- the curriculum place web viewby the end of this unit, students will be able to describe what...

Learning through Faith and Vision

ARTs Year 1/2 TERM

Subject DANCE DRAMA MEDIA MUSIC VISUAL ARTS

Unit Title: Storybook

Achievement Standard

By the end of this unit, students will be able to describe what happens in drama they make, perform and view. They will be able to identify some elements in drama and describe where and why there is drama. Students will be able to make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Content Descriptions Elaborations

2.1 - Explore role and dramatic action in dramatic play, improvisation and process drama

● taking part in purposeful dramatic play focusing on experiencing the roles and situations they create

● taking turns in offering and accepting ideas, and staying in role in short improvisations

● exploring possibilities for role and situation when participating in whole group teacher-led process drama and roleplay

● taking photos or videoing drama they devise to view and extend their drama ideas

2.2 - Use voice, facial expression, movement and space to ● communicating verbally by using the voice to explore and show role and situation

● communicating non-verbally by using facial expression and movement to explore and show role and situation

● practising movement within a space to create the difference between their performance space and the audience space


● manipulating objects, puppets, 2D images and available technologies to create stories

2.3 - Present drama that communicates ideas, including stories from their community, to an audience.

● presenting scenes in which they apply story structures to set the scene, link action and create an ending, such as a cultural or community story with the assistance of representatives from the community

● following cues and using voice and movement to link action, ideas and stories in their drama

● rehearsing and performing sequences of ideas to communicate stories through drama

● enhancing ideas and stories in their drama by using available software and technologies, for example, using a mobile device to add sound effects to a performance

● Considering viewpoints – meanings and interpretations: For example – What do you want your audience to think about your drama? What did this drama make you think about? How did you feel when making/watching the drama? evaluations: What did you like best in the drama? Why?

2.4 - Respond to drama and consider where and why people make drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples.

● identifying where they might see and hear drama in their lives and community, for example, sharing experiences of attending drama performances or taking part in drama in their community, and considering how drama sustains and communicates cultural knowledge

● talking about how voices, movement and space are used in drama they make and see

● connecting to and sharing drama experiences through available digital access● recognising that drama can show that people have different feelings about the

world based on their experiences of the environment and other people● Considering viewpoints – societies and cultures: For example – Why are

these people making drama? Where are they making drama?

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer


Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Links to other LA’s English, Health and Physical Education


Learning and Teaching Experiences and StrategiesWK Content Learning and Teaching Resources Assessment

1 2.1 2.2 2.3

Prior to the Unit: Familiarise yourself with the definitions of the elements of drama.For example:FOCUS - The frame that directs attention to what is most significant and intensifies the dramatic meaning.TENSION - The force that engages the performers and audience in the dramatic action.For more help with understanding these terms and activities associated with each element use the link provided on the right.You can find such examples and definitions on the Australian Curriculum website or by searching the link provided on the right.

Warm-up: Anything Fabric – tell the children that this is no ordinary piece of material and that it is magic. It turns into something different for everyone who uses it (ie. Superhero cape, a shower curtain etc). Pass the fabric around the circle and children take turns turning it into something new (It’s a …). Group stands in a circle and the fabric is passed from person to person. Children are to act out the action/scenario that they have described.

Activity:1. Read the story ‘Grandpa and Thomas and the Green Umbrella’ by Pamela Allen. As

you are reading through, ensure that the children are paying special attention to the images and what is happening in the story. (If necessary, read the story through twice).

2. Human Clay – in groups of 3, two students are the Human Clay, and one will be the potter. The student that is the potter will mould the other two students, telling them: where to stand, what facial expressions to have, what level to be on, how their bodies are placed. Using the story just read, children choose a scene from the story

The elements of drama: http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/assets/drama/pdf/dramaelements.pdf

1 x piece of material (approximately the size of a cot sheet)

‘Grandpa and Thomas and the the Green Umbrella’ by Pamela Allen

Formative - observations


(ie. when Grandpa and Thomas are chasing the umbrella, or when they are having their lunch etc). The potter moulds a scene with their clay. Clay holds the position. When teacher gives the ok, Potters go around and examine other Potter’s work. Rotate this activity through two more times, allowing each child to be the Potter.

3. At the end of the lesson, have the students reflect on which Potter created a memorable scene and why it was memorable.

2 2.12.22.3

Warm-up: The Big Popper - Choose someone to be the Big Popper.Students to spread out and flatten themselves like a deflated balloon. Ask the class to inflate themselves, while you count to ten. Tell the balloons to drift about the area. Send in the Big Popper to tag, and then pop the ‘balloons’. Tagged balloons must pop dramatically, then lie flat on the ground.Extension Activity (optional): Choose other students to be a prickly rosebush, a barbed wire fence, an echidna or other spiky objects. Allocate a colour to small groups of ‘balloons’.Call out the colour and have balloons pop spontaneously.

Activity:1. Read the story ‘Shh! Little Mouse’ by Pamela Allen to the class. Focus attention on

the different foods that the mouse is eating and what sounds the food might make while the mouse is eating them. After reading, ask students to think about different types of food and the way in which we eat them. For example, spaghetti is swirled around on a fork and spoon and slurped up into the mouth. What are the sounds that might be made?

2. “Ways of Eating Food” : Students, in groups of three, decide on three different types of food to perform to the class. Each type of food chosen must be dramatised with a selected action and vocal. Each group has approx. 5 minutes to sort out their skit and then present it to the class. The rest of the class is the audience and must try and guess what foods have been dramatised.



At the end of the lesson, students reflect on which group they thought stood out to them and why.

3 Warm-up: Smuggler - Sit your class in a circle. Select a student to wait outside the room. Inform the class that they will be smuggling a tennis ball. Give the ball to a starter student. Tell the class that you will be inviting the student waiting outside to return, and they must keep the ball away from this student by passing it around the circle behind their backs. Ask the student from outside to come back in. Tell this student they have three attempts to guess who has the ball. Students keep their hands behind their backs and either pass, or pretend to pass, the ball behind their backs around the circle. The guessing student may move around the inside of the circle but they only have a set time to make their three guesses.

Activity:1. Read the story ‘Bertie and the Bear’ by Pamela Allen to the class focusing on the

different instruments used and sounds they make in the story. Ask: What would it look like to play the trumpet… drum… gong… horn? What other instruments do you know? What does it look like to play THOSE instruments? What sounds do THOSE instruments make? Brainstorm different instruments with the class and the sounds they make e.g. piano played with fingers and makes the sound ‘ding’.Class Orchestra: Tell the class that you are the conductor and they are a part of your orchestra. Individually, students are asked to select an instrument that they would like to dramatise (actions and sounds) for the class orchestra. Less confident students may be paired up with a buddy for this activity. You can then ask different students to individually play their instrument and tell the class what the instrument is. Finally, as the conductor you have the power to play the whole orchestra as a class, building the tempo and volume and then silencing the class. Ensure students know that part of drama is being able to listen and to follow directions.



4 Warm- up: Revolving Story. The group sits in a circle and the group makes up a story together by taking turns and contributing one word each. (Child 1: Once; Child 2: upon; Child 3: a; Child 4: time etc).

Activity:1. Read the story ‘Where’s the Gold’ by Pamela Allen. For the first reading, read the

book without ‘voices’ (don’t sound like a pirate, don’t have the parrot screech etc).2. Ask the children what they think the pirates would sound like; what the parrot would

sound like; what the narrator would sound like.3. Read the story through again, this time ensuring that the story includes all of the

voices.4. Voices: Ask the children if they can mimic any one elses voice (Mum telling them to

pick up their socks, a character in a TV show, the classroom teacher when they are cross etc). Have them demonstrate some of these for the class.

5. Ask them what they think an old lady would sound like; what a toddler would sound like etc. Brainstorm more ideas as a class. Discuss why they think the voices sound that particular way (the volume used, the words that are spoken, the tempo etc).

6. Individually, students come up with a character, and speak with a voice that portrays the character, ensuring not to use body language or facial expressions. Students perform for the class and the class has to guess what character is being portrayed.At the end of the lesson, have the students reflect on which students’ performance was memorable and why.

‘Where’s the Gold?’ by Pamela Allen


5 Warm up: Eyes Right: Have students walk slowly through the area. Call out ‘freeze!’ Students should be completely still. Call out ‘eyes right!’. Students make eye contact with one other student to their right. If the student makes eye contact with another, the pair sits down. If not they can move again. Call out ‘move!’ Students continue moving through the area. Repeat several times until there is a clear winner or final pair.

Read2uChannel - Mr Archimedes' Bath by Pamela Allen: http://www.youtube.com/watch?v=tP1R-j6xXQY

Summative – Assessment Task A: Reflection


Activity:1. Discuss with students the dramatic elements needed when presenting to an

audience.a. - Facial expressionsb. - Hand gesturesc. - Body languaged. - Timinge. - Voice projection

2. Drama Detectives : Students will be provided with a worksheet (example: Appendix A) to be completed while they are viewing or when finished viewing the YouTube clip: ‘Read2uChannel - Mr Archimedes' Bath by Pamela Allen’ (this is only a suggested clip). Explain that students will be drama detectives and are required to find out whether or not the man in the clip they will be viewing is presenting all of the dramatic elements discussed. Their research will be written down on a worksheet and shared with the class. On the bottom of the page, they will be give the chance to write down two stars (positives) and one thought bubble (suggestion) as to the effectiveness of the short clip.Students watch the YouTube clip and note down their findings on the sheet provided. They then share their stars and thought bubbles to the class.

6 Warm-up: Barnyard - Give the students the choice of 3 animals (for example: pig, duck, cow). Students individually (and secretly) decide which animal they are going to be. Making only the noises of their chosen animal, students find the rest of the animals in their group.

Activity:1. Read through the ‘Is Your Grandmother a Goanna’ by Pamela Allen. Every time you

read, ‘The station master blew his whistle’, blow your whistle. Every time you read, ‘The train went choo choo’, blow your train whistle.

‘Is your Grandmother a Goanna?’ by Pamela Allen

1 x whistle1 x train whistle (generally a wooden block, when blown makes a sound like a train) (optional)

Formative - Observations


2. After you have finished reading through, ask what sort of noise and what type of action each animal makes. Practise these as a class.

3. Divide the class into groups of 4 or 5. Have the students decide who is going to play the little boy, who will be the train conductor, who will be the grandmother (who will be an animal for every other part of the story), and who will be the animals. Every person will pretend to be the train.

4. Read through the story again, and as you are reading have the children in their groups acting out each part (the little boy climbing down from the train; there are only walruses here; the station master blew his whistle etc.) The students will form a line and move around the room during the parts when the train is chuffing along.

5. Discuss how different animals move, and how during corroboree’s, the dancers will often depict different animals in their dance. Watch a YouTube clip (Australian Tjapukai Aboriginal Dance).

6. Students are to improvise different Australian animals based on drama styles observed in the clip. Ensure that you do NOT copy the dance moves observed in the clip, simply explore the style of drama.

Australian Tjapukai Aboriginal Dance: http://www.youtube.com/watch?v=c4s8CbBOuuA

7 Warm-up: Zoom Eek - A Zoom (car) is passed around the circle. Anyone can stop it and reverse it by shouting “EEK!” It must then change direction. No one can say “EEK” more than once. If you are feeling very strong, you can send two cars in opposite directions but that takes a lot of concentration.

Activity:1. Read the story ‘Who Sank the Boat?’ by Pamela Allen2. Examine each character in the story, what kind of voice they may have and what kind

of human character traits they may possess (e.g. the mouse may be meek, tiny whispery voice etc.)

3. Students will partake in a ‘hot seat’ activity. A student is selected to perform as one

Warm-up: Zoom Eek - A Zoom (car) is passed around the circle. Anyone can stop it and reverse it by shouting “EEK!” It must then change direction. No one can say “EEK” more than once. If you are

Summative – Assessment Task B


of the animals in the story and respond to questions posed AS the character they are performing. For example: A student may ask the ‘mouse’ - “Why did you decide to hop in the boat?” to which the mouse may respond in character voice and movement - “Well, all of my animal friends had already hopped in, and I thought I was the lightest of them all. I didn’t think that I would sink the boat. I did though!”

4. Continue with different students and characters.

8 Warm-up: The Minister's Cat. This is an alphabetical word game. Everyone gets in a circle and claps hands to the beat. Start with A.

Activity:1. Read ‘Share Said the Rooster’ by Pamela Allen. As you read through, point out facial

expressions and body language of the characters in the different pictures.2. Discuss with the children what happened in the book (when Bill and Ben were

arguing and not sharing they always made the situation worse).3. Explain what the activity is going to be: Students will work in pairs and they will need

to choose a scenario from the book when the two men fight (for example: when they are fighting over the apple in the tree and they accidentally knock over the ladder and get stuck). They will then work as a team to come up with 3 freeze frames to represent that scene. They will need to think about levels (high, medium, low); facial expressions (if they are angry, what do their faces look like?); beginning/middle/end to the story and body language (if they are starting to fall out of the tree, how can they use their body to show that?). They will do one freeze frame for each picture in that scenario.

4. Read the story again, pausing throughout to discuss where one scenario begins and ends, and to discuss the facial expressions, body language and levels that the scene uses.

Warm-up: The Minister's Cat. This is an alphabetical word game. Everyone gets in a circle and claps hands to the beat. Start with A.

Summative – Assessment Task B


5. Give students time to work on their 3 freeze frames.Have the students perform in front of their classmates. As the group is changing between scenes, have the audience close their eyes whilst the teacher counts backwards from 5. The idea is that the audience won’t see the change occur, but only the frozen picture in front of them. When they are finished, have the audience guess what the scene was that they just saw.


Appendix A Yes No

Facial expression

Hand gestures

Body language

Timing

Voice projection

Facial expression


CRITERIA SHEETContent Descriptors A B C D E2.1 - Explore role and dramatic action in dramatic play, improvisation and process drama(Lesson 7 - Hot Seat & 8 - Freeze Frame)

Student effectively expresses the role of a number of characters throughout all dramatic actions during the unit and maintains their role always

Student expresses the role of some characters throughout all dramatic actions during the unit and stays in character most of the time

Student is able to take on the role of a given character in lesson 7 and 8 and convey the role some of the time

With support, student is able to take on the role of a given character in lesson 7 and 8 though is Easily distracted when indirectly involved in presenting

With Support, student does not attempt to take on qualities of the character and is easily distracted when directly and indirectly involved in presenting

2.2 - Use voice, facial expression, movement and space to imagine and establish role and situation(Lesson 7 - Hot Seat & 8 - Freeze Frame)

Student displays emotion through the appropriate use of expression and speaks clearly to communicate their role.

Student moves safely and with expression and uses movements to effectively signify their character.

Student uses expression and speaks clearly to communicate their role.

Student moves safely and uses some movements to signify their character.

Student speaks clearly when taking on a role.

Student moves safely while performing.

Uses monotone when speaking.

With support, student moves safely while performing.

In spite of support, student does not attempt to establish role and situation through the use of voice, facial expressions, movement and space.

2.3 - Present drama that communicates ideas, including stories from their community, to an audience.(Lesson 8 - Freeze Frame)

Freeze frame has a coherent, controlled and complete structure enhanced by effective role, mood, tension and focus.

Freeze frame has a complete structure enhanced by effective role and focus.

Freeze frame contains a beginning and a complication. Where a resolution is present it is weak, or ‘tacked on’.

Freeze frame shows minimal evidence of narrative structure, e.g. a story beginning only

Teacher assistance needed to follow narrative structure in the freeze frame.

2.4 - Respond to drama and consider where and why people make drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples.(Lesson 5 - Appendix A)

An extensive and insightful response has been made to outline the positives and suggestions of the clip without support.

A detailed response has been made to outline the positives and suggestions of the clip without support.

A satisfactory response has been made to outline the positives and suggestions of the clip without support.

Support is required to respond to the clip ‘Archimedes’ Bath.’An attempt has been made to outline the positives and suggestions of the clip.

With support, student did not complete the task.


Assessment Performance TaskStudent Name:Year Level: 1/2Name of Task: Storybook DramaTeacher:Learning Area/s: The Arts - DramaAssessed By: Classroom TeacherDate Commenced: ______/______/______Date Due: ______/______/______Type of Task: ☐ Performance ☐ Written ReflectionTask Conditions: ☐ In class ☐ Group/IndividualAssessed By: ☐ Teacher ☐ Self

Task DescriptionYou will be participating in various drama performances and reflect on performances. For the reflection in lesson 5, you will be required to watch a YouTube clip and respond to the clip using the reflection template provided. In lesson 7 - ‘Hot Seat’ you will be required to take on the role of a character in the story “Who Sank the Boat” and respond to various questions posed AS that character. In lesson 8 – ‘Freeze Frame’ you will respond to the story “Share Said the Rooster”, working in pairs to choose a scenario from the book and come up with 3 freeze frames to represent that scene.

Procedure1. During lesson 5: You will watch a YouTube clip of a man who is reading “Mr Archimedes’ Bath”. Note down your findings on the sheet provided. Share your

stars and thought bubbles to the class.2. Lesson 7: The teacher will read the story ‘Who Sank the Boat?’ by Pamela Allen. You will examine each character in the story, what kind of voice they may

have and what kind of human character traits they may possess. You will then partake in a ‘hot seat’ activity where you will be given a character from the story and respond to questions posed AS that character you are performing.

3. Lesson 8: You will listen to the story “Share Said the Rooster”. You will be asked to select a scene from the book to convey as a freeze frame. There will be three parts in total. A freeze frame is a section of the story that has been ‘frozen’ so the characters are all doing something frozen in time, and the audience should be able to interpret what the scene is conveying from your body language and facial expressions. You will need to think about levels (high, medium, low); facial expressions (if they are angry, what do their faces look like?); beginning/middle/end to the story and body language (if they are starting to fall out of the tree, how can they use their body to show that?). As an audience member you will be required to guess which part of the story the group is portraying.


Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptors

being addressed

Learning and Teaching Strategies Assessment Strategies

- the curriculum place web viewby the end of this unit, students will be able to describe what...

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