Character Movement Magic

Year Level

Year 1 (also suitable for mixed Foundation and Year 1 class)

Duration

60 minutes

Unit

Dreamtime Drama Adventures – Lesson 2 of 7

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WALT (We Are Learning To)

• Use movement and body language to explore and express the traits of characters from Dreamtime stories.
• Communicate emotions and actions through miming.
• Develop confidence in portraying characters without words.

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Australian Curriculum (v9) Drama Links

• Content Description:
  AC9ADR2D01 – Use the elements of drama and imagination in dramatic play and/or process drama
  AC9ADR2P01 – Share their drama in informal settings

• Elaborations:

  • Taking part in purposeful dramatic play focusing on creating roles and situations (AC9ADR2D01_E4).
  • Using movement and voice/vocalisation to communicate ideas and feelings (AC9ADRFD01_E7).
  • Retelling stories through acting and sharing with an audience (AC9ADR2P01_E1).
  • Using facial expressions, gestures, and body movement to communicate emotions (AC9ADRFE01_E1).
  • Employing drama terminology such as role, movement, gesture (AC9ADR2D01_E3).

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Learning Objectives

By the end of the lesson, students will:

• Identify key traits of a Dreamtime character.
• Use their body to convey a character’s emotions and actions.
• Practice miming techniques to express character traits without words.
• Respectfully listen and respond to peers’ creative presentations.

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Resources Needed

• Selected Dreamtime storybooks or simple summaries of characters (prepared beforehand).
• Open space for movement (classroom or hall).
• Visual cues of characters (pictures, name cards).
• Worksheets for drawing or cutting and pasting character traits (for differentiation).
• Music for warm-up and cool down (optional).

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Lesson Outline

1. Introduction and Warm-up (10 minutes)

• Teacher explains WALT so students understand lesson purpose.
• Brief group warm-up movement activity: “Shake Out” to release energy and focus — shaking limbs, stretching, and simple body movements.
• Discuss the Dreamtime story characters briefly (reference prior lesson or recap).
• Ask: “What do you think your character looks like when happy? Sad? Angry? How might they move?”

Differentiation: For Foundation students or those needing extra support, use picture cards showing emotions as cues.

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2. Character Trait Brainstorm & Movement Exploration (15 minutes)

• Divide class into small groups (4-5 students). Each group selects one Dreamtime character (teacher assigns or allows choice).
• Group brainstorm: List character traits on a whiteboard or large paper (e.g., brave, clever, shy).
• Teacher models simple physical movements expressing each trait (e.g., shy – small, slow steps; brave – strong stance).
• Students take turns miming the traits without words, focusing on body language, facial expressions, and movement quality.

Differentiation: Students who prefer drawing or cutting and pasting can create a "Character Trait Collage" sheet with pictures or drawings illustrating emotions and traits.

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3. Miming Emotions and Actions (20 minutes)

• Whole class engages in a “Character Freeze Frames” game:

  • Teacher calls out an emotion or action related to the character (e.g., “the character is scared” or “the character is hunting”).
  • Students use their bodies (no talking) to mime and freeze in place showing that emotion/action.
  • The class guesses the emotion or action, using simple drama vocabulary (happy, sad, scared, etc.).

• Follow with "Pass the Character" game in pairs:

  • One student mimes a character trait or movement; the partner guesses and then copies, adding their own variation.

Differentiation: Scaffold language by providing sentence starters: “My character feels ___ because…” or “My character moves like this because…”.

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4. Group Sharing and Reflection (10 minutes)

• Each group presents one mime freeze frame or short sequence showing their character’s trait/movement to the class.
• Encourage positive feedback using sentence starters: “I liked how you showed ___ by ___,” or “I felt the character was ___ because you moved like that.”
• Teacher highlights the use of movement and body language for storytelling, connecting back to the Dreamtime story’s meaning and respect for culture.

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5. Cool Down and Consolidation (5 minutes)

• Gentle stretching and breathing exercises.
• Brief circle time sharing: What did you enjoy? What was hard? What did you learn about your character?
• Reinforce drama terms: mime, movement, emotion, trait, character.

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Assessment (Formative)

• Observation of students' participation in miming activities and use of body language to express character traits.
• Informal discussion and questioning during group sharing to assess understanding of character traits and emotions.
• Collect student drawings/collages if created, to assess connection between character traits and expression.

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Differentiation Strategies for Diverse Learners

• Foundation students: Use visual aids, fewer movement sequences, and more guided modelling by teacher or peers.
• Students with additional needs: Allow alternative ways to participate (e.g., focusing on facial expressions only, or using simple props).
• Advanced learners: Encourage adding vocal noises (non-verbal sounds) to enrich miming or creating short dialogues for their characters in later lessons.
• EAL/D students: Use simple language, visual cues, and allow peer support in group activities. Provide clear, short instructions and repeat as needed.

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Cross-Curriculum Priorities / General Capabilities

• Aboriginal and Torres Strait Islander Histories and Cultures: Through respectful engagement with Dreamtime characters and stories, building awareness of cultural significance of the arts and stories.
• Personal and Social Capability: Collaborating in groups, sharing, listening respectfully, and giving constructive feedback.
• Communication: Using body language and facial expression as non-verbal communication.

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This lesson capitalises on kinaesthetic learning, social interaction, and creativity to enable young students to deepen their understanding of storytelling through drama aligned directly with the Australian Curriculum v9 Drama standards for Years 1 and Foundation students【7:AC9ADR2D01.md】【11:AC9ADR2P01.md】【4:AC9ADRFD01.md】【5:AC9ADRFE01.md】. It encourages inclusive participation through differentiated approaches and integrates cultural awareness, making Dreamtime stories come alive in a respectful, engaging manner.