Creating Characters: Who Am I?

Overview

In this 60-minute drama session for Australian Prep students (Foundation Year), students will explore character-building through imaginative play. They will create their own characters using props and costumes, and share their creations with peers, developing foundational drama skills aligned with the Australian Curriculum (v9).

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Curriculum Alignment

Australian Curriculum: The Arts – Drama Foundation Year

• Content Description:
  AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
• Performance and Context focus areas including:
  • Using dramatic play to take on the point of view of a fictional character (AC9ADRFD01_E4).
  • Exploring their speaking and singing voices to communicate ideas and feelings (AC9ADRFD01_E7).
  • Repurposing materials and objects such as clothing or packing boxes as starting points for imagining characters and scenes (AC9ADRFC01_E6).
• Sharing arts works through performance walk, presentation, or show and tell (AC9ADRFP01_E5, AC9ADRFP01_E6).

This lesson integrates these elements to develop character creation, imaginative play, and performance skill in an age-appropriate, engaging manner .

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Learning Objectives

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

• Imagine and create a character using props and costume elements.
• Use movement, voice, and facial expressions to portray their character.
• Collaborate with peers through sharing and responding to others’ character creations.
• Use simple drama vocabulary: character, role, costume, prop, pretend, story.

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Resources Needed

• Variety of simple props (hats, scarves, gloves, glasses, bags etc.)
• Costume pieces (simple cloaks, capes, hats, fake jewellery)
• Open space for movement and small presentations
• Optional: Mirrors for self-observation
• Picture cards or story prompt visuals

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Lesson Structure

Time	Activity	Details
0-10m	Warm-up: Imaginative Movement and Voice Play	Engage in a fun, simple movement game where students pretend to be different animals or objects (e.g., tree swaying, bouncing ball, loud lion). Encourage exploration of voice and body to express character traits. This primes creativity and expressive skills (AC9ADRFD01_E7).
10-20m	Introduction to Characters and Props	Show a variety of props and costume items. Explain that these will help them become different characters. Briefly introduce simple drama terms (character, prop, costume, pretend). Use a picture card to introduce a character prompt, e.g., “What kind of person wears this hat? How do they walk or talk?”
20-40m	Character Creation and Exploration	Students select a prop or costume piece and create an original character inspired by it. Encourage posing, movement, and voice that match their character. Provide prompting questions to scaffold creativity: "Who are you? What do you like? How do you feel?" Students practice individually and in pairs, supporting turn-taking and listening skills (AC9ADRFD01_E4).
40-55m	Sharing and Reflection	Each student presents their character to the class through a short 'freeze-frame' pose and a sentence about who they are. Encourage peers to ask simple questions or make observations (e.g., “I like your scarf! Are you happy or sad?”). Reinforce positive feedback using drama vocabulary. (AC9ADRFP01_E5, AC9ADRFP01_E6).
55-60m	Cool Down and Closure	Circle time: Reflect on the experience by asking “What did you enjoy about being your character?” and “What new things did you learn about using your body and voice?” End with a calming group breathing exercise or gentle stretching to wind down.

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Assessment Strategies

• Observation: Teacher observes student engagement, ability to use voice, movement, and props to portray a character.
• Anecdotal Notes: Quick notes on individual student's imaginative contribution and participation during sharing.
• Peer Feedback: Children give simple, guided positive feedback during sharing to build confidence and vocabulary.
• Self-Reflection: Classroom discussion at closure encourages children to articulate their learning in simple terms.

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Differentiation

• Support: Provide one-on-one support for students who require additional help selecting or using props. Use visuals and modelling to scaffold expression.
• Extension: Challenge more advanced students to invent a backstory for their character or show how their character moves in different moods (happy, sad, excited).
• Accessibility: Ensure all costume and prop items are safe, non-allergenic, and manageable for young children. Provide alternative sensory-friendly options if necessary.

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Teacher Tips to Impress

• Use enthusiastic modelling to demonstrate artistic risk-taking and imaginative character play.
• Incorporate gentle repetition and clear language to support prep learners’ attention spans.
• Capture moments of student performances on a tablet for reflection or a digital "character gallery" on the classroom board.
• Use the Australian Curriculum drama vocabulary strategically during discussions to build language skills aligned with the curriculum.

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References to Australian Curriculum (v9)

• Drama Foundation Year (AC9ADRFD01): Using play, imagination and arts processes to develop ideas.
• Drama Foundation Year Elaborations (AC9ADRFD01_E4, AC9ADRFD01_E7): Taking on fictional characters, exploring voices and movements to communicate ideas.
• Sharing Arts Works (AC9ADRFP01_E5, AC9ADRFP01_E6): Presenting artistic expressions and responding to peer feedback through language and discussion.

By aligning the lesson plan closely with these curriculum codes, we ensure strong educational outcomes for young students developing foundational drama skills through playful engagement with character creation and performance .

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If you want, I can also help generate printable student worksheets or digital reflection prompts for this lesson!