Rehearsal Techniques Focus

Year Level

Prep (Foundation Year in Australia)

Duration

60 minutes

Class Size

25 students

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Learning Objectives

Aligned with the Australian Curriculum v9 for Drama at Foundation Year:

• AC9ADRFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas through rehearsal activities.
• AC9ADRFP01: Share arts works with audiences, preparing for a performance by practising vocalisation and movement.
• AC9ADRFD01_E5: Explore speaking voices to communicate ideas and feelings.
• AC9ADRFD01_E7: Explore ways to use voices and vocalisation to communicate ideas and feelings.
• Foster confidence and stage presence appropriate for young learners.

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Curriculum Links

These objectives directly support:

• Content description AC9ADRFD01 (Use play and imagination to develop ideas)
• Content description AC9ADRFP01 (Share their arts works with audiences)
• Emphasis on developing performance skills through rehearsal, including learning lines, blocking, and character interaction as described in the elaborations of AC9ADRFD01 and AC9ADRFP01 (Foundation Year Drama)【2:AC9ADRFD01.md】【4:AC9ADRFP01.md】.

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Lesson Overview:

This lesson is Lesson 9 in the unit Playful Drama Explorations. The focus is developing rehearsal skills in preparation for an upcoming performance. The students will practise their lines, staging (blocking), and character interactions in a supportive and playful environment.

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Resources Needed

• Costume pieces or simple props related to the performance
• Script or story prompts simplified for Prep students
• Open performance space with clear boundaries
• Visuals or pictorial script prompts for scaffolding lines and actions
• Mirrors or video recording device (optional, for student reflection)

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Detailed Lesson Plan

1. Welcome and Warm-Up (10 minutes)

• Purpose: Activate bodies and voices gently and focus attention.
• Activity:
  • Play “Simon Says” with dramatic actions related to their roles (e.g., “Simon says, walk like a giant,” “Simon says, whisper your line”).
  • Stretch and shake out to release tension and get ready to perform.

2. Introduction to Rehearsal Techniques (5 minutes)

• Teacher explains what a rehearsal is: A time to practise and get ready for a show. Emphasise that it’s OK to make mistakes and that practising helps us feel confident.
• Discuss three key rehearsal components: Learning lines, knowing where to stand/move (blocking), and practising how to behave like their character (interactions).

3. Practising Lines with Vocal Warm-up (10 minutes)

• In small groups or pairs, students practise short, manageable sections of their lines or spoken parts.
• Use fun vocal exercises emphasising projection, clarity, and expression adapted for Prep level, e.g., using animal sounds or repeating short phrases loudly and clearly.
• Teachers support by prompting students as needed, ensuring encouragement and positive feedback.

4. Blocking and Movement Practice (15 minutes)

• Teacher demonstrates blocking for a simple scene using clear, slow movements.
• Students practise moving to their positions on stage, walking pathways, and using space safely. Use clear visual boundaries (e.g., coloured tape on the floor).
• Encourage students to remember their "spot" and how to move between scenes or lines.
• Incorporate simple directions such as “face your friend,” “look surprised,” or “move quietly.”

5. Character Interaction Activities (10 minutes)

• Students practise interacting with others in character, using body language and facial expressions to express feelings.
• Games such as “Mirror Me”: Pair students to mirror each other’s character expressions or movements.
• Encourage them to practise eye contact, gestures, and simple dialogue exchanges.

6. Run-through Rehearsal (8 minutes)

• Groups put together lines, blocking, and character interactions in sequence.
• Teacher guides gently and offers prompts to reinforce confidence.
• Emphasise slow, clear delivery and working as a team.

7. Cool Down and Reflection (2 minutes)

• Circle time: Share one thing each student enjoyed about rehearsing and one thing they feel proud of.
• Teacher reinforces the importance of practice and encourages excitement for the upcoming performance.

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Assessment

• Formative assessment: Ongoing teacher observation of student participation and engagement in rehearsal activities. Look for growing confidence in speaking, moving on stage, and interacting in character.
• Self and peer reflection: Students verbally share their feelings about being in character and working with others.
• Evidence of learning can be captured by teacher notes or a short video of the rehearsal run-through to highlight student progress.

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Teaching Tips

• Use positive reinforcement constantly to foster confidence.
• Tailor line practice to be very short and repetitive for attention span of Prep students.
• Use clear, concrete visual cues and scaffold instructions generously.
• Incorporate playfulness and fun to maintain engagement, linking back to the unit's Playful Drama Explorations theme.
• Build in moments for movement breaks to manage energy levels.

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Differentiation

• For students needing more support, provide one-on-one help with lines or simplified roles.
• For advanced students, encourage them to add simple gestures or try projecting their voices louder.

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This plan balances foundational rehearsal skills with the playful, imaginative nature of Prep Drama, ensuring young learners build confidence and a sense of belonging on stage, consistent with the Australian Curriculum v9 Arts (Drama) Foundation Year outcomes【2:AC9ADRFD01.md】【4:AC9ADRFP01.md】.