Costume and Character

Lesson Overview

This 60-minute lesson, Costume and Character, is Lesson 14 of a 30-lesson unit titled Dynamic Physical Theatre Exploration for Year 10 Drama students in Australia. The lesson explores the role of costume in developing and communicating character within physical theatre. Students will analyse how costumes contribute to storytelling and characterisation, then apply their understanding by designing costumes for characters they have devised or selected.

The plan is fully aligned to the Australian Curriculum (v9) for Drama, focusing on Years 9-10 content descriptions related to creating, devising, understanding, and using design elements such as costume in drama.

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Curriculum Connections

Australian Curriculum (v9) Drama - Years 9 and 10

• AC9ADR10C01: Improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning.
• AC9ADR10D02: Rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning, including costume and design elements.
• AC9ADR10E01: Investigate use of elements of drama and design to communicate and/or challenge ideas, perspectives and/or meaning in drama across contexts.

Performance and design focus:

• Using costume as a design element to communicate character and dramatic action.
• Understanding how costume choices influence audience perception and shape meaning.
• Collaborating and reflecting on design choices to enhance characterisation.

These outcomes resonate with the lesson's focus on costume's impact on character development and visual storytelling in physical theatre .

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Learning Objectives

By the end of this lesson, students will:

1. Analyse the role of costume in drama in communicating character traits, social status, relationships, and context.
2. Explain how costume can enhance physical theatre by supporting movement and action.
3. Design creative and practical costume concepts for defined characters they have created or explored.
4. Reflect on how their costume designs influence character development and audience understanding.

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Lesson Structure (60 minutes)

Time	Activity	Description	Curriculum Links
0 - 10 min	Introduction and Discussion	- Teacher-led discussion: What is the role of costume in drama? - View examples from diverse theatre styles focusing on physical theatre costume choices. - Discuss how costume elements contribute to character identity and storytelling.	AC9ADR10C01_E3, AC9ADR10E01_E1
10 - 20 min	Group Costume Analysis Activity	In small groups (4-5 students), analyse a provided image or video clip of a physical theatre performance focusing solely on costume. Guiding questions: - What does the costume tell us about the character? - How does the costume support movement or physical storytelling? - How might changing the costume alter the character's meaning?	AC9ADR10E01_E1, AC9ADR10D02_E6
20 - 25 min	Class Sharing	Groups share their analysis with the class. Teacher summarises key insights about costume’s impact on character and audience perception.	AC9ADR10E01, AC9ADR10D02
25 - 35 min	Costume Design Briefing	Teacher explains design task context: each student will design a costume for their character (devised or scripted from earlier lessons). Focus on physical theatre aspects (movement, material, symbolic features). Provide templates/materials for sketching or digital design if available.	AC9ADR10C01, AC9ADR10D02
35 - 50 min	Costume Design Workshop	Students work independently to design their character costumes. They must consider how the costume reflects character personality, status, and physical theatre requirements (comfort, mobility, symbolism). Teacher circulates to provide feedback.	AC9ADR10D01_E1, AC9ADR10D02_E6
50 - 60 min	Peer Feedback and Reflection	In pairs, students present their costume designs, explaining their choices and reflecting on how the costume enhances character. Peers provide constructive feedback focused on drama conventions and aesthetic impact.	AC9ADR10D02_E2, AC9ADR10C01_E6

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Assessment

• Formative Assessment:

  • Observation during group discussions and workshop.
  • Quality and creativity of costume design, with justification of choices.
  • Participation in peer feedback reflecting understanding of costume's role.

• Success Criteria:

  • Students articulate coherent reasons for design choices linked to character.
  • Costumes demonstrate clear characterisation and practicality for movement.
  • Peer feedback is constructive and references drama elements and physical theatre conventions.

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Resources Required

• Projector/Screen for video/image examples.
• Costume design templates or art paper and drawing materials.
• Access to images or short clips of physical theatre performances showcasing distinctive costumes.
• Reflection and feedback sheets or digital device for notes.

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Teaching Notes and Differentiation

• Provide scaffolds such as character trait lists or costume vocabulary for students needing support.
• Challenge advanced students by asking them to incorporate symbolic costume elements relevant to theme or cultural context.
• Encourage students to consider sustainability or recycled materials as part of costume design to connect with contemporary issues.
• Link costume design to movement exercises in later lessons to practically test the designs.

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This lesson combines analysis, creativity and collaboration, immersing students in drama conventions while building skills crucial for physical theatre. Following Australian Curriculum standards for Years 9 and 10 Drama, it ensures students learn to use costume as a powerful storytelling tool and deepen their dramatic understanding and practical theatre skills .