Expressive Clowning -ASSESSMENT

Title: Expressive Clowning -ASSESSMENT
Current Content:

Year Level

Year 3

Duration

50 minutes

Class Size

30 students

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Australian Curriculum Alignment

Learning Area: The Arts – Drama
Year Level: 3
Content Descriptions:

• AC9ADR4C01: Make and perform drama that communicates ideas, using the elements of drama and collaboration (Years 3 and 4)
• Elaborations:
  • Using movement, voice and role to create imaginary characters and situations
  • Using space and time deliberately to shape dramatic action and meaning
• AC9ADR4C01_E1, E2, E3: Emphasise collaboration and use of movement, voice, time, space, and character to communicate ideas dramatically
• Assessment Emphasis: Making and Performing (movement, time, space, role, character, situation, voice) in small group devised drama 【8:AC9ADR4E02.md】【14:AC9ADR6C01.md】【13:AC9ADR8C01.md】

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Learning Objectives

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

1. Create and perform a short clown act in small groups demonstrating:
   • Movement: exaggerated walks, gestures, physical humour (falls)
   • Time: comic timing featured by pauses, slow motion, fast action
   • Space: purposeful use of stage space, including levels and directions
   • Role and Character: staying in clown persona consistently
   • Situation: simple, clear scenario (e.g., sharing a chair, getting ready for a party)
2. Collaborate effectively to devise drama through iteration and rehearsal
3. Present creative drama to an audience (the class) with confidence
4. Reflect briefly on the performance process in rehearsal sessions

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Resources Needed

• Open performance space free from hazards
• Chairs or simple props (e.g., one chair per group)
• Space markers or tape to delineate performance zones
• Stopwatch or timer for managing rehearsal and presentation times
• Projector or device for displaying slides

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Lesson Outline

1. Introduction (5 minutes)

• Warm greeting and set expectations for cooperative, focused work.
• Recap key Drama elements: Movement, Time, Space, Role, Character, Situation, Voice.
• Explain task: In small groups, create and perform a 1-2 minute clown act using these elements.
• Show examples of exaggerated clown movements and comic timing with physical demonstration.
• Present simple scenarios such as clowns sharing a chair or preparing for a party.

2. Group Formation & Brainstorming (5 minutes)

• Divide class into 6 groups of ~5 students each.
• Each group picks a scenario (provided or teacher-assigned).
• Brainstorm ideas for their clown characters and how to use movement, space, and timing comically.

3. Planning and Exploration (10 minutes)

• Groups plan their short acts, focusing on:
  • Movement: Exaggerated walks, gestures, falls
  • Time: Comic timing (pauses, slow/fast action)
  • Space: Use all areas of the stage, levels (standing, crouching)
  • Role/Character: Stay in clown persona throughout
  • Situation: Clear sequencing of events (e.g., who tries to sit, who falls first)
• Teacher circulates to prompt ideas and guide application of drama elements.

4. Rehearsal (15 minutes)

• Groups rehearse their acts, trying different movements and timing.
• Teacher encourages refining comic timing and use of space.
• Provide feedback on collaboration, clarity of character, and effectiveness of movement & voice.
• Quiet rehearsals to limit distractions.

5. Performances (10 minutes)

• Each group presents their 1-2 minute clown act to the class.
• Encourage peer audience to watch carefully, noticing use of movement, time, space, role, character, situation, and voice.

6. Reflection & Assessment (5 minutes)

• Brief whole-class discussion/questions on:
  • What movement or timing made the act funny?
  • How did group members use space creatively?
  • How did they stay ‘in character’ as clowns?
• Teacher notes observations aligned to objectives for assessment (movement, time, space, role, character, situation, voice).
• Encourage positive feedback and identifying one favourite moment from peer performances.

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Assessment Task: Clown Act Performance

Criteria (Aligned with Australian Curriculum v9)

Criterion	Descriptor
Movement	Uses exaggerated, clear physical gestures and actions (walks, falls) to create humorous effect
Time	Demonstrates comic timing including deliberate pauses, slow and fast actions to enhance humour
Space	Intentionally uses stage space creatively including levels and directions, avoiding static or blocked arrangements
Role & Character	Maintains consistent clown persona throughout performance
Situation	Establishes and portrays a simple, identifiable comic scenario
Voice	Uses vocal expression appropriate to clown characters (e.g., tone, volume, pitch)
Collaboration	Works cooperatively in group, rehearsing and negotiating ideas

Assessment Mode

• Teacher observation of group rehearsals AND final group performances.
• Anecdotal notes and checklist referencing the above criteria.

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Assessment Rubric: Clown Act Performance

Criterion	Excellent (3)	Satisfactory (2)	Needs Improvement (1)
Movement	Uses highly exaggerated, clear, and varied physical gestures and actions that consistently create humour.	Uses some exaggerated gestures and actions that generally create humour.	Uses limited or unclear gestures and actions; humour is not effectively conveyed.
Time	Demonstrates excellent comic timing with well-placed pauses, slow and fast actions that enhance humour.	Shows some understanding of comic timing with occasional effective pauses and pace changes.	Struggles to use timing effectively; pauses and pace changes are inconsistent or missing.
Space	Creatively and confidently uses the entire stage area, including varied levels and directions, enhancing the performance.	Uses stage space adequately with some variation in levels and directions.	Limited or ineffective use of stage space; performance feels static or blocked.
Role & Character	Maintains a strong, consistent clown persona throughout, fully engaging the audience.	Generally stays in character with minor lapses.	Frequently breaks character or shows little understanding of clown persona.
Situation	Clearly establishes and portrays a simple, engaging comic scenario that is easy to follow.	Portrays a basic comic scenario that is mostly clear to the audience.	Scenario is unclear or confusing, making it difficult to follow the story.
Voice	Uses voice expressively with varied tone, volume, and pitch appropriate to clown characters.	Uses voice with some variation in tone, volume, or pitch, but inconsistently.	Voice is mostly monotone or inappropriate, reducing character believability.
Collaboration	Works very effectively with others, sharing ideas, rehearsing cooperatively, and supporting peers.	Works cooperatively with some sharing of ideas and rehearsal effort.	Shows limited cooperation or participation; struggles to work as part of the group.

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Slide Guide for Assessment 1: Clown Act

Slide 1: Task Overview

Title: Clown Act Challenge!

• Create a short (1-2 minute) clown act in groups
• Use movement, time, space, role, character, situation & voice

Slide 2: Movement

• Exaggerate your walks and gestures
• Use funny falls or trips

Slide 3: Time

• Make your audience laugh with comic timing
• Use pauses, slow motion, and fast action

Slide 4: Space

• Move around the stage creatively
• Try different levels: sit, stand, crouch

Slide 5: Role & Character

• Stay in your clown persona all the time
• Think about your clown’s personality

Slide 6: Situation

• Simple story idea: e.g., sharing one chair, getting ready for a party
• Make sure everyone’s actions tell the story

Slide 7: Voice

• Use your voice to sound like a clown!
• Try funny tones, volume changes, and pitch

Slide 8: Performance & Rehearsals

• Practice your act well
• Work together in your group
• Perform to the class proudly!

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Teacher Tips for Success

• Model exaggerated movements and funny timing prior to group work.
• Manage timing carefully to keep energy high and maintain engagement.
• Encourage respectful and positive peer feedback to build confidence.
• Use dramatic questions like "What would a clown do next?" to inspire improvisation.
• Celebrate creativity and humour as much as technical skill.

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This plan provides an engaging, curriculum-aligned drama experience designed to sharpen Year 3 students' creative and performance skills using the universally enjoyable medium of clowning, while meeting