Expressing Emotions

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Lesson Overview

Subject:

Drama

Year Level:

Year 5

Curriculum Area:

The Arts – Drama

Duration:

50 minutes

Student Count:

30 students

Aim:

To develop students' understanding and expression of emotions through drama activities.

General Capabilities:

• Literacy
• Critical and Creative Thinking
• Personal and Social Capability

Focus Areas:

• Confidence and self-esteem through role-playing
• Depiction and celebration of human experiences
• Collaborative performance

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Lesson Objectives

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

1. Identify and express different emotions through verbal and non-verbal communication.
2. Understand the impact of body language in conveying emotions.
3. Collaboratively create and perform a short skit that expresses a specific emotion.

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Materials Needed

• Whiteboard and markers
• Emotion flashcards (with different emotions like happy, sad, angry, scared, etc.)
• A set of simple props (hats, scarves, glasses, etc.)
• Space for group performances

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Lesson Structure

Introduction (10 minutes)

1. Greeting and Settling (2 minutes)

   • Welcome the students and have them sit in a circle.
   • Briefly talk to them about the day's focus: expressing emotions through drama.

2. Brainstorming Emotions (3 minutes)

   • Ask students to share different emotions they know. Write these on the whiteboard.

3. Introduction to Activity (5 minutes)

   • Explain that the class will be using drama to express and understand emotions.
   • Show emotion flashcards to the students and discuss how each emotion can be expressed through facial expressions and body language.

Main Activity (30 minutes)

1. Emotion Freeze Frames (10 minutes)

   • Split the class into groups of 5.
   • Each group picks an emotion card.
   • Groups have 3 minutes to create a 'freeze frame' that represents their emotion.
   • Groups present their freeze frames to the class, who will guess the emotion being portrayed.

2. Role-Playing Skits (20 minutes)

   • Assign each group a different scenario that involves their emotion (e.g., losing a favourite toy, winning a game, being frightened by a storm).
   • Allow groups 10 minutes to plan and rehearse a short skit (2-3 minutes) emphasising their assigned emotion.
   • Provide simple props for students to use in their skits.
   • Each group performs their skit in front of the class.
   • After each skit, briefly discuss with the class what they observed about the emotion portrayed.

Conclusion (10 minutes)

1. Reflection and Discussion (5 minutes)

   • Gather students back in a circle.
   • Discuss what they learned about expressing and recognising emotions.
   • Ask students how they felt performing and watching the skits.

2. Wrap-Up Activity (5 minutes)

   • Play a quick round of "Emotion Charades" where students pick an emotion card and act it out silently while the rest of the class guesses the emotion.

Homework/Extension

• Writing Exercise: Ask students to write a short story or diary entry describing a time when they felt a strong emotion. They should include details about how they expressed that emotion non-verbally.
• Class Discussion: Plan for a future class discussion where students can share their stories and discuss different ways people might express emotions.

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Assessment

• Formative Assessment:
  • Observe student participation during group activities.
  • Note the ability to convey and interpret emotions through body language and facial expressions.
• Summative Assessment:
  • Evaluate the skit performances based on creativity, collaboration, and emotional expression.
  • Review the homework writing exercise for understanding and personal reflection on emotional expression.

By integrating these structured and dynamic activities, teachers can effectively engage Year 5 students in understanding and expressing emotions through drama aligned to the Australian Curriculum standards.

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Notes for Teachers

• Ensure students feel safe and supported while expressing emotions; establish a respectful and encouraging atmosphere.
• Modify the lesson as needed based on the class's response and engagement during activities.
• Encourage positive feedback from peers to promote a supportive learning environment.