERS....

Lip Exercises Teach MY PIGLET’S NAME....
Volume Control Revise WHISPERING TOM....
Articulation Teach STOP THAT BABY....

MAIN LESSON

MIME TO MUSIC – TRACK 1

1. THE LAZY WORMS

SNIPPET

3. A: How will I feed my babies?

B: Do they eat worms?
CONCLUSION

The students are children in an advertisement. They walk around sadly,

as if lacking energy. Then the teacher says, "Have a drink of Sparkle".
The children drink it and, immediately, they become over-excited, ending
in a loud cry of "SPARKLE!"
UPPER PRIMARY – Term 1 – Lesson 4

INTRODUCTORY ACTIVITIES
10.
11.
12.

SPEECH

Projection Teach RED TEAM....

Lip Exercises Revise MY PIGLET’S NAME....
Volume Control Teach LEAVE ME ALONE!
Articulation Revise STOP THAT BABY....

MOVEMENT

3. TIME AWARENESS - ACCELERATION AND DECELERATION (Track 19)

1. Imagine you are tiptoeing away without being noticed. Move slowly
at first then, when you think you are being followed, speed up to
move out of the way. Repeat.

2. Imagine you are a remote controlled car with a battery. Start off
moving very smoothly then, gradually, the battery starts to wear
out and you very slowly come to a stop. Repeat.

3. WITH THE MUSIC – Start tiptoeing away to the beat in the music,
following as it speeds up. Then, running out of steam, slow down as
the music dictates, eventually coming to a complete stop.

WHOLE CLASS IMPROVISATION

3. FOOTBALL FEVER

SNIPPET

4. A: Come on, we’re going to miss the kick-off.

B: I don’t want to go to any silly football match!
CONCLUSION

The students travel around the room making up a crazy walk. On signal,
they all say, "Ouch! I've hurt my ankle!" Teacher is sympathetic and
class reacts accordingly. Repeat the scene but this time, teacher is totally
unsympathetic!
UPPER PRIMARY – Term 1 – Lesson 5

INTRODUCTORY ACTIVITIES
13.

14.

15.

SPEECH

Projection Revise RED TEAM....

Lip Exercises Teach THE RUBBER BOAT....
Volume Control Revise LEAVE ME ALONE!
Articulation Teach MY CAT TENDS....

MOVEMENT

4. TIME AWARENESS - EVEN RHYTHM AND SYNCOPATION (Track 18)

1. To the beat of the tambour, move, rigidly, in a very even rhythm.

Repeat, to a faster beat but with similar rhythm.

2. Think of something with an uneven rhythm: a baby taking their first

steps, a broken toy, an animal which has hurt its leg etc. Move to
an uneven rhythm.

3. Move like the soldier again then -WITH THE MUSIC – dance to the
syncopated, uneven rhythm of the track.

WHOLE CLASS IMPROVISATION

4. THE ICE CREAM FACTORY

SNIPPET

5. A: This ice cream is delicious!

B: What flavour do you have?

CONCLUSION

Most students pretend to be annoying bugs. One or two have fly spray
and ‘zap’ them. ‘Bugs’ express their feelings in "fly" talk.
UPPER PRIMARY – Term 1 – Lesson 6

INTRODUCTORY ACTIVITIES

16.

17.

18.

SPEECH

Projection Teach SEVEN-TWO.

Lip Exercises Revise THE RUBBER BOAT....
Articulation Revise MY CAT TENDS....
Forward Placing Revise MEE, MEE, MEE

MAIN LESSON

MIME TO MUSIC – TRACK 2

2. CRUISE CATASTROPHE!
SNIPPET

6. A: Oh dear, my outfit is ruined!

B: Don’t worry old girl, you can buy another one!

CONCLUSION

You are a bus driver carrying a noisy crowd of schoolchildren. Show how
you finally manage to keep them quiet.
UPPER PRIMARY – Term 1 – Lesson 7

INTRODUCTORY ACTIVITIES
19.

20.

21.

SPEECH

Projection Revise SEVEN-TWO

Lip Exercises Teach MUNCHING BIG....
Volume Control Revise WHISPERING TOM....
Articulation Teach I'M VERY KEEN....
Forward Placing Teach MILLIONS OF MOSQUITOS....

MOVEMENT

5. SPACE AWARENESS - THE THREE PLANES (Tracks 13, 14, 15)

1. In THE DOOR PLANE, imagine you are trapped in a photograph

frame, or enclosed in a slice of toast. Movement is restricted to
short steps to either side, up and down movements and hands
moving outwards to arms’ length. Teacher will demonstrate,
students will experiment, eventually WITH THE MUSIC.

2. Similarly the teacher will demonstrate THE WHEEL PLANE, as if

trapped in a water wheel, allowing movement in a straight line
backwards or forwards, up and down. Students then experiment,
eventually WITH THE MUSIC.

3. Finally, THE TABLE PLANE. Feet remain on the spot, but students
may move around in a circle and up and down. Arms may move
freely. Imagine the ballerina in an old fashioned jewellery box, or
being stuck on the top of a drinks bottle. USE MUSIC.

WHOLE CLASS IMPROVISATION

5. CANCELLED GIG
SNIPPET

7. A: I don’t feel well.

B: Serves you right for eating so much!

CONCLUSION
Dance as if performing on hot coals. On signal, run and jump into an ice-
cold pool. Express your relief.
UPPER PRIMARY – Term 1 – Lesson 8

INTRODUCTORY ACTIVITIES
22.

23.

24.

SPEECH

Projection Revise PAH, PAH, PAH....

Lip Exercises Revise MUNCHING BIG....
Volume Control Revise LEAVE ME ALONE!
Articulation Revise I'M VERY KEEN....
Forward Placing Revise MILLIONS OF MOSQUITOS....

MOVEMENT

6. SPACE AWARENESS - THE THREE PLANES (Tracks 13, 14, 15)

1. Revise work done previously on the 3 planes, extending, on each

signal and instructions from teacher, by moving only the top or
bottom half of body in each plane.

2. Move in each plane in turn, changing the rhythm and speed of

movements according to the signals given my teacher.

3. WITH THE MUSIC – Make up a sequence, working in groups of three

using all planes. The music will dictate the movement.

WHOLE CLASS IMPROVISATION

6. THE HAUNTED HOUSE

SNIPPET

8. A: It's very damp in here!

B: The roof's leaking again!

CONCLUSION

In pairs, A sneaks forward, stealthily followed by B. On sound cue, A

stops and looks around suspiciously while B ducks out of sight. They
continue, until the end of the room is reached, where B jumps out at A,
who responds dramatically. Change over.
UPPER PRIMARY – Term 1 – Lesson 9

INTRODUCTORY ACTIVITIES
25.

26.

27.

SPEECH

Projection Revise EXERCISES 3 & 4

Lip Exercises Revise EXERCISES 1 & 2
Volume Control Revise BOTH EXERCISES
Articulation Teach THAT DREADFUL PAPER-BOY....

MAIN LESSON

MIME TO MUSIC – TRACK 3

3. FIRE IN THE PIZZA PARLOUR

SNIPPET

9. A: Pineapple and pepperoni, my favourite!

B: Really? I prefer …...
CONCLUSION

Quickly sculpt an animal out of sand, as an entry in a sand-modelling

competition. Show your delight as you win first prize.
UPPER PRIMARY – Term 1 – Lesson 10

INTRODUCTORY ACTIVITIES
28.

29.

30.

SPEECH

Projection Revise any 2 exercises.

Lip Exercises Revise EXERCISES 3 & 4
Volume Control Revise BOTH EXERCISES
Articulation Revise THAT DREADFUL PAPER-BOY....
Forward Placing Revise BOTH EXERCISES

MOVEMENT

10. MIME TO MUSIC - CONSOLIDATION

Teacher to select the Mime to Music enjoyed most, this term, and
workshop it again with the students, developing it further.

WHOLE CLASS IMPROVISATION

7. THE U.F.O.
SNIPPET

10. A: I'm really exhausted!

B: It’s been a long night!

CONCLUSION

Rev up your motorbike noisily and drive quickly around the room. On
signal, your bike starts to splutter then it stops. Dismount, walk around
anxiously, wondering what could be wrong with it. Fix the problem and
drive off, as before.
Upper Primary – Term 1

Introductory activities are vital to the energy level of the class. They
should:
 Be vigorous, entertaining and exciting.
 Take approximately five minutes in total.
 Be introduced quickly so the different activities can be covered.
Remember EXPAIN BRIEFLY AND DO!
 Elicit reactions with lots of verbal expression.
 Be introduced by the teacher with lots of energy and enthusiasm –
enthusiasm is catching!
 Stimulate the students for the lesson to follow.

1. You are running along the beach when you suddenly tread on
something slippery and slimy. Describe how it feels.

2. Imagine you are crossing a stream on stepping stones. On signal,

fall in and complain loudly about how this has ruined your new
jeans.

3. Your friend wants you to go on a picnic but your parents won't allow
it. Explain to them why they should let you go.

4. Chase after your runaway dog, calling him and telling him off when
he doesn't come. On signal he waits for you and you praise him for
being good.

5. You are trying to tidy up quickly, before visitors arrive. On signal,

the electricity goes off and the house is plunged into darkness. Say
how annoying this is and why.

6. Be a waiter carrying a tray of glasses, weaving in and out of tables,

talking with customers. Move faster and faster and, on signal, your
tray falls with a crash. Try to clear up without much disruption to
customers.
 7. You are busy working in the garden. The sun is shining and
everything is growing. Talk about the chores you have to do. On
signal, you spot a big fat worm heading for your vegetable patch.
What do you do?

8. IN PAIRS One of you is a worm, the other one is gardening. The

worm slithers between the vegetables, enjoying the warm soil. The
gardener must decide what to do. Change roles.

9. The class is a flock of blackbirds, looking for worms. Swoop around

saying what you can see. On signal, land in the garden and peck at
the soil and take some food back for your babies.

10. Travel and, on signal, leap in the air, catch a fly and squash it.
INTRODUCTORY ACTIVITES - 2018 – Term 1 Page 2

11. You answer the telephone and it’s your friend who is now not
allowed to come and stay for the night. Complain to your brothers
and sisters.

12. You answer the telephone and it’s good news! You've just won a
prize. Tell your friends all about it.

13. It is another boring day at the ice cream factory. You are checking
all the stocks of wafers, cones, tubs, wrappers etc. whilst moaning
about how mundane your job is. On signal there is an
announcement over the public address system, promising an
exciting ice-cream related competition later that day. Discuss with
everyone what may be happening.

14. IN PAIRS The competition is for staff to develop a new ice cream
flavour. You must work together to come up with something original
and tasty. Prepare and package for distribution. On signal share the
product with everyone else and invite comments.

15. You are on a catwalk, modelling the latest jeans and tops, when
suddenly you trip over. Show your embarrassment, as you run off-
stage and tell everyone how silly you feel.

16. It is the day of the cruise and you are waiting, on the quay, to
board your cruise ship. There is no sign of it and everyone starts to
worry about what is happening. Talk to everyone else, and suggest
ways you can find out when the boat is arriving.

17. You are on board ship and the weather is unbearably hot. Complain
to everyone about how uncomfortable you are and how difficult it is
to look elegant in this heat. On signal there is a sudden shower.
React.

18. You are late for school but can't find any socks. Hunt through the
washing basket, throwing out lots of unsavoury items and pleading
with different members of the family to help.
19. You are taking your time selecting what to wear to a special party
when your friend tells you to hurry up. Continue to take your time.

20. While you are having a lovely warm shower the water stops
suddenly. You call out to find out what has happened, only to
discover no-one else is in the house and you will have to abandon
your shower.

21. You are building a sandcastle when someone comes and tramples
on it. Say how cross you are as you chase them away.

22. With a friend, you are hurrying to the station, carrying a heavy
suitcase which is making you very slow. Your friend is worried it
will make you late, so explain why you really need everything in the
case.

INTRODUCTORY ACTIVITES - UP – Term 1 Page 3

23. The boat you are rowing starts to leak and although you bale the
water out as fast as you can it is gradually filling up. Call out for
help, saying how serious the situation is. Show your relief when a
passing boat comes to rescue you.

24. You are sunbathing alongside the pool when, suddenly, someone
jumps in and splashes water all over you! Leap up and tell them
what you think.

25. You are reading a pizza menu out loud. There are some very
strange ingredients in your list. On signal tell everyone which
toppings you are going to choose.

26. IN PAIRS One of you is the pizza chef; the other is taking orders
and serving meals. The latter is working much too quickly and the
chef can’t keep up. There is a lot of good natured banter as the
orders become more and more bizarre. Change roles.

27. Your friend has won a trophy for being the top athlete in the school.
Let him, or her, know how pleased you are for them.
28. You are painting the fence when someone distracts you and you
step backwards into the paint-tray.

29. You are sitting alone and bored at a party wishing you hadn’t come
when suddenly you look up and see someone you know. Go over
and tell them how pleased you are to see them and why.

30. You are carrying a huge pile of dirty dishes into the kitchen of a
restaurant when the pile starts to wobble. You try to save it, but
the plates come crashing down. Try and clear up as quickly as you
can before the manager sees what has happened.
SPEECH

Upper Primary – Term 1

When delivering speech exercises teachers should:

 Demonstrate with enthusiasm and energy.

 Explain the skills they are teaching.
 Link exercises to remainder of lesson.
 Keep section short and make it fun!

PROJECTION EXERCISES

Students should be encouraged to:

 Extend the jaw as far as possible.

 Exaggerate the sounds more than in everyday speech.
 Understand the mouth must open wide to let out maximum
sound.
 Inhale sufficient breath to sustain a whole sentence, thus
allowing all words to be heard, right to the end of the
sentence.
 Practise breathing deeply, before each exercise, without
raising shoulders.

1. PAH, PAH, PAH, PAH, PAH, PAH, PAH (twice)

BAH, BAH, BAH, BAH, BAH, BAH, BAH (twice)

Continue this exercise using the letters t, d, m and n. Body

actions, e.g. punching the air, can be included once the sound
is clear and audible.

2. Come on Tigers, go, go, go!

Will they beat us? No, No, No!

3. Red team, red team, red team for ever.

Will we let the blues win? No! Never!
4. Seven-two, seven-two,
We're the team that's going through. Yeah!

LIP EXERCISES

If lips are tight it is difficult to pronounce words clearly. Encourage

students to exaggerate lip movements in these sentences.

1. Tick-tock! Tick-tock! The workers are coming at 12 o'clock.

2. My piglet's name is Porky. He’s perfect in his pig pen.

3. The rubber boat bounced and bobbed on the blue water by

Brighton beach.

SPEECH - UP – Term 1 Page 2

LIP EXERCISES (Continued) ….

4. Munching big, brown buns, spread with peanut butter.

VOLUME CONTROL

The following exercises should be repeated three times, with each

repeat becoming more projected. Teachers may also like to include
different expression each time.

1. Whispering Tom, Whispering Tom,

Whispering Tom never does anything wrong.

2. Leave me alone! There's no way I'm going to tell you.

ARTICULATION

The teacher should demonstrate each exercise, taking care to sound

all final consonants. Whilst it is the vowels which give speech its
pleasantness of tone, it is the consonants that ensure clarity of
meaning.

1. That dog buried a bone in the back garden.

2. Stop that baby crying, can't you?

3. My cat tends to sleep all day, the lazy thing!

4. I'm very keen on swimming, aren't you?

5. That dreadful paper-boy trod all over my flowers!

FORWARD PLACING

Students will produce well balanced, forward tone if the teacher

places the voice correctly! These exercises must be
chanted/proclaimed. Please note that where..... follows m or n, it
indicates sustained humming.

1. Mee, Mee, Mee, Mee, (twice)

Mur, Mur, Mur, Mur, (twice)
M ..... hum opening into:
MAH ..............................

2. Millions of mosquitoes buzzing round my tent.

MOVEMENT

Upper Primary – Term 1

This term movement tasks cover the basic elements of BODY, SPACE and
TIME AWARENESS, and are combined with DIRECTIONS and LEVELS etc.
to help train students to absorb combinations of instructions. This
should help their concentration in all aspects of the lesson.
Teachers should:

 Aim for quality of movement.

 Use the music tracks on the Movement CD as often as possible.
 Ensure students enjoy this section.
 Develop students’ skills by building on them throughout the year.
 Consolidate the movement skills when teaching Mimes to Music.

1. BODY AWARENESS - STRETCHING, CURLING AND TWISTING

This component deals with WHAT the body and its various parts can do –
e.g. curl, stretch, twist.

2. SPACE AWARENESS - LEVELS AND DIRECTIONS

This component deals with WHERE the movement takes place

concentrating on the directions – forward, backward, sideways, diagonally
etc.

3. TIME AWARENESS - ACCELERATION AND DECELERATION

This component deals with HOW the body moves in relation to speed and
rhythm. In this lesson: investigating acceleration and deceleration.

4. TIME AWARENESS - EVEN RHYTHM AND SYNCOPATION

This is an extension of last week’s lesson, working on rhythm.

5. SPACE AWARENESS - THE THREE PLANES

This is an extension of spatial awareness.

Planes: Door, wheel, table.

6. SPACE AWARENESS - THE THREE PLANES

Extension of last week’s lesson.
MIMES TO MUSIC

Upper Primary – Term 1

Mimes to Music form the main part of the lesson, and include various
forms of language. To gain best results teachers should:

 Incorporate the movement skills taught in the preceding weeks to

the Mimes.
 Spend time working on characterisation with the students.
 Allow time for the development of ad-lib before introducing the
music.
 Ensure all spoken language ceases when the music starts.
 Use dress-ups as often as possible to enhance the story.
 Encourage Upper Primary students to extend both the Mime and the
language involved.
MIMES TO MUSIC – UPPER PRIMARY – Term 1 Page 2

TRACK 1: THE LAZY WORMS

MOVEMENT SKILLS: Stretching, curling and twisting

CHARACTERS: Worms and blackbirds. Teacher to be gardener
SCENE: Residential garden

STORY:
Language: Students start off looking around garden, telling each other
what they can see: the lovely flowers, the shady leaves, the blossom on
the trees, the blackbirds in the sky.

_______ I wonder what it would be like to be a worm in this

garden?

All ad-lib in response

_______ I would rather be a blackbird eating the juicy worms.

Ad-lib as all decide whether they would rather be a worm or a bird.

Teacher directs them to two groups.

WORMS It’s much more fun being a worm!

_______ You can slither around under all the flowers.

Add KEY LINES as students think of more reasons why they like being
worms.

BIRD 1 But birds can fly away!

BIRD 2 After they have eaten the worms!

All retreat quickly to their starting positions for the Mime and the music
starts.

It is a hot and sunny day. Worms are moving lazily around the garden,
exploring the earth and the foliage. The gardener is busy weeding. On
signal, the gardener leaves and blackbirds descend on the garden, looking
for food for their babies and worms have to move more quickly to hide
among the flowers. On further signal, gardener returns, blackbirds fly
away, worms reappear and peace is restored in the garden.

MUSIC BREAKDOWN:
A. Worms move lazily through flower bed. Blackbirds wait on fence.
B. Blackbirds descend and worms move more quickly to hide.
C. Gardener returns, blackbirds fly away, peace returns.
MIMES TO MUSIC – UPPER PRIMARY – Term 1 Page 3

TRACK 2: CRUISE CATASTROPHE

MOVEMENT SKILLS: Acceleration, deceleration, even rhythm,

syncopation
CHARACTERS: Guests and waiting staff at an elegant party
SCENE: On board a river cruise ship

STORY:
Language: Some guests arrive on the boat. Animated ad-lib as they
greet each other and as the staff show them around and offer them food
and drink. Others are on the ‘dock’ chatting about the weather.

_______ I say, jolly good weather today!

_______ But what if it rains?

_______ Don’t make a fuss old girl!

_______ Some dark clouds on the horizon – what?

More ad-lib about the weather, add KEY LINES if appropriate.

CAPTAIN All aboard, we are about to set sail.

Remaining passengers board the ship and the music starts.

Most are guests at an elegant 1920s style party on board a river cruise.
Guests enter intermittently and mime small talk with each other in
exaggerated style. Several students are waiters/waitresses, passing
around refreshments. There is a clap of thunder; the ship encounters
stormy waters causing guests and waiters to act clumsily, sliding and
bumping into one another. On signal storm passes and all compose
themselves and return to previous party elegance.
MUSIC BREAKDOWN:

A. Elegant movement and animated party talk.

B. Storm approaches, all act in clumsy way, then storm subsides.
A. All compose themselves and return to former elegance.

SUGGESTED DRESS UP:

Elegant clothing for passengers. Black and white outfits for staff.
MIMES TO MUSIC – UPPER PRIMARY – Term 1 Page 4

TRACK 3: FIRE IN THE PIZZA PARLOUR

MOVEMENT SKILLS: The three planes

CHARACTERS: Pizza ingredients and flames
SCENE: Creating and cooking a pizza

STORY:
Language: The mime opens with verbal cannon, delivered with
appropriate actions, depending on the ingredients chosen.

GROUP 1 Red tomatoes, round and juicy!

GROUP 2 Cheese and onions, mmm, delicious!

FLAMES Fire the ovens, nice and hot!

Repeat two or three times, then lots of animated ad-lib. The following
lines are suggested; teacher may choose to add KEY LINES as
appropriate.

CHEESE I hope those onions aren’t too smelly!

ONIONS You can talk, you are fairly smelly yourself!

HAM Come on now everyone, we have a job to do.

Characters are interchangeable depending on dress ups and traits given

by teacher. Further ad lib until music starts.

Some students are flames and the rest are ingredients on a pizza. These
ingredients should have specific characters, e.g. jolly tomatoes, strong
onions, relaxed cheese, snooty pineapple, bossy ham etc. An area to
represent the pizza base should be outlined on the floor. As the music
begins, the groups of ingredients enter, intermittently and settle over the
base as if scattered by an (imaginary) baker. On signal flames surround
the pizza. As the fire intensifies, the ingredients melt and the mime
finishes in a FREEZE with the flames in a dominant position.
MUSIC BREAKDOWN:
A. Groups of ingredients enter, intermittently, and settle over the base.
B. Flames surround the pizza and it begins to cook.
C. The fire intensifies and the ingredients melt.

SUGGESTED DRESS UP:

Pizza ingredients. Coloured streamers for flames.

WHOLE CLASS IMPROVISATIONS

Upper Primary – Term 1

 In Term 1, each year, many new students join the

Academy and some teachers will be introducing material
for the first time.
 Whole class improvisations are always carefully structured with
an OPENING, DEVELOPMENT and CLOSING.
 This approach ensures students receive the best teaching,
whilst new teachers learn the specialised skills required.
 Whole class improvisations deal with crowd reaction, and are
designed to generate excitement and enthusiasm.
 They should have instant appeal, providing an acting
experience for all students, irrespective of their current ability.
 Often, with capable Upper Primary classes, there is an
opportunity for teachers to add extra key lines, either
themselves, or with the students’ input.
 Crowd scenes provide an opportunity for lots of ad-libbing and
enable new students to join in without pressure.
 Each improvisation should be structured, well-paced and,
above all, FUN!
WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 2

1. FIRE ON THE CAMP SITE

SCENE: On a camp site for tents and possibly caravans.

OPENING: The scene opens with the campers involved in

various early morning activities, e.g. building fires to cook breakfast,
shaking out sleeping bags, heading for the showers, brushing teeth
etc. On first sound cue, all freeze; on second sound cue, they go
into the following verbal canon, with appropriate actions.

GROUP 1: Collecting wood to make a fire! (Twice)

GROUP 2: Everyone up! Breakfast time! (Twice)

GROUP 3: Sausage and eggs. What a treat! (Twice)

DEVELOPMENT:

_______ Look, everyone!

_______ That tent’s on fire!

ALL What shall we do?

General panic follows with several people shouting, "Fire! Fire!"

(Insert two or three appropriate key lines) During this panic, a
small group of students may become the fire, making writhing
movements with appropriate sounds. Coloured paper streamers can
be used to heighten the effect. Sound cue.

LEADER: Don't panic! Let's form a bucket line.

_______ There's no time to lose!

_______ Hurry up, everyone!

To a tambour beat, or a chant, the villagers pass the buckets of
water down the line. On sound cue, they all surge forward and
throw a final bucket of water on the fire, which finally diminishes.
The campers congratulate one another on saving the site. Sound
cue.

LEADER: Breakfast everyone! You must all be starving.

CLOSING: Campers return to opening positions and, on sound

cue, repeat the verbal canon.
WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 3

2. THE LOTTERY WIN

SCENE: The staff room in a large secondary school.

OPENING:

Teachers filter into the staffroom, complaining about the everyday

hassles of their job. They help themselves to tea or coffee, and
stand around in groups, discussing ways to retire early. Sound cue.

DEVELOPMENT:

The school secretary enters hurriedly.

SECRETARY: Hey, everyone! Guess what!

ALL: What?

SECRETARY: You'll never believe this!

ALL: Go on! Tell us!

SECRETARY: We've won the Lottery!

At first, they all react with disbelief and then, with wild elation.
They congratulate one another excitedly and discuss what they will
do with their share of the winnings. Sound cue.

_______ I'm going overseas!

_______ I'm getting a new car!

_______ Now we can buy a swimming pool!

(With larger classes, teachers may ask for suggestions of extra key
lines here)

SECRETARY: I'm really sorry, everyone...

ALL: Don't tell us you've made a mistake!

SECRETARY: I'm afraid so! I misread a number. Sorry.

(Again more key lines may be added)

CLOSING:

All react individually to the news. Encourage students to think

through their response, rather than all retaliating in anger. The bell
sounds and they all return to work.
WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 4

3. FOOTBALL FEVER

SCENE: The Grand Final of a football match.

OPENING: The bulk of the crowd is assembled outside the main gate.
Lots of noisy ad lib as they discuss the coming match, the late opening of
the gates and the need to have good seats. Sound cue.

DEVELOPMENT:

A few late-comers join the crowd.

_______ Sorry we're so late!

_______ We couldn't find any parking.

_______ Typical!

Noisy ad lib continues as the gatekeeper slowly takes up position. Sound

cue.

ALL: Open the gate!

Open the gate!
Every year you're always late!

GATEKEEPER: All right, you lot. There's no need to push and shove.
The gates are now open.

The crowd surges through the gates. Lots of excited ad lib, as they all
take their places in the stand, call out to friends and settle down for the
much-awaited Grand Final.

Teachers may like to prepare cards for the commentator(s) with text
announcing the following:
1. Everyone is welcome at the match.
2. A favourite player scoring a goal.
3. The goal being disqualified.

As the commentary is delivered, the crowd, using whole sentences, reacts

accordingly to the following:
_______ Unbelievable!

_______ The referee needs glasses!

_______ That goal was in!

A further announcement from the commentator:

4. The goal being re-instated.

WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 5

3. FOOTBALL FEVER (Continued) …

The crowd now goes wild, with much cheering and ad-lib as they
celebrate the goal.

CLOSING:

ALL: (Chanting with appropriate actions)

Red team, red team,

Red team for ever!
Will we let the Blues win?
No, never!
WHOLE CLASS IMPROVISATIONS – UP – Term 1 Page 6

4. THE ICE CREAM FACTORY

SCENE: An ice cream factory.

OPENING: Lots of ad lib as the factory workers set up for the coming
shift, sorting different flavours, checking ingredients, tasting
ice cream, etc. Sound cue.

DEVELOPMENT:

_______ What are we doing today?

_______ Check the schedule.

_______ Eight different products!

MANAGER: And today we begin work on a new one.

Teacher may encourage students to insert appropriate

key lines complaining about another new product adding
to their already large workload.

_______ I’m making popsicles!

_______ I’m on ice cream sundaes!

_______ I’m doing orange ice lollies!

MANAGER: Today we have a new product called “Fluoro Frog.”

ALL: “Fluoro Frog”?

MANAGER: A lollipop with green and yellow fluorescent spots.

Lots of animated ad lib, regarding the difficulties involved in producing

“Fluoro Frog”. Sound cue.

_______ Is it necessary to have all these new products?

MANAGER: It's good for sales.

ALL: Well it isn't good for us.

MANAGER: That's enough! Let's start production!

CLOSING:
All the workers take their places on the assembly lines and
help make the new ice lolly.

WORKERS: Time to taste new “Fluoro Frog”

Ad lib as they taste the new ice and discover each one of them is slowly
developing green and yellow spots just like the product! All react in
different ways and FREEZE.
WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 7

5. CANCELLED GIG

SCENE: Outside a venue for a live concert.

OPENING:
Choose a current band as the major attraction. Many people have
camped overnight, while others join the queue. Lots of ad lib regarding
the star, the band’s music, the need to have good seats, the fear of
missing out on seats etc. Sound cue.

DEVELOPMENT: (Teachers may elect to provide key lines or have

students make up their own)

_______ Stop pushing in.

_______ Our friends saved this place for us.

_______ Go to the back of the queue!

An angry exchange takes place between those trying to push in and the
rest of the crowd. Sound cue.

PROMOTER: Sorry, everyone, the show is cancelled.

ALL: Why?

PROMOTER: Because the lead singer is stuck in traffic.

Crowd reacts in different ways. Some people are disappointed, some are
sympathetic, etc. Insert several key lines. A small group of ticket
holders starts to chant.

TICKET HOLDERS: We want our money back!

REST OF CROWD: We want ________ (band’s name)

This builds up to a crescendo, until a helicopter is heard overhead. (Insert
key lines)

CLOSING:

PROMOTER: The lead singer has arrived. The gig will take
place, it will just start later. Please make your way
through the main doors.

The crowd disperses through the doors, voicing mixed feelings on the
whole situation.

WHOLE CLASS IMPROVISATIONS – UP – Term 1 Page 8

6. THE HAUNTED HOUSE

SCENE: A haunted house.

OPENING: With the exception of the owner and his family, all
students take up positions as parts of the haunted house, e.g.
chairs, tables, doors, curtains, piano, rugs, clocks, paintings, etc.
Others become ghosts, bats, skeletons, etc. Eerie ad lib as they
comment on the expected return of the owner. On sound cue, they
all freeze and glare with loathing at the door, as they hear the
sound of footsteps. It is the owner and his family, returning from a
lengthy stay overseas.

DEVELOPMENT:

OWNER: Well, the old house still looks the same.

OWNER/FAMILY: It’s so good to be back!

Owner enters through creaking door and looks around. After each
of the following statements, he reacts, as if hearing things.

PIANO: (tunefully, as if piano music) You’re not

wanted here!

CURTAINS: Swish, swish - go away!

CHAIR: Don't you dare sit on me!

OWNER/FAMILY: I must be hearing things! Is there anybody
there?

The following lines should be delivered by 3 separate groups, in the

style of a verbal canon, accompanied by suitable rhythmic actions.
They should be delivered in a threatening way, with spooky
overtones to heighten the ghostly atmosphere.

GROUP 1: We resent you coming back. (Twice)

GROUP 2: You've been gone too many years. (Twice)

GROUP 3: No fresh paint and no repairs. (Twice)

As they chant the following lines, the various components of the

house begin to move in on the owner, building the chant to a
threatening crescendo. The owner shrieks in fear and exits.

Go away! Go away!
We don't want you here!
(Repeat several times)

CLOSING:

The "house" roars with laughter and all the components move back
into original positions.
WHOLE CLASS IMPROVISATIONS - UP – Term 1 Page 9

7. THE U.F.O.

SCENE: A local park.

OPENING:

Place two upturned chairs, in the centre of area, to form the spacecraft.
The Big Green Meany and the little Martian take up positions in the
spacecraft and freeze. (They are invisible to the crowd.) Students are
playing ball games, walking the dog, reading a newspaper, chatting with
friends, feeding the ducks, having a picnic, etc. Encourage lots of ad lib.
Sound cue.

DEVELOPMENT:

_______ Look up in the sky!

_______ What can it be?

_______ It's quite spectacular isn't it?

_______ Stand back - it's landing!

They all back away as the spacecraft "lands", amidst speculation as to

what it can be. Teacher to encourage students to add several key lines..
This should be followed by more ad lib. Sound cue.

_______ It must be from outer space!

_______ No, it's a publicity stunt!

_______ What makes you think that?

_______ It seems real enough to me!

_______ Look! The door is opening!

On sound cue, the cute little Martian emerges, beeping and moving in
robot style. The crowd, enchanted, is drawn away from the spacecraft.
On second sound cue, the Big Green Meany explodes on to the scene, in a
terrifying manner and "ZAPS" the crowd with laser beams. Encourage
lots of coughing, gasping and collapsing.

CLOSING:

The little Martian giggles with delight and both space creatures return to
the craft and take off. Gradually, members of the crowd wake up and
stagger about in a dazed fashion, asking one another whether it was all a
dream.
SNIPPETS

Upper Primary – Term 1

In these Snippets, the first two lines are given and the students are
asked to make up the middle and the ending. When performed,
snippets should be LOUD and CLEAR, SHORT and SWEET.

METHOD

(Stages 1-5 should take a MAXIMUM of 5 minutes once children are

familiar with procedure. A further 5 minutes of individual
presentation should be all that is required.)

1. Students work in pairs and decide who is A and B.

2. Teacher says the line - A's repeat it. Teacher says the next
line and B's repeat it etc.

3. Students say their lines with the teacher two or three times.

4. Students say the lines by themselves.

5. At beginning of term, with new classes, teacher should have a

prepared snippet as an example.

6. Students spread around the room in pairs, sit down and plan
the middle and ending of their snippet.

7. All block and rehearse snippets.

8. Teacher sees as many pairs perform as possible.