My Place Drama

Assessment of learning

Overview

This 60-minute drama session for Year 2 students explores the concept of "My Place," focusing on community through process drama. Students will devise, perform, and respond to dramatic actions based on their local community, aligned closely with the Australian Curriculum (v9) for Drama Years P–2. The class consists of 20 students.

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Learning Objectives

Aligned to the Australian Curriculum (v9) Drama for Years 1-2:

• Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027).
• Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028).
• Present drama that communicates ideas, including stories from their community, to an audience (ACADRM029).
• Respond to drama, considering where and why people make drama, starting with Australian drama and Indigenous perspectives (ACADRR030).

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Resources Required

• Open classroom space for movement
• Simple props reflective of a local community (toys, dress-up items, household items)
• Whiteboard or chart paper and markers
• Video excerpts for inspiration (if available in class)
• Recording device (optional for assessment purposes)

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Lesson Breakdown

1. Warm-Up and Engagement (10 minutes)

• Activity: Whole-class movement game “Community Freeze”
  • Students move around imagining being in different community places (parks, shops, schools).
  • On the teacher’s signal, students freeze in a pose that shows what they were doing.
• Purpose: Activate imagination, start thinking about community roles and places.
• Curriculum links: Exploring role and dramatic action (ACADRM027), using movement and space (ACADRM028).

2. Introduction to Process Drama: Our Place in the Community (10 minutes)

• Teacher-led Discussion:
  • Talk about what “My Place” means — where they live, local landmarks, community helpers.
  • Discuss roles people have in the community (e.g., shopkeeper, teacher, mail carrier).
• Brainstorming in pairs or small groups:
  • Students share something special about their place or community.
• Curriculum links: Exploring community stories (ACADRM029), imagining and establishing role and situation (ACADRM028).

3. Devising a Process Drama Scene (25 minutes)

• Divide the class into four groups of five students.
• Task for Groups: Devise a short improvised scene showing a moment in the local community using roles and situations discussed.
  • Example scenes: Shopping at the local market, playing in the park, visiting the library, helping at a school event.
• Teacher Role:
  • Guide groups through role creation, focusing on voice, facial expressions, and movement to communicate roles.
  • Encourage turn-taking and staying in role.
• Curriculum links: Devising drama (ACADRM027), using voice and movement (ACADRM028), presenting drama (ACADRM029).

4. Presentation and Peer Response (10 minutes)

• Group Performances:
  • Each group presents their scene to the class.
• Class Response:
  • After each scene, teacher facilitates a few responses:
    • “What did you see happening in the scene?”
    • “How did the actors show their roles?”
    • “What did we learn about the community?”
• Curriculum links: Present drama to audience (ACADRM029), respond to drama (ACADRR030).

5. Reflecting on Drama and Community (5 minutes)

• Students share verbally or draw a scene of a part of their community they like.
• Teacher connects ideas to the importance of drama for understanding community life and culture.
• Curriculum links: Responding to drama (ACADRR030), sharing ideas through speaking and representing (Literacy capabilities).

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Assessment Opportunities

• Evidence of student devising by creating roles and situations relevant to community.
• Observation of the use of voice, facial expression, movement and space in improvisation.
• Presentation of a short scene demonstrating understanding of community roles.
• Oral responses reflecting on the drama viewed and performed.

Standards referenced from the Guide to Making Judgments (A-E) to evaluate:

• Clarity and creativity in role development and dramatic action.
• Ability to cooperate and stay in role.
• Effectiveness in communicating ideas about community.
• Engagement with and response to peers’ performances.

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General Capabilities Addressed

• Literacy: Comprehending spoken texts, composing through spoken drama, using drama-related vocabulary.
• Numeracy: Recognising patterns in dramatic sequences and transitions.
• Personal and Social Capability: Collaborating with peers, understanding different perspectives.
• Critical and Creative Thinking: Improvising and problem-solving in role development.

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Teacher Reflection Tips

• Have students remain engaged and involved through varied and active games.
• Use inclusive and culturally respectful practices, including discussing the role of Aboriginal and Torres Strait Islander Peoples’ drama in community storytelling.
• Scaffold response sessions by modelling descriptive and positive feedback.

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This lesson plan ensures that Year 2 students actively engage with drama through the theme "My Place," building skills and understanding that align tightly with the Australian Curriculum (v9) Drama content descriptors ACADRM027, ACADRM028, ACADRM029 and ACADRR030 . It balances play, creation, performance, and reflection suited to the developmental profile of young learners.