Performance & Reflection

Lesson Overview

Year Level: Year 2
Subject: Drama
Unit: Musical Theatre Adventures (Lesson 8 of 8)
Lesson Duration: 30 minutes
Australian Curriculum Link:
Drama - Years 1 and 2

• ACADRM028: Present drama that communicates ideas, including stories from their community, to an audience.
• ACADRR030: Respond to drama and consider where and why people make drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples.

Lesson Objectives

By the end of this lesson, students will:

• Perform ‘Peter and the Wolf’ in small groups for their classmates.
• Use expression, movement, and voice to convey their character’s emotions.
• Watch a recording of their performance and reflect on their experiences.
• Participate in a guided discussion about their performance and peer feedback.

Materials Needed

• A recording device (tablet, camera, or phone)
• Props and simple costumes (scarves for movement, animal masks)
• Space for performance
• Chairs arranged as an audience area
• Reflection prompts on the board

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Lesson Structure

1. Warm-up Activity (5 minutes)

Objective: Help students relax and prepare for performance.

• Play a ‘Pass the Expression’ game where students stand in a circle and pass a facial expression (happy, scared, surprised) around the group.
• Do a quick movement activity, where each student takes a turn acting out how their character moves (e.g., Peter sneaks, the Wolf lurks).

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2. Group Performances (10 minutes)

Objective: Students present their performance of ‘Peter and the Wolf’ to the class.

• Each group performs their section of the story with expressive voices and movements.
• The teacher, or a student helper, records each group's performance using a tablet or camera.
• Encourage students to project their voices and use clear movements to communicate their character.

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3. Watch and Reflect (10 minutes)

Objective: Students watch their own recorded performance and reflect on their storytelling and expression.

• Play back the recorded performances for the whole class to watch.
• Ask guiding questions:
  • How did you feel while performing?
  • How did you use your voice and movements to show your character?
  • What was your favourite part of your performance?
  • What would you do differently next time?

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4. Peer Feedback and Class Discussion (5 minutes)

Objective: Develop confidence and encourage thoughtful reflection.

• Ask students to give positive feedback to their peers, focusing on:
  • Big movements and strong expressions
  • Clear, expressive voices
  • Moments in the performance that made them feel excited or interested
• Encourage them to use sentence starters like:
  • "I loved the way you…"
  • "I could really see the Wolf was scary because…"
  • "Next time, maybe you could try…"

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Assessment & Reflection

Formative Assessment:

• Observe students' engagement and confidence during their performance.
• Note how well they use movement, voice, and facial expressions to convey their roles.
• Listen for thoughtful feedback in the class discussion.

Student Self-Reflection:

• Use a quick thumbs-up / thumbs-middle / thumbs-down check-in:
  • 🖒 I felt confident in my role!
  • ✋ I did my best but want to improve.
  • 👎 I found it tricky and would like more practise.

Teacher Reflection:

• Did students engage with performing confidently?
• Did they identify strengths and areas for growth during reflection?
• How can their reflections inform future drama activities?

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Final Thoughts

This lesson celebrates students' creativity while allowing them to reflect on their performances in an age-appropriate and encouraging way. By watching themselves and participating in peer discussion, they develop essential performance and reflection skills, fostering a sense of ensemble and growth.