Performance Structure Design

Year Level

Year 10

Duration

60 minutes

Class Size

20 students

---

Unit Context

Unit: Dynamic Physical Theatre Exploration
Lesson #: 16 of 30
Lesson Title: Creating a Performance Structure
Lesson Focus: Guide students in structuring their group performances, including a clear beginning, middle, and end.

---

Australian Curriculum Links

Content Description:

• 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
• AC9ADR10C02: Rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning

Content Elaborations relevant to this lesson:

• Using a structured framework for devising drama collaboratively, including beginning, middle, and end to present dramatic action that conveys meaning and emotion.
• Using play-building, scripting, and transitions to unite scenes cohesively.
• Manipulating pace, cues and transitions to shape and sustain dramatic actions.
• Collaborating in groups to plan and refine performance structure and dramatic focus【3:3,10†AC9ADR10C01.md】 .

---

Learning Objectives

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

1. Identify and apply the structural components of a physical theatre performance (beginning, middle, end).
2. Collaborate effectively in small groups to plan a clear performance sequence with deliberate transitions.
3. Use elements of drama such as movement, space, and timing to support the performance structure.
4. Demonstrate reflection and peer feedback skills to refine group performance structure.

---

Resources Needed

• Open performance space
• Whiteboard or chart paper and markers
• Timer or stopwatch
• Video recording device (optional, for feedback)
• Templates for performance structure planning (simple graphic organisers showing beginning, middle, and end)

---

Lesson Breakdown

1. Introduction (10 minutes)

• Recap previous learning about dynamic physical theatre elements and warm up physically and vocally as a group.
• Present the objective: "Today, we will focus on creating a clear structure for your group performances – a distinct beginning, middle, and end that engages an audience."
• Briefly explain the importance of performance structure in physical theatre — how it guides the audience through the story or theme.
• Using a simple story example or video snippet, highlight the beginning, middle, and end moments visually and physically.

---

2. Direct Instruction & Modelling (10 minutes)

• Introduce a basic performance structure framework:
  • Beginning: Establish mood, setting, or character intention
  • Middle: Develop conflict, action, or exploration
  • End: Resolution, climax, or final image
• Model a short physical theatre vignette with clear parts, narrating your choices aloud as you go.
• Discuss how transitions between parts can be conveyed through physical choices (movement tempo, spatial arrangement, use of stillness or dynamic change).

---

3. Group Planning Activity (15 minutes)

• Students break into their existing performance groups (4–5 members).
• Each group receives a performance structure planning worksheet.
• Groups collaboratively decide on:
  • What their beginning, middle, and end will be for their physical theatre piece.
  • How they will use movement and space to connect these parts.
  • Identify possible transitions and changes in energy or mood.
• Teacher circulates, prompting groups with questions like:
  • How will you grab your audience’s attention at the start?
  • What physical elements can you use to show change or conflict in the middle?
  • How will you create a satisfying conclusion?

---

4. Rehearsal and Peer Feedback (20 minutes)

• Groups rehearse their structured sequence in the open space.
• After the first run, groups watch each other’s performances briefly (or use video recording).
• Use a peer feedback framework:
  • Start: What did you notice about the beginning – was it clear?
  • Middle: Did the middle develop tension or interest?
  • End: Was there a clear resolution or strong final moment?
  • Transitions: Did the performance flow smoothly?
• Groups discuss feedback and refine their structure with teacher support.

---

5. Reflection and Conclusion (5 minutes)

• Whole class shares insights from the activity.
• Ask reflective questions:
  • How did structuring your performance help communicate your ideas?
  • What physical theatre elements supported your structure?
  • What will you focus on next time to improve your group work?
• Remind students that strong structure enables audience engagement and meaningful performance.

---

Assessment

Formative Assessment:

• Observation of group discussions and how students articulate decisions on structure.
• Peer feedback quality and engagement during rehearsal sharing.
• Teacher anecdotal notes on how groups implement beginning, middle, and end.

Summative Recall:

• Groups will be assessed in upcoming lessons on how well their devised performances use a clear structure (beginning, middle, end), supported by movement and physical theatre techniques, consistent with AC9ADR10C01 and AC9ADR10C02 standards【3:3,10†AC9ADR10C01.md】 .

---

Extensions and Differentiation

• Extension: Challenge advanced groups to integrate non-linear structures such as flashbacks or overlapping scenes while maintaining clarity in structure.
• Support: Provide visual storyboards or extra scaffolding for groups needing assistance with sequencing.
• Inclusive Practice: Encourage multiple modes of participation including verbal planning, physical demonstration, and visual aids for diverse learners.

---

This highly structured yet creative lesson enables Year 10 drama students to deepen their understanding of performance structure within dynamic physical theatre, aligning with the Australian Curriculum's emphasis on devising, rehearsal, and refining dramatic meaning through collaboration and reflection.