Contemporary Physical Theatre

Lesson Overview

Year Level: 10
Duration: 60 minutes
Class Size: 20 students
Unit: Dynamic Physical Theatre Exploration (Lesson 27 of 30)
Lesson Title: Exploring Contemporary Physical Theatre
Lesson Description: Students investigate contemporary practitioners and styles in physical theatre, focusing on analysing a selected contemporary physical theatre performance to understand how practitioners use the elements of drama and performance skills to communicate meaning.

Australian Curriculum Links

AC9ADR10E01: Investigate use of elements of drama, performance skills and/or conventions to communicate and/or challenge ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
AC9ADR10C02: Rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning
AC9ADR10D02: Reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action

Learning Objectives

By the end of this lesson, students will:

Identify key characteristics and conventions of contemporary physical theatre styles and practitioners.
Analyse how elements of drama (movement, space, time, tension, symbol) and performance skills are used in a selected physical theatre performance to convey ideas and evoke audience responses.
Reflect on the aesthetic and expressive choices made by practitioners in contemporary physical theatre.

These objectives align primarily with AC9ADR10E01 and AC9ADR10D02 from the Australian Curriculum for Years 9 and 10 Drama【17:AC9ADR10E01.md】【18:AC9ADR10D02.md】.

Resources

Video or live recording of a selected contemporary physical theatre performance (e.g., a work by the physical theatre company Frantic Assembly, DV8 Physical Theatre, or an Australian company like Strut & Fret).
Projector and sound system to screen the performance.
Worksheet for performance analysis (customised with guiding questions using elements of drama language).
Whiteboard and markers for brainstorming.
Open floor space for discussion and reflection activities.

Lesson Procedure

1. Introduction (10 minutes)

Set Context: Recap previous lessons briefly about physical theatre and its characteristics (non-verbal storytelling, use of body, movement to convey meaning).
Hook: Show a very short, impactful clip (~2 minutes) from the selected performance emphasizing distinctive physical theatre style.
Discuss: Prompt students with questions:
- What did you notice about the performers’ use of their bodies?
- How did movement, space, and tension create meaning?
- How did this style feel different from traditional theatre or dance?

This introduction sets the scene for investigative analysis referencing drama elements as per curriculum expectations【17:AC9ADR10E01.md】.

2. Main Activity: Performance Viewing and Analysis (30 minutes)

Step 1 - Watch Full Performance: Show a curated 10-15 minute excerpt of the selected contemporary physical theatre piece.
Step 2 - Guided Analysis: Distribute worksheets with targeted analytical questions linked to drama elements and conventions. Examples:
- Identify moments where movement replaces dialogue or narration—what is being communicated?
- How do the performers use space and physical proximity to show relationships?
- What symbols or metaphors emerge through gesture or physical interaction?
- How does the pacing and use of tension affect audience engagement?
- What emotional response did the performance evoke—how was this achieved?
Step 3 - Pair Discussion: Students discuss their answers and observations in pairs, encouraging peer learning and deepening understanding.
Step 4 - Class Share: Facilitate a class discussion where select pairs present key insights. Record important points on whiteboard to create a shared understanding of contemporary physical theatre’s features.

This activity develops critical viewing, analysis skills, and understanding of practitioners’ aesthetic choices as detailed in AC9ADR10E01 and AC9ADR10C02【17:AC9ADR10E01.md】【1:AC9ADR10C02.md】.

3. Reflection and Consolidation (15 minutes)

Reflective Journal/Exit Task: Students individually write a short response reflecting on:
- What new understanding they have about contemporary physical theatre.
- How the performance challenged or confirmed their views of physical theatre.
- Any particular technique or moment that inspired them and why.
Group Reflection: Optionally, students can share reflections with the whole class or small groups, fostering articulation of personal responses and empathetic engagement with the art form.

This reflection process aligns with curriculum focus on informing future dramatic practice through evaluation and reflection (AC9ADR10D02)【18:AC9ADR10D02.md】.

Assessment

Formative: Observation of participation in discussion (pair and whole class) and insight demonstrated in worksheet responses.
Reflective journal entries will provide evidence of students’ ability to analyse drama elements and articulate personal responses to physical theatre.

Differentiation and Extension

For students needing support: Provide sentence starters on the worksheet and allow small group discussions with teacher facilitation.
For advanced students: Challenge them to connect physical theatre conventions seen with broader cultural or social meanings or to propose how they might create their own physical theatre piece based on themes from the performance.

Teacher Notes

Select a performance exemplar that is age-appropriate and accessible. Preferably one with Australian physical theatre context or practitioners to align with culturally relevant exploration.
Encourage students to use drama-specific vocabulary (movement, tension, spatial relationships, symbolism).
Reinforce that physical theatre is a collaborative, highly physical art form blending elements of theatre, dance, and visual storytelling.
Use Viewpoints (space, time, shape) as a framework for analysis to deepen understanding.

This lesson plan is structured to engage Year 10 students deeply with contemporary physical theatre through investigation, critical analysis, and reflection, in line with the Australian Curriculum (v9) Drama learning objectives and elaborations for Years 9 and 10. It balances theoretical and practical understanding with age-appropriate pacing over 60 minutes, preparing students for further creative exploration in subsequent lessons.【17:AC9ADR10E01.md】【18:AC9ADR10D02.md】【1:AC9ADR10C02.md】

Teaching Instructions