Storytelling Through Movement

Year Level

Year 10 Drama (Australian Curriculum v9)

Unit

Dynamic Physical Theatre Exploration
Lesson 8 of 30

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Lesson Duration

60 minutes

Class Size

20 students

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Learning Area

The Arts – Drama

Curriculum Context

This lesson draws on the Australian Curriculum (v9) Drama content descriptions for Years 9 and 10, focusing on improvising, devising and performing drama using movement, elements of drama and conventions to convey meaning without dialogue. It also fits with physical theatre exploration and storytelling through non-verbal techniques.

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Learning Objectives

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

• Devise and perform a short, narrative physical theatre piece using only movement, without dialogue or vocalisation.
  (AC9ADR10C01: Improvise and devise drama using elements of drama and conventions to convey intended ideas, perspectives and/or meaning)

• Use body language, gesture, facial expression, and spatial relationships to communicate characters, events and emotions clearly without words.
  (AC9ADR10P01: Perform improvised/drama using performance skills to shape drama including non-verbal communication)

• Collaborate effectively in small groups to create a coherent story through movement, negotiating dramatic action and roles.
  (AC9ADR10C01_E1: Work collaboratively using stimulus to devise drama, shaping dramatic action)

• Reflect on and provide constructive feedback on peers’ physical storytelling performances, focusing on clarity of narrative and expressive movement.
  (AC9ADR10D02: Reflect on use of elements of drama and conventions to refine performance choices)

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Lesson Outline

Time	Activity	Description & Purpose
5 mins	Introduction and Warm-Up	- Briefly recap previous lessons on physical theatre concepts. - Warm-up physical and vocal body with stretches, gesture & facial expression exercises. - Set expectation: no spoken words, focus on movement to ‘tell a story’.
10 mins	Movement Exploration: Storytelling Basics	- Individual improvisation: express simple emotions and actions through movement (e.g. joy, fear, searching). - Brief discussion: What does movement communicate without words? Highlight key drama elements (movement, space, gesture).
5 mins	Group Formation & Planning	- Divide class into 4 groups of 5. - Each group receives a simple story prompt or theme (e.g. friendship, conflict, journey). - Groups brainstorm story ideas they can express using only movement.
25 mins	Group Physical Theatre Creation & Rehearsal	- Groups create a 3-minute physical theatre piece with no dialogue. - Emphasis on characterisation, spatial dynamics, pacing, and clear storytelling. - Teacher circulates to provide feedback and support, focusing on expressive use of movement and group coordination.
10 mins	Group Performances & Peer Feedback	- Groups perform in front of the class. - After each performance, peers and teacher provide positive, constructive feedback focusing on clarity of story told through movement and emotional impact. Use structured questions (see below).
5 mins	Reflection & Wrap-Up	- Whole class discussion/reflection: What worked well? What was challenging? How did movement communicate ideas without speech? - Link back to Australian Curriculum focus on devising, performing and reflecting on drama.

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Key Teaching & Learning Strategies

• Warm-up exercises to prepare students’ bodies and minds for physical storytelling and embodying characters through movement.
• Use of stimulus material (story/theme prompts) as a scaffold for creative improvisation, consistent with AC9ADR10C01_E1.
• Collaboration and negotiation in groups to develop a shared physical narrative.
• Teacher observation and formative feedback to guide students’ expressive skills and focus on movement rather than verbal language.
• Reflective peer feedback framed with constructive questions to enhance understanding of drama elements and performance skills.

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Assessment and Reflection

Formative Assessment

• Observation of group planning and rehearsal: Are students using body movement and spatial awareness to communicate story elements?
• Peer feedback: Use teacher-provided questions such as:
  • "How did the characters show their emotions through their movements?"
  • "Was the story clear without words? What helped make the story understandable?"
  • "What moments of movement were especially expressive or powerful?"

Summative Reflection (to be recorded in drama journals or class discussion)

• Students write or discuss their experience of telling a story without dialogue.
• Reflect on the effectiveness of movement and non-verbal communication in drama.
• Identify areas for personal growth in physical theatre skills.

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Resources Needed

• Open, clear space for safe physical movement.
• Simple story prompts or theme cards for group brainstorming.
• Optional: music for mood setting during rehearsal.
• Drama journals or reflection sheets.

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Safety Considerations

• Ensure warm-up and cool-down to prevent injury.
• Clear guidelines about respectful physical interaction, personal boundaries and safe movement practice.

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Curriculum Alignment Summary

Australian Curriculum Code	Description
AC9ADR10C01	Improvise and devise drama using elements and conventions to shape dramatic action and convey meaning
AC9ADR10P01	Perform improvised/drama using performance skills and conventions to shape drama
AC9ADR10D02	Reflect on and evaluate drama practices to refine use of elements and conventions

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This lesson plan provides an experiential learning opportunity for Year 10 students to deepen their understanding of physical theatre and the power of non-verbal storytelling, directly linking creative practice with Australian Curriculum Drama standards. It promotes collaboration, creativity, critical reflection, and physical expressiveness in ways that engage students and build transferable drama skills.

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If you would like, I can also suggest cross-curricular links, detailed warm-up exercises, or extension activities for this lesson!