Showcasing Our Work

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Overview

Unit Title: Dramatic Performance Journey
Lesson Number: 9 of 9
Lesson Title: Performance Day: Showcasing Your Work
Year Level: 3 and 4
Lesson Duration: 50 minutes
Class Size: 20 students
Curriculum Area: The Arts – Drama
Australian Curriculum Links (Version 9.0):

• Drama - Years 3–4
  • AC9ADR4P01: Devise and perform drama that communicates ideas, feelings and stories using drama elements and principles.
  • AC9ADR4P02: Use voice, movement, situation and space to imagine and establish role and setting.
  • AC9ADR4E01: Reflect on and describe how drama stories are told using the elements of drama.

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Learning Intentions

By the end of this session, students will:

• Confidently perform their devised dramatic piece in front of the class
• Apply voice, movement, and space effectively to convey character and narrative
• Exhibit teamwork and support for peers during performances
• Engage in drama games that promote playful collaboration and positive classroom energy

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Success Criteria

Students will be successful when they:
✅ Perform their scene using cohesive movement and vocal techniques appropriate to their character
✅ Respond positively and respectfully as audience members
✅ Demonstrate confidence and commitment to their performance role
✅ Reflect briefly on their personal growth through the unit

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Materials Needed

• iPad or recording device set up with Seesaw
• Printed running order of performances
• Reflection slips or mini journals (e.g., quarter A4 pages)
• Bean bag or talking stick (for post-performance reflections)
• Props and simple costume accessories (as arranged during the devising process)
• Speaker and low-volume music for post-performance celebration
• Drama game cards (pre-prepared) with game instructions

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Preparation

• Ensure the iPad is charged and ready for Seesaw recording
• Arrange the performance space (semi-circle audience set-up; clearly delineated ‘stage’ area)
• Display running order of performances
• Have students’ props pre-set neatly at the side of the stage area
• Pre-select 2–3 drama games appropriate for cool-down and positive closure

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Differentiation Strategies

For Diverse Learners:

• Provide non-verbal or low-dialogue roles for students with language barriers or speech anxiety
• Offer visual cues or sequencing cards for students who require scaffolded support
• Assign peer mentors for students needing social/emotional encouragement

For Advanced Learners (Extension):

• Invite strong performers to take on extra character layers (e.g. dual roles or narrators)
• Allow advanced students to co-lead the post-performance reflection
• Encourage advanced students to experiment with stylised movement or vocal layering during their performance

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Lesson Procedure

1. Warm-Up & Focus (5 minutes)

Activity: "Relax, Reset, and Reach Out” – Mini Mindfulness Ritual

• Students form a quiet circle. Teacher leads them through three breathing exercises:
  1. Dragon Breath – big inhale and powerful exhale with arms rising and falling
  2. Candle Flicker – hold out a hand and blow a ‘pretend’ candle gently to focus breath control
  3. Sound Drop – release a soft “ahhh” to awaken vocal cord gently

Follow with a single class clap and whole-group “Let’s begin!”

Purpose: Ground students, ignite focus, regulate nerves

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2. Performance Showcase (30 minutes)

Structure:

• Each student group (comprised of 3–4 students) performs one devised drama scene
• Teacher or class helper manages the recording of each performance using Seesaw
• After each performance, a brief applause and 1 sentence of positive peer feedback: “My favourite part was…”

Roles:

• 4 groups of 5 students = 4 performances of ~6–7 mins plus transition time
• Teacher acts as MC between scenes, creating ceremony and celebration feel
• Optional: Nominate a “Drama Treasurer” to manage props/costume hand-off between groups

Tips:

• Maintain a relaxed, encouraging tone
• Allow space for mistakes as part of the learning journey
• Offer “Performers Only” cushions for staging area to create a visual distinction

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3. Reflect & Celebrate (5 minutes)

Activity: Popcorn Reflections

• Students sit in a large circle; use a soft toy or talking stick to indicate the speaker
• Offer two prompts:
  • “One thing I’m proud of in my performance is…”
  • “One thing I learned about drama this term is…”

Encourage spontaneous sharing – popcorn-style rather than orderly turns

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4. Drama Celebration Games (10 minutes)

Choose two fast-paced, fun games focused on camaraderie and collaboration.

Option A: ‘Zip, Zap, Zop!’
Energy-passing game that helps focus and coordination

Option B: ‘Freeze Frame Challenges’
Teacher calls out a scene (e.g., ‘On a rollercoaster!’), students freeze in poses instantly
Add a twist: audience votes for ‘Most Dramatic Freeze!’ just for fun

Optional Upgrade: Play soft music and allow students to create end-of-term drama celebration photos (in costume or character poses)

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Assessment & Recording

Performance recordings will be uploaded to Seesaw as evidence of final understanding, meeting Drama achievement standards. Informal teacher observations, peer feedback, and student reflections will complete the assessment.

Teacher can use a simple checklist rubric:

• Use of voice and movement (✔ / ✖️)
• Confidence in performance (✔ / ✖️)
• Cohesion as a group (✔ / ✖️)
• Audience engagement (✔ / ✖️)

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Teacher Reflection Prompt

After the lesson, consider:

• Which students showed the most growth from Lesson 1 to today?
• Who needs more support with confidence or collaboration?
• What surprised or delighted you about today’s performances?

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Final Note

Celebrate your students’ journey – applaud not only what was performed, but how they grew together as a team. The arts build far more than scenes – they build empathy, expression, and voice. Your leadership through this journey has been the cornerstone of their creative courage. 🎭

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Prepared By: [Your Name Here]
School: [Insert School Name]
Term: Term 2 or 3 (adapt to your calendar)
Class: Year 3/4 DRAMA
Lesson 9 of 9 – Performance Day