Post-Performance Reflection

Year Level

Year 8

Duration

45 minutes

Class Size

25 students

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WALT (We Are Learning To)

• Reflect critically on our recent drama performance to identify successes and areas for improvement.
• Use drama vocabulary related to performance elements to give and receive constructive feedback.
• Collaborate to develop thoughtful insights to improve future performances.

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Australian Curriculum References

Content Descriptions:

• AC9ADR8D02: Reflect on own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action.
• AC9ADR8C02: Evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning.
• AC9ADR8P01: Share drama in informal settings and respond to feedback.

Elaborations:

• AC9ADR8D02_E1: Use reflection and evaluation to analyse what was effective and decide what to do differently.
• AC9ADR8D02_E2: Use Viewpoints questioning strategies such as, “What made the character believable?” and “What could be improved?”
• AC9ADR8C02_E1: Use feedback and reflection during rehearsal and post-performance to improve dramatic action.

References sourced from Australian Curriculum v9 Drama Year 7-8 documents.

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Success Criteria

• I can use drama terminology (voice, movement, convention, element) to describe my own and others’ performances.
• I can provide and receive feedback using positive, constructive language.
• I can identify what worked well in our performance and suggest realistic improvements.
• I can reflect respectfully on the experience and my learning as a performer and collaborator.

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Lesson Outline

Time	Activity	Description	Resources	Differentiation Strategies
0-5 min	Introduction & WALT	Teacher introduces lesson purpose, explains reflection importance for growth in drama. Clarify WALT and success criteria.	Whiteboard, written WALT & success criteria	Use dyslexia-friendly font and display WALT and success criteria visually. Provide oral explanation and check for understanding.
5-15 min	Individual Reflection	Students silently complete a self-reflection worksheet focusing on:

• What went well in their performance (voice, movement, character).
• One challenge or area to improve next time.
• How they felt performing (confidence, excitement, nervousness).
  | Self-reflection sheets with prompts, clipboards, pens | Provide sentence starters for students needing language support (e.g., “I felt...”, “I did well at...”). Encourage drawing response if writing is a challenge. | | 15-30 min | Group Feedback Circles | In groups of 5, students share reflections aloud. They use “I liked...” and “One thing we could improve is...” structures to foster constructive feedback. Teacher circulates to guide respectful feedback and ensures all voices heard. | Group seating, timer, feedback guidelines poster | Assign roles within groups (facilitator, recorder, encourager) for diverse learners. Provide prompt cards for students requiring support. | | 30-40 min | Whole-Class Discussion | Facilitate a class discussion using Viewpoints questioning:
• Which dramatic elements made our performance strong?
• How did conventions support our storytelling?
• What stage/voice/movement skills can we develop further?
• How did we successfully collaborate as a team?
  Encourage building on others’ ideas to enhance critical thinking. | Whiteboard or smartboard to record insights | Pair verbal contributions with visual mind map for clarity. Encourage students to contribute via different modes (speaking, writing, drawing). | | 40-45 min | Reflection Wrap-Up & Exit Ticket | Summarise main points from discussion. Teacher models a reflective statement using drama vocabulary.
  Students complete a quick ‘exit ticket’ answering:
• One personal success from this unit.
• One goal for future drama work. | Exit ticket slips or digital equivalent | Offer digital or oral exit ticket options for diverse needs. Provide visual examples of reflection statements.|

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Assessment & Reporting

• Formative assessment through observation of reflection participation and quality of feedback.
• Collect individual reflection sheets and exit tickets as evidence of student understanding of drama elements & personal learning.
• Use insights to inform planning for final “Melodrama and Foley Fusion” unit wrap-up lesson and individual student feedback.

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Extension Activities

• Challenge advanced learners to develop a short video diary reflecting on the performance using drama analysis terminology.
• Encourage students to research a famous melodrama or Foley artist and reflect on how professionals use reflection to improve performances.
• Facilitate peer-coaching sessions where students pair up to set individual goals for future drama work.

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Additional Teacher Notes

• Emphasise a supportive, respectful environment to foster honest reflection.
• Encourage thinking beyond just performance skills to include teamwork, creativity, and audience impact.
• Use consistent drama vocabulary introduced in previous lessons for continuity.
• Provide time in following lessons for rehearsing improvements identified in this reflection process.

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This lesson specifically integrates the Australian Curriculum Drama content descriptors and elaborations for Year 7 and 8 reflective practice, critical evaluation, and collaborative feedback. It balances independent, small group, and whole class interaction to align with developmental needs of 13-14 year olds, offering hands-on, practical reflection activities consistent with your preferred engaging and creative teaching style. Dyslexia-friendly considerations and differentiation for varied learners ensure inclusivity and access for all students.