Curriculum Links

• Australian Curriculum, The Arts / Drama Year 2
• Content Descriptor: ACADRM028 - Explore and experiment with the elements of drama: voice (dynamics, pace, pitch), movement (gestures, posture, facial expressions), role (fictional characters, listening/responding in role), and situation (establishing fictional setting and relating to it in role) to create drama
• General Capabilities: Critical and Creative Thinking, Personal and Social Capability

Learning Objectives (WALT & WILF)

• WALT: By the end of this lesson, students will use facial expressions to tell a story and express emotions without speaking.

• WILF:

  • All can identify and recognise facial expressions and their emotions.
  • Most will create and perform facial expressions to show feelings.
  • Some will devise and enact a brief silent scene using facial expressions.

Lesson Duration: 40 minutes

Class Size: 24 students (approx.)

Resources Needed

• Visuals of "Inside Out" characters
• Emotion cards with facial expressions and associated emotion names
• Group activity prompts (emotion scenarios, charades instructions)
• Open space for movement and performance
• Tick/dot charts for informal assessment
• (Optional) Video recording device for feedback and reflection

Lesson Breakdown

1. Inform / Inspire (5 min)

• Introduce lesson purpose and success criteria:
  "Today, we will use only our faces to show feelings and stories, no words needed!"

• Show image of "Inside Out" characters to spark interest and discussion.

• Guided Questions:

  • What is a facial expression?
  • Why do we make facial expressions?
  • What happens to my mouth when I am happy? Sad?

• Explicitly state the four drama elements to be explored, focusing on movement & role here via facial expressions.

2. Show / Share (5 min)

• Demonstrate facial expressions: happy, sad, angry, surprised, scared, confused.
• Ask students to mimic each carefully.
• Provide context story for each (e.g., "My friend said we’re going to the movies, I was surprised then happy!") to connect emotion and expression.
• Discussion:
  • How does the face change between surprised and happy?
  • Why are facial expressions important in drama?
• Fact-share: About 90% of communication is non-verbal, much via face!

3. Try / Transfer - Group & Pair Work (10 min)

• Facial Expression Charades

  • Groups of 4.
  • One student picks an emotion card; uses only facial expressions to act it out.
  • Others guess the emotion.
  • Teacher circulates offering positive, developmental feedback ("Try widening your eyes even more to show surprise").
  • Use visuals or cue cards for students needing support.

• Pairs Practice

  • Partners improvise simple scenarios (e.g., friends skipping to get ice cream), showing feelings with faces.
  • Emphasise voice will not be used here to deepen understanding of silent expression.

4. Apply / Action - Small Group Creation (10 min)

• In groups of 4-6, students create and perform a short silent drama scene (1-2 minutes) focusing on facial expressions and body language only (no talking).

• Provide prompts such as:
  "Imagine you are playing a game passing a ball around and sometimes someone misses — what emotions could each player show?"

• Encourage use of all four drama elements explored:

  • Voice: pitch and pace silent but implied
  • Movement: big/small movements, posture, facial expression
  • Role: pretend character in the scene
  • Situation: the game context established and maintained

• Observe and assess: engagement, use of expressions, creativity.

5. Review / Revise / Reflect (10 min)

• Group Sharing: Each group performs their scene for the class.

• Class Reflection:

  • Which expressions were easy or hard?
  • How did it feel to express without words?

• Self-Assessment: Students rate themselves on a simple scale:

  1. Still novice
  2. Starting to understand
  3. Can do it myself
  4. Can do it without mistakes

• Creativity Challenge: Create a new facial expression for an emotion not shown today.

• Future Learning Teaser: Next lesson we'll connect voice tone and body language with facial expressions!

• Assessment: Continuous formative assessment using participation observation and a tick/dot chart. Optional video for reflection. Provide personalised verbal feedback post-performance. Example: "Fantastic expression of surprise with your big eyes and wide smile!"

Conclusion (Last Minute)

• On the count of three, everyone makes their favourite emotion face — have fun and celebrate learning!

Teacher Notes & Tips

• Use age-appropriate language and keep explanations brief.
• Encourage safe personal space during movement and performance.
• Watch for shy or reluctant students; provide encouragement and small group supports.
• Reinforce correct drama vocabulary as you interact: role, movement, voice, situation, facial expression.
• Draw links to personal and social capabilities by discussing how recognising others' feelings helps friendships.

This lesson plan is carefully aligned with the Australian Curriculum v9 Drama content descriptor ACADRM028 for Year 2 students, incorporating the exploration of elements of voice, movement, role, and situation to create drama. The inclusion of critical and creative thinking, and personal and social capability, underpins the developmental and engagement aims appropriately for this age group.