Recording the Performance

Overview

Lesson 8 of 9 – Unit Title: Drama Games and Performance
Target Year Levels: Years 1 and 2
Duration: 50 minutes
Number of Students: 24
Curriculum Area: The Arts – Drama (Australian Curriculum: Version 9.0)

---

Australian Curriculum Links

Drama – Years 1 and 2 (AC9ADR2P01, AC9ADR2C01, AC9ADR2C02)

• AC9ADR2P01: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations
• AC9ADR2C01: Present drama and share performance space with peers and audiences, using voice and movement to communicate ideas
• AC9ADR2C02: Respond to drama, expressing what they enjoy and why, and identifying elements of drama used

---

Learning Intentions

• Students will participate in focused warm-up and relaxation activities to prepare for performance.
• Students will rehearse and record their drama group performance using voice and movement effectively.
• Students will celebrate peer success and reflect on their progress in drama.

---

Success Criteria

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

• Use calm breathing techniques to centre and focus before performing.
• Collaborate with their group to perform their planned drama sequence confidently.
• Use voice projection and movement appropriate to their role during the recording.
• Respond positively to the performance experience and express how it made them feel.

---

Materials Required

• iPads or digital recording devices (minimum 1 per group)
• Quiet performance space or classroom cleared of distractions
• Costumes or props from previous lessons (if used)
• Printed success “stars” for celebration game
• Display board with “Performance Wall” for student feedback or celebratory comments

---

Lesson Sequence (50 minutes)

1. Welcome & Introduction (5 minutes)

• Gather students in a seated circle.
• Briefly review drama safety expectations and respectful audience behaviour.
• Teacher explains recording session purpose and positively frames it as a chance to “shine and share”.

Language prompt: “Today, we’re going to be actors and film stars! Remember, this is your chance to show your wonderful work.”

---

2. Warm-Up Focus and Relaxation (10 minutes)

Activity: “Bubble Breaths” & “Statue Focus”

Bubble Breaths (3 mins):

• Students take deep breaths in (as if inflating a bubble) and breathe out silently (imagine releasing it).
• Helps calm nerves and centre focus.

Statue Focus (7 mins):

• Students walk quietly around the space. On teacher’s signal (“Freeze!”), they become frozen statues in character.
• Try different emotions (happy, scared, brave, silly) and character types (pirate, animal, explorer).
• Promotes focus, body control and emotional readiness.

Differentiation Strategy: For students with sensory needs, offer the option to complete deep breathing seated with a fidget tool.

---

3. Recording Performance (25 minutes)

Group Performances (20 mins)

• Students perform in their small groups (previously formed in Lessons 4–7).
• Each group has a pre-decided performance prepared through improvisation or planning.
• Teacher or teaching assistant records each group individually using a digital device.

Order:
While Group A performs, the rest of the class sits in a “performer’s audience” circle, quietly cheering on peers.

Teacher Tip: Whisper prompts from the side if a student forgets a line or action—encourage confidence, not script-perfect delivery.

Staging Hints:

• Use marked floor tape to indicate stage space.
• Give students gentle countdown before performance: “3, 2, 1…action!”

Peer Encouragement Roles:

• Each student has a “cheer buddy” and gives one kind word after their buddy performs (e.g., “I loved your lion roar!”)

Differentiation Strategy:

• Students with limited verbal communication can perform with gestures or use picture boards to support dialogue.
• EAL/D learners may use simplified sentence starters: “I see…”, “I like…”, “It was…”

Performer Check-in (5 mins)

• After all performances, gather the class into a circle.
• Discuss how it felt to be recorded:
  • What was fun?
  • What was tricky?
  • What are you proud of?

---

4. Reflective Game & Celebration (10 minutes)

Activity: “Star Toss”

How it works:

• Teacher holds a basket of printed paper stars (cut out beforehand).
• Each student, in turn, “tosses” (gentle underarm toss) a soft ball into a central basket or box.
• If they land it in, they pick a “star” with a compliment (e.g., “Great use of voice”, “Brave acting”, “Strong teamwork”).
• If not, teacher gives them a star and reads it out.
• Place all stars on the “Performance Wall” as a celebration corner.

Extension Activity: Advanced learners can write/draw their own celebration stars or feedback to peers using sentence stems:

• “I admire how you…”
• “Your character made me feel…”

---

Differentiation Strategies

• Visual Learners: Use pictorial storyboards from previous lessons to prompt memory.
• Auditory Learners: Play relaxing background music during warm-up.
• Movement-Based Learners: Encourage expressive gesture and movement-heavy roles.
• Culturally Responsive: Allow alternate costume ideas relevant to students' cultural backgrounds.

---

Extension Opportunities

• Pair with older buddies or school media club in future lesson to edit/finalise the class film.
• Students create mini “drama posters” about their characters to accompany the recordings.
• Advanced students write short reviews of each group performance using starter phrases.

---

Teacher Reflection Notes (for after the lesson)

• Which group shone today and why?
• What surprised you about their confidence or creativity?
• Which students might need extra support or encouragement before the final performance in Lesson 9?

---

Next Lesson Preview – Lesson 9: Our Final Show!

In Lesson 9, students will present their drama performance to another class or parent audience as a mini “showcase,” combining the recorded elements and live performance if desired.

Let the excitement build! 🎭

---

Prepared for Australian teachers implementing V9.0 of the Australian Curriculum – The Arts (Drama)
Teaching drama joyfully, inclusively, and creatively for every learner.