Final Performance: Show Time!

Year Level

Year 4

Duration

50 minutes

Class Size

25 students

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WALT (We Are Learning To)

• Present our completed plays confidently to an audience.
• Use performance skills such as voice projection, body language, and facial expression.
• Engage our audience and sustain their interest during performances.
• Reflect on our own and others’ performances and give constructive feedback.

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NSW Curriculum Links

Content Descriptions

• ACADRM030: Use voice, body, movement, and language to sustain role and establish relationships between characters in drama activities.
• ACADRM033: Rehearse and perform devised and scripted drama for an audience.
• ACADRR034: Reflect on drama performances to identify strengths and areas for improvement.

Achievement Standard

By the end of Year 4, students describe their use of selected elements of drama when performing. They collaborate to create and perform drama that communicates ideas and meaning, and perform their work in informal settings. They reflect on their experiences and the work of others to provide constructive feedback.

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Success Criteria

• I speak clearly and project my voice so everyone can hear.
• I use my body and facial expressions to show my character.
• I stay in role throughout my performance.
• I listen carefully and respectfully to other performances.
• I give kind and helpful feedback to my classmates.

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Lesson Outline

1. Warm-up and Performance Tips (10 minutes)

• Brief vocal warm-up exercises for projection and clarity.
• Quick movement warm-up to release tension and energise.
• Teacher reviews key performance tips focusing on confidence, projection, and engaging the audience.
• Teacher models these skills with examples.

2. Final Performance Presentations (30 minutes)

• Students present their completed plays in groups (approx. 5 groups of 5 students).
• Each group performs their play to the class.
• Encourage active audience participation through attentive listening and appropriate applause.
• Teacher reminds students of positive performance behaviours (use of space, eye contact).

3. Reflection and Constructive Feedback (10 minutes)

• After all groups have performed, hold a group reflection circle.
• Students share what they felt went well during their own performance.
• Peers provide positive and constructive feedback using a “Two Stars and a Wish” structure:
  • Two things they liked (stars).
  • One suggestion for improvement (wish).
• Teacher facilitates and models respectful and specific feedback.

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Differentiation Strategies

Student Needs	Strategies
Shy or anxious performers	Offer smaller audience (e.g., perform to a few peers first), allow rehearsals with close friends; provide role of narrator or minor character if preferred.
Students with speech difficulties	Encourage use of clear, simple lines; allow use of mime or gestures to support storytelling.
English as an Additional Language (EAL) students	Practice lines in advance, pair with supportive peers; use visual cues and gestures.

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Extension Activities for Advanced Learners

• Take a leadership role in directing or stage managing the performance.
• Experiment with varying tone, pace, and volume to create mood and emphasis.
• Write a short reflective journal entry about their learning and performance experience.
• Offer detailed, specific feedback as part of peer assessment roles.

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Resources Needed

• Script copies for all groups
• Performance space cleared for audience and performers
• Voice and movement warm-up prompts
• Reflection & feedback prompt sheet ("Two Stars and a Wish")

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Teacher Notes

• Monitor all performances for participation and teamwork.
• Encourage inclusive peer support, emphasising that constructive feedback helps everyone improve.
• Use prompts if students struggle to give feedback, e.g. “I liked how you...” or “You could try...”
• Celebrate the journey of the unit by acknowledging student growth in confidence and skill.

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This lesson maximises engagement by giving students the valued experience of presenting their own creative works, while aligning closely with the NSW Drama curriculum standards for Year 4 performance and reflection. The focus on safe, respectful feedback builds community and prepares students for lifelong collaborative learning in the arts.