Performing Dreamtime Scenes

Year Level

Year 1 (Foundation and Year 1 combined class)

Duration

60 minutes

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WALT (We Are Learning To)

• Perform scenes inspired by Dreamtime stories using character, dialogue and movement
• Give and receive constructive feedback to improve our performance skills
• Understand how drama helps us share stories from First Nations cultures

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Australian Curriculum Links

Drama (The Arts), Year 1

• AC9ADR2D01: Use the elements of drama and imagination in dramatic play and/or process drama—creating roles, using familiar props, and exploring situations through acting (AC9ADR2D01_E1, E3, E4, E5)
• AC9ADR2P01: Share their drama in informal settings through acting out familiar stories and frozen images, considering audience response (AC9ADR2P01_E1, E2, E3)
• AC9ADRFE01: Explore how the arts connect us to people, culture and Country, responding to First Nations storytelling (AC9ADRFE01_E3, E7)
• AC9ADRFC01: Create and share arts works inspired by imagination and stories from their culture and others (AC9ADRFC01_E4, E7)

Key focus: Sharing Dreamtime stories through drama, fostering respect and understanding of First Nations culture, developing performance and collaborative skills.

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Lesson Overview

Students will present their previously prepared Dreamtime-inspired scenes to the class. They will demonstrate their understanding and use of character, dialogue, and movement. After each performance, peers and the teacher will provide positive, specific feedback focusing on expressive skills and storytelling. The aim is to build students' confidence, deepen cultural respect, and enhance dramatic skills through supportive peer interaction.

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Lesson Breakdown

Time	Activity	Details	Differentiation
5 mins	Introduction and Warm-Up	- Gather students for a warm-up exercise with body stretches and voice sounds to prepare for performance. - Briefly recall the Dreamtime stories and characters they are about to perform.	Use songs/movement warm-ups to engage varied learners; support with visual prompts for students with language difficulties.
10 mins	Group Performances Begin	- Groups (3-4 students) perform their scenes (approx. 3 mins each). - Focus on clear voice, character role, and expressive movement. - Teacher models attentive audience behaviour and encouragement phrases.	Flexible roles in group; students with speech or mobility limitations can perform adapted roles (e.g., narrator, prop handler).
5 mins	First Feedback Round	- After 2-3 groups, pause for constructive feedback session. - Use a "Two Stars and a Wish" approach (two positive points, one suggestion to improve). - Teacher supports students in giving kind, specific comments.	Provide sentence starters cards (e.g., “I liked when…”, “Next time you could…”). Offer one-on-one support as needed.
15 mins	Remaining Group Performances	- Continue with remaining groups performing their scenes. - Encourage audience engagement through eye contact and listening.	Assign peer supporters for groups needing extra encouragement or reminders. Allow movement breaks if needed.
10 mins	Whole Class Reflection Activity	- Sit in a circle and discuss the performances. - Prompt students: “What did you enjoy?”, “What did you learn about the Dreamtime?”, “How did acting in your group feel?” - Use a visual "feelings chart" or emojis for students to show their responses.	Use visual aids and sentence prompts for expressing thoughts. Provide alternative communication methods (drawings, gestures) if verbalising is hard.
10 mins	Creative Follow-up Hands-on Activity	- Cut and paste worksheet: Students draw or paste pictures showing their favourite Dreamtime character or scene from today’s performance. - Write or dictate one sentence about their character or what they learned.	Adapt writing expectations using scribing or drawings; provide pre-cut images for students needing fine motor support.

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Resources Needed

• Previously prepared Dreamtime scene scripts/costumes/props
• Space for performing (cleared classroom or hall)
• Feedback sentence starter cards
• Visual feelings chart/emojis
• Cut and paste worksheets with Dreamtime-themed images
• Scissors, glue, pencils
• Name tags or group signifiers for performers

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Assessment & Feedback

Formative Assessment:

• Observation of student performance skills: clear speech, use of movement, engagement with character.
• Listening to peer feedback: ability to give/receive positive feedback using simple language.
• Participation in group discussions and reflection.

Teacher Notes:

• Use anecdotal notes to record each student’s expressive skills growth, confidence, and collaboration.
• Check understanding of Dreamtime stories and respect for cultural content through feedback and reflection session.
• Use visual and verbal prompts to support diverse learners and scaffold reflections.

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Differentiation Strategies

• For diverse learners & mixed Foundation/Year 1 class:
  • Provide multiple ways to participate (acting, narrating, assisting with props).
  • Use visual supports (picture cues, facial expression charts) for language and social-emotional scaffolding.
  • Pair students for peer support and model feedback language with simple sentence frames.
  • Allow additional thinking/writing/drawing time during the creative follow-up.
  • Encourage use of familiar voices and movements from previous lessons to build confidence.

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Reflection and Teacher Follow-Up

• Encourage students to think about how drama helps us share important stories from First Nations cultures and how performing helps us understand characters’ feelings and actions.
• Use feedback gathered to guide the focus of the final lesson (Lesson 7) in consolidating skills or possibly preparing for a small performance event.

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This lesson supports learners in applying dramatic skills in an authentic cultural context, emphasising storytelling, collaboration, and reflective learning consistent with the Australian Curriculum (The Arts - Drama) for Year 1 and Foundation students.