Haunted House Mystery

Year Level

Year 9 Drama

Duration

120 minutes

Curriculum Alignment

Australian Curriculum (v9) – Drama Years 9-10

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.
AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
AC9ADR8D01/AC9ADR10C01: Develop performance skills relevant to selected drama styles/forms and manipulate elements of drama (tension, mood, and atmosphere) to enhance meaning.
General Capabilities: Critical and Creative Thinking; Personal and Social Capability (collaboration, confidence).

Lesson Title

Setting the Scene: Exploring the Haunted House

Lesson Description

This lesson introduces students to the unit "Haunted Improv Adventures." Students will engage with a haunted house theme through guided imagination, group discussion, and improvisation. The lesson focuses on fostering creativity, collaboration, and building confidence in improvisation. Students explore elements that create suspense and intrigue in drama, culminating in small group brainstorming for characters and scenarios for haunted house scenes.

Learning Objectives

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

Use imagination and dramatic play to explore settings and mood consistent with a haunted house environment (AC9ADRFD01).
Identify and discuss key elements of drama that create suspense, tension, and intrigue (AC9ADR10C01).
Collaborate effectively in small groups to create character concepts and preliminary scenarios for a haunted house drama (AC9ADR10C01, AC9ADRFD01).
Demonstrate confidence and creativity through improvisational activities (AC9ADR10P01).
Reflect on the creative process and share ideas constructively (AC9ADR8D02).

Materials Needed

A large open space suitable for drama activities.
Chairs arranged in a circle.
Note cards and pens for brainstorming.
Optional atmospheric background sound (e.g., eerie music or soundscapes).
Whiteboard or chart paper and markers for group sharing.

Lesson Breakdown

Time	Activity	Details & Curriculum Links
0–10 mins	Welcome & Warm-Up: Confidence Builders	- Physical and vocal warm-ups to boost confidence and focus (AC9ADRFD01_E4). - Eg. “Zip, Zap, Zop” or “Pass the Energy.” - Emphasise readiness for improvisation.
10–20 mins	Imagination Exercise: Guided Haunted House Imagery	- Teacher leads a vivid guided imagery tour of a haunted house. - Students visualise sights, sounds, scents, textures. - Followed by reflective questions: “What do you feel? What might happen here?” (AC9ADRFD01_E2).
20–30 mins	Whole-Class Discussion: Elements of Suspense & Atmosphere	- Brainstorm and chart key elements that create suspense: sound, darkness, mystery, unexpected events, and tension (AC9ADR10C01_E3). - Highlight dramatic vocabulary: tension, mood, atmosphere, suspense.
30–35 mins	Short Break	Allow students to refresh briefly.
35–50 mins	Group Improv Activity: Haunted House Freeze Frames	- In groups of 5, students create frozen images (tableaux) of moments inside a haunted house. - Portray suspenseful or mysterious characters and actions, using stillness and facial/body expression (AC9ADR6C01_E1 & AC9ADR8D01_E6).
50–65 mins	Group Discussion & Brainstorm: Characters & Scenarios	- Within groups, brainstorm and note unique characters and possible scenarios in the haunted house setting. - Focus on character intentions, relationships, and potential events (AC9ADR10C01_E4).
65–85 mins	Improvisation: Develop Scenes	- Groups improvise short 2–3 minute scenes based on their brainstorm. - Encourage use of vocal and physical expression to convey suspense and personality (AC9ADR10P01_E1).
85–100 mins	Group Sharing & Feedback	- Each group presents a scene or tableau. - Feedback focuses on elements of suspense, clarity of character, and imaginative use of space (AC9ADR8D02_E2).
100–110 mins	Reflection and Consolidation Discussion	- Discuss what made the scenes feel haunted or suspenseful. - Prompt reflection: "How did you use imagination and dramatic skills today?" (AC9ADR8D02_E1).
110–120 mins	Closing Activity: “One Word” Round	- Each student contributes one descriptive word that captures the atmosphere of a haunted house. - Words collected on board to revisit in future lessons.

Assessment Strategies

Formative Observation: Teacher notes student engagement in warm-ups, group work, and improvisations, looking for creativity and collaboration.
Group Presentation: Evaluate clarity and creativity in presenting suspenseful characters/scenarios.
Reflective Contributions: Monitor the depth of understanding during reflection and discussion phases.
Participation: Consistent involvement in drama activities and respectful sharing of ideas.

Differentiation & Inclusion

Encourage students with different confidence levels by allowing non-verbal tableau contribution.
Provide scaffolding questions and prompts for brainstorming.
Allow flexible group roles (actor, note-taker, presenter) to suit student strengths.
Use multimodal approaches (verbal, visual, physical) to cater to diverse learning preferences.

Teacher’s Notes & Tips

Set a safe, respectful environment for risk-taking in imagination and improvisation.
Model enthusiasm and openness to unusual ideas to inspire creativity.
Use descriptive language and sensory prompts to enhance the guided imagery experience.
Keep group sizes manageable to allow everyone a chance to contribute.
Use feedback sessions constructively to improve subsequent lessons.

This carefully structured lesson builds a strong foundation for the unit’s drama exploration, directly supporting Australian Curriculum Drama outcomes for Year 9, especially in improvisation, character and scenario development, and collaboration within drama-making processes.

Teaching Instructions