Exploring Levels Physically

Year Level

Year 10

Duration

60 minutes

Class Size

25 students

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Curriculum Alignment

This lesson is designed in accordance with the Australian Curriculum (v9) for Drama at Year 10. It specifically addresses the following content descriptions and elaborations:

• 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. This includes exploring movement and space to heighten dramatic meaning .

• AC9ADR10D01: Develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions .

• AC9ADR10D02: Reflect on 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 .

• AC9ADR10P01: Perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama .

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Learning Objectives

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

1. Understand and apply the concept of physical levels (high, medium, low) in performing and devising physical theatre pieces.
2. Collaboratively create and perform short devised physical theatre sequences that utilise varied levels to communicate ideas or narratives.
3. Reflect on and critically evaluate their own and peers’ use of levels in physical theatre to enhance dramatic meaning.
4. Demonstrate skills in physical theatre performance including spatial awareness, body control, and expressive movement.

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Resources Needed

• Open performance space clear of obstacles
• Markers or tape for spatial boundaries (optional)
• Drinking water
• Reflection journals or digital devices for recording reflections (optional)

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Lesson Outline

1. Warm-up Activity: Body Awareness & Levels Introduction (10 minutes)

Purpose: Prepare students physically and mentally while introducing the concept of levels.

• Begin with whole-body stretching focusing on range of movement, encouraging awareness of full-body articulation.
• Explain the concept of ‘levels’ in physical theatre: high (standing upright / elevated), medium (half-kneeling or seated), and low (sitting on the floor / lying down).
• Lead a brief movement exploration where students move autonomously through the space, shifting between these three levels with attention to transitions.
• Include variations in tempo and energy to enhance engagement.

Curriculum Link: Develops students' body control and spatial awareness aligned with elements of drama like movement and space .

2. Main Activity Part 1: Levels Exploration Exercises (15 minutes)

Purpose: Deepen understanding of levels through structured tasks.

• Divide class into groups of five.
• Each group is given a prompt or theme (e.g., "A journey," "Conflict," or "Transformation").
• Task 1: Create three still images/ tableaux using different levels to represent the theme’s different emotional moments or ideas.
• Encourage students to think creatively about how levels can show power, status, emotion, and relationships (e.g., a high level might represent dominance, low for vulnerability).
• Groups briefly share their tableaux with the class, focusing on how level choices affect meaning.

Curriculum Link: Using elements of drama to convey meaning and manipulating space in dramatic action .

3. Main Activity Part 2: Devising a Short Physical Theatre Sequence Incorporating Levels (20 minutes)

Purpose: Apply knowledge actively to create performance work.

• Keep the same groups, and ask them to devise a 2-3 minute physical theatre piece that tells a short story or conveys a concept using primarily levels physically.
• Remind students to utilise transitions between levels dynamically and think about body positioning, proxemics, and group formations.
• Teacher circulates, observes, and supports creative exploration, encouraging risk-taking and collaboration.
• Groups rehearse and prepare to perform.

Curriculum Link: Devising drama collaboratively with application of physicality and movement to communicate ideas .

4. Performance & Reflection (15 minutes)

Purpose: Showcase work and develop critical reflection skills.

• Each group performs their devised sequence.
• After each performance, conduct a brief peer feedback discussion guided by these questions:
  • How effectively did the group use levels to communicate meaning?
  • What emotions or ideas did the different levels suggest?
  • How did physical changes in level influence the story or impact?
• Students then individually write a quick reflection (~5 minutes) in their journals or devices addressing:
  • Their learning about levels in physical theatre.
  • What challenges they faced.
  • What they would like to develop further in future work.

Curriculum Link: Reflect on their own and others’ use of elements of drama to inform future dramatic choices .

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Assessment

• Formative: Observation of participation and engagement during exploration exercises and devised physical theatre sequences.
• Peer feedback: Use of critical questioning after performances develops students’ evaluative skills.
• Reflection: Individual written reflections provide insight into students’ understanding of how physical levels shape meaning in drama.

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Differentiation Strategies

• Provide scaffolding prompts with images/examples of level use in physical theatre for students who need more guidance.
• Challenge advanced students to incorporate symbolic use of levels or explore contrast (e.g., rapid shifts between levels).
• Allow students with physical limitations to adapt movements or focus on levels expressed through upper body and facial expression.

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Teacher Notes

• Emphasise safe physical practice during warm-up and activity.
• Encourage risk-taking but maintain respectful group collaboration.
• Connect the lesson to future units on non-verbal communication and physical storytelling.
• Consider inviting students to video their performances for further self-analysis or to extend into digital drama projects.

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This lesson plan harnesses levels as a foundational physical theatre concept, fostering creative collaboration aligned with Year 10 Australian Curriculum Drama standards. It balances physicality, theatricality, and critical reflection to engage and challenge students within a 60-minute period.

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If you would like, I can also provide a detailed teacher script or handouts for activities to further support lesson delivery!