Performance & Recording

Lesson Overview

• Year Level: 1-2
• Duration: 45 minutes
• Class Size: 26 students
• Unit: Theatrical Journey with Pigs (Lesson 5 of 5)
• Lesson Title: Performance Day and Recording
• Learning Area: Drama

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Learning Objectives (Victorian Curriculum F-2 - The Arts > Drama)

Victorian Curriculum Links:
By the end of Level 2, students:

• Develop and present drama using the elements of role, situation, and focus in dramatic play and improvisation【VCADRD035】.
• Express ideas and stories through creating and performing drama【VCADRM030】.
• Describe what happens in drama they create, perform, and view, identifying some dramatic elements and explaining where and why drama happens【VCADRR032】.

WALT (We Are Learning To):

• Present our final performance confidently using our voices, movements, and expressions.
• Record our performance to share with our classroom community on Seesaw.

Success Criteria:

• Each student participates in the performance and demonstrates understanding of their role.
• Students use clear voice projection and expressive body language.
• Students support and encourage each other during the performance.
• Students who feel anxious can contribute through technical roles (e.g., helping with props or recording).
• The performance is captured well on video for sharing.

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Differentiation / Inclusion Strategies

• Allow students with stage anxiety to take behind-the-scenes roles such as managing props, operating the recording device, or assisting quietly.
• Provide clear, simple role descriptions and prompts for EAL/D students and students with additional needs.
• Use visual cues and reminders to support sequencing in performance.
• Encourage peer support through buddy systems for rehearsing lines or cues.
• Allow movement breaks before and after performance to reduce stress.

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lesson Breakdown

Time	Activity	Description	Resources/Setup
0-5 minutes	Warm-up game: "Character Charades"	Students play a lively but calm charades game acting out Pig characters and their actions. This refreshes prior knowledge and eases nerves.	Open space; list of character/action cards
5-10 minutes	Final Brief & Technical Check	Remind the class of success criteria, roles, and performance setup. Assign technical roles calmly for anxious students.	Seating/performance space arranged, camera/tablet ready
10-30 minutes	Performance & Recording	Groups perform their rehearsed scenes sequentially. Teacher or selected student film performances for Seesaw upload.	Devices for recording; props and simple set pieces
30-40 minutes	Reflection & Peer Feedback	After performing, invite groups to describe their characters and what happened in their scene. Peer compliments focused on drama elements.	Circle time seating, reflection prompts displayed
40-45 minutes	Cool-down & Celebration	Quick breathing or stretching activity to conclude. Celebrate all students’ efforts with positive affirmation. Highlight individual contributions (onstage and backstage).	Quiet space, calm music optional

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Detailed Activity Instructions

Warm-up Game: Character Charades (5 min)

• Students pick a card with a pig character or action (e.g., building a house, acting scared).
• They silently act it out while others guess, reinforcing character recall and engaging expressive movement and imagination.
• Keeps energy focused and attention tuned to drama.

Final Brief & Technical Check (5 min)

• Teacher reminds students of behaviours and performance expectations.
• Assign roles for tech helpers for shy/ anxious students: prop manager, director’s assistant, camera operator.
• Review simple stage directions and positioning for performance flow.

Performance & Recording (20 min)

• Groups perform their scenes based on previous rehearsals from the unit.
• Teacher or tech-helper records each performance clearly, ensuring all students are visible and audible.
• Encourage supportive audience behaviour.
• Maintain calm and positive environment.

Reflection & Peer Feedback (10 min)

• After performances, open discussion about what happened in each group's drama.
• Using prompts: "Who was your character? What did you do? How did you show feeling?"
• Prompt students to identify drama elements used: role, situation, voice, movement.
• Peers give compliments highlighting specific strengths.

Cool-down & Celebration (5 min)

• Lead students in gentle stretching or breathing exercises to wind down after performance excitement.
• Celebrate the achievement of all students with verbal praise, emphasising teamwork and courage.
• Mention contributions of technical crew to reinforce inclusive participation.

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Assessment & Evidence

• Formative: Observation during performance and reflection showing participation and understanding of role, voice, and movement.
• Summative: Video recording of performances uploaded to Seesaw for teacher assessment and parent viewing.
• Teacher notes: Check for use of characterisation, basic dramatic elements, and engagement in reflection discussion.

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Additional Notes for Teachers

• This lesson culminates the unit and provides an opportunity for students to showcase skills developed over previous weeks in alignment with Victorian Curriculum drama standards.
• Maintain a supportive, positive environment to boost students’ confidence in performing arts.
• Use videos on Seesaw for parental engagement and to reinforce learning.
• Encourage students to watch each other's performances respectfully, fostering appreciation of different dramatic expressions.

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By following this detailed plan, teachers can confidently facilitate a drama performance day that supports each learner to engage meaningfully, reflect on their dramatic work, and share their creative stories in a fun and inclusive manner in line with the Victorian Curriculum for Foundations and Level 1-2 students.