Character Intentions

Year Level

Year 7

Duration

54 minutes

Class Size

25 students

Unit Context

This is Lesson 5 of 8 in the unit titled "Stories of Country and Culture." In this lesson, students will dive into the concept of subtext in drama performance, focusing on how underlying character intentions influence actions. Students will analyse scenes from the play The Mimis and practise conveying subtext through performance.

Australian Curriculum Alignment

Content Descriptions

AC9ADR8C01: Improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form.
AC9ADR8D01: Develop performance skills relevant to selected drama styles and/or forms, including voice, movement, and use of space.
AC9ADR8C02: Evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning.
AC9ADR8D02: Reflect on own and others’ drama to inform choices in manipulating elements and conventions to shape dramatic action.

General Capabilities

Critical and creative thinking: analysing subtext, interpreting character intentions.
Personal and social capability: collaborating in group work, respecting diverse cultural perspectives in stories.
Intercultural understanding: exploring stories related to Country and culture, engaging respectfully with Indigenous cultural content.

Learning Objectives

By the end of this lesson, students will be able to:

Define and explain the concept of subtext and character intention in drama.
Analyse scenes from The Mimis to identify subtext and underlying intentions of characters.
Use vocal tone, body language, and facial expression to convey subtext in improvisations.
Collaboratively perform scripted scenes demonstrating awareness of character intentions through subtext.
Reflect on how subtext adds depth to drama and influences audience interpretation.

Resources Required

Copies of select scenes from The Mimis (script excerpts).
Photos or video clips from The Mimis production (if available).
Open performance space.
Whiteboard or chart paper for defining key terms.
Reflection worksheets for students.
Stopwatch or timer.

Lesson Structure

1. Introduction & Engagement (10 minutes)

Begin by asking students: What does a character really mean if they don’t say it? Brief discussion to activate prior knowledge.
Introduce the terms subtext and character intention:
Subtext: The unspoken thoughts and feelings behind the spoken lines.
Character Intention: What the character really wants or is trying to achieve in each moment.
Write definitions on the board with examples.
Show a brief video or read a short scene from The Mimis where subtext is clear.
Discuss briefly what the characters’ intentions might be beyond the words.

2. Scene Analysis in Small Groups (15 minutes)

Divide the class into 5 groups of 5 students.
Provide each group with a different short scripted scene excerpt from The Mimis.
Ask groups to:
Read the scene aloud.
Identify the subtext and character intentions in at least one character's lines.
Discuss how subtext influences the character's behaviour and relationships.
Provide guiding questions:
What is the character really thinking or feeling?
How does this affect what they say or do?
What might the other character sense or respond to, even if it is not stated?

3. Practical Improvisation Exercise (15 minutes)

Within groups, assign roles and rehearse performing the scene focusing on showing subtext through:
Voice: tone, pace, volume.
Movement: gestures, posture, proxemics.
Facial expression.
Encourage students to experiment by changing these elements and observing how meaning changes.
Invite two groups to perform their scenes for the class.
After performances, facilitate brief peer feedback focusing on how well subtext and intention were conveyed and understood.

4. Whole Class Reflection and Discussion (10 minutes)

Discuss as a class:
How did subtext deepen your understanding of the characters?
How does being aware of character intentions change the way people perform and watch drama?
What strategies helped you express or interpret subtext?
Promote reflection on the importance of subtext in storytelling and cultural narratives, linking back to the unit’s emphasis on stories of Country and culture.

5. Written Reflection (4 minutes)

Students individually complete a brief reflection worksheet:
Define subtext in their own words.
Explain why character intention is important in drama.
Describe one thing they learnt about performing subtext.
Collect worksheets for formative assessment.

Assessment Opportunities

Formative assessment will be based on:

Group discussions and analysis accuracy of subtext in The Mimis scenes.
Observation of students’ practical application of subtext through voice and movement during improvisations.
Peer feedback that demonstrates understanding of character intentions.
Reflection worksheet responses assessing comprehension of key concepts.

Differentiation and Inclusion

Provide script excerpts with varying degrees of complexity.
Support English Language Learners by pairing them with peers, using visual aids and role-play.
For students who find performing challenging, allow options such as narrating the subtext or directing peers.
Encourage culturally responsive practices by valuing students’ interpretations and backgrounds linked to stories of Country and culture.

Extension Suggestions

Invite students to create their own short scenes inspired by The Mimis that include clear subtext.
Explore other Aboriginal and Torres Strait Islander dramas that use subtext and character intention.
Use digital tools to record and review performances, focusing on voice and body language.

This lesson plan builds directly on the Australian Curriculum (v9) Drama standards for Years 7 and 8, clearly addressing improvisation, scripted drama interpretation, reflection, and performance skills development, especially regarding character depth and subtext as required in the unit "Stories of Country and Culture".

Teaching Instructions