Performance Day Prep

Year Level

Year 10 Drama

Duration

60 minutes

Class Size

20 students

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Unit

Dynamic Physical Theatre Exploration
Lesson 23 of 30

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Learning Intentions

Students will:

• Prepare for the upcoming performance day by discussing and organising logistical aspects.
• Make final creative and technical adjustments to their devised physical theatre pieces.
• Collaborate effectively to resolve any outstanding performance issues.
• Reflect on rehearsal feedback to enhance their presentation.

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Australian Curriculum Alignment

Content Descriptions

• AC9ADR10C02 Rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning (Years 9-10)
• AC9ADR10P01 Perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the 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 (Years 9-10)
• AC9ADR10D01 Develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters (Years 9-10)
• AC9ADR10C02_E4 / AC9ADR10C02_E5 Collaborate as a member of a drama team, preparing roles such as stage manager, props, performer, director for performance (Years 9-10)

General Capabilities

• Critical and creative thinking
• Personal and social capability (collaboration and communication)
• Ethical understanding (respectful rehearsal and preparation practices)

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Lesson Outline

Time	Activity	Details & Purpose
0–5 min	Introduction and Overview	Teacher outlines performance day schedule, expectations, and logistical matters. Sets a positive tone, clarifies the importance of this final preparation stage.
5–15 min	Logistics Discussion and Final Role Delegation	- Organise final roles: tech crew, stage manager, front-of-house, costume assistants, etc.

• Discuss timing, stage layout, transitions, and cueing.
• Clarify any outstanding equipment or prop needs.
• Emphasise adherence to safety and respectful behaviour. | | 15–40 min | Focused Small Group Rehearsal | - Students rehearse their scenes or group segments with emphasis on:
  • Timing and transitions
  • Use of space and physicalisation
  • Vocalisation and clarity
• Teacher and peer feedback, focusing on physical and vocal precision, emotional expression, and cohesive ensemble work. | | 40–50 min | Technical Walkthrough and Staging Discussion | - Walk through stage movements and technical cues.
• Review entrances, exits, use of props, lighting and sound cues (if applicable).
• Problem-solve any spatial or technical issues. | | 50–60 min | Group Reflection and Q&A | - Reflect on rehearsal challenges and solutions.
• Discuss strategies to maintain focus and energy on performance day.
• Open Q&A for any concerns or last-minute clarifications.
• Final motivational encouragement from the teacher. |

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Resources Required

• Performance scripts/devices
• Props, costumes
• Marked rehearsal and performance space/stage
• Sound and lighting equipment (if applicable)
• Prompt sheets and cue cards
• Performance day schedule and checklist (printed for groups)

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Assessment and Evidence of Learning

• Observation of students engaging professionally in preparation tasks and rehearsals.
• Feedback from teacher and peers on refinement of performance elements (elements of drama, conventions, skills).
• Student self and group reflections on readiness and collaborative problem-solving.
• Demonstration of role responsibility and understanding of performance logistics.

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Differentiation Strategies

• Provide role guidance and checklists for students needing support with organisation.
• Offer leadership opportunities for confident students during logistical planning.
• Use peer mentoring during rehearsals for skill development.
• Adjust rehearsal focus to individual/group needs — e.g., more physical practice or vocal warm-ups.

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Extension Ideas

• Assign students the role of “performance reviewers” to prepare feedback forms for post-performance reflection.
• Encourage students to create a short digital "backstage documentary" previewing performance day preparation and intentions.

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Teaching Tips

• Maintain clear timekeeping to ensure pace and coverage of all activities.
• Use open questions to prompt student reflection and ownership of their performance.
• Reinforce the connection between rehearsal precision and audience engagement.
• Encourage positive peer feedback to foster a supportive ensemble culture.

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This plan embodies the collaborative, practical, and reflective components essential to physical theatre performance preparation and adheres to the Australian Curriculum (v9) Drama Year 10 standards and elaborations, particularly focusing on rehearsal refinement, role collaboration, and performance readiness according to codes AC9ADR10C02, AC9ADR10P01, and AC9ADR10C01 .