Symbolism Uncovered

Lesson 6 of 10 in Unit: Silent Stories Unveiled

Duration: 53 minutes

Year Levels: 3 - 6

Class Size: 15 students

Learning Area: Drama

Location: Carnamah District High School (Western Australia)

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WALT (We Are Learning To)

• Understand and explore symbolism in physical theatre and storytelling.
• Represent abstract ideas using physical actions and props.
• Develop awareness of non-verbal cues and how they convey meaning.

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Western Australian Curriculum Alignment

Content Description (Drama, Years 5-6):

AC9ADR6C01: Develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms.

• Explore physical, fictional or emotional spaces to create characters and respond to situations.
• Vary movement and gesture without voice to communicate ideas or intentions.
• Rehearse and create relationships in dramatic scenes using physicality and props .

Achievement Standard Highlights:

Students develop and present devised drama, using movement and gestures to convey meaning and abstract ideas, showing understanding of dramatic elements in storytelling.

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Success Criteria

• I can use my body and props to show ideas that are not spoken.
• I can explain what a symbol means in our drama.
• I can watch others and understand their story through movement.
• I can work with others to create a dramatic story that includes symbolism.

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Lesson Outline & Timing

Time	Activity	Details & Instructions
0-5 minutes	Introduction	Brief discussion: What is symbolism? Examples from everyday life (e.g., heart = love). Introduce physical theatre as expression without words. Explain today's focus on symbolism through movement and props.
5-15 minutes	Warm-up & Exploration	Physical theatre warm-up: simple group activities using body shapes to represent concepts (e.g., "big", "small", "strong", "weak"). Short mirroring exercise. Introduce props as symbols: each student selects a simple object and thinks about what it might represent.
15-30 minutes	Guided Group Activity	In small groups (3-4), students create a short silent story (1-2 minutes) using only physical actions and their chosen props to symbolise emotions or ideas (e.g., bravery, sadness, friendship). Teacher models and guides symbolism in movement. Groups rehearse and polish.
30-45 minutes	Performance & Peer Feedback	Groups perform their silent stories. After each performance, the class discusses possible symbolic meanings. Teacher highlights use of non-verbal cues, including facial expressions and props, linking back to symbolism.
45-53 minutes	Reflection & Extension Task	Whole class reflection: What did we notice about symbolism in physical theatre? How does it help tell stories silently? Explain the extension activity: Create a personal symbolic gesture or prop for next lesson.

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Detailed Teaching Notes

Introduction

• Connect with students’ prior knowledge on symbols in images, signs or logos.
• Use simple language to define symbolism as “using one thing to stand for another idea or feeling”.
• Relate to First Nations storytelling practices if possible, acknowledging the cultural use of symbols in drama (approximate, age-appropriate connection) .

Warm-up

• Include breathing and stretching to prepare.
• Use a ‘statue’ game where a movement represents an idea.
• Example: Freeze frame showing ‘strength’ with arms in a V shape.
• Introduce props (scarves, sticks, balls) and ask students to think about what their object could symbolise beyond its real use.

Guided Activity

• Scaffold with leading questions: “What could your scarf show besides just a scarf?”
• Emphasise non-verbal communication: facial expressions, eye focus, body shape.
• Encourage ideas like ‘help’, ‘fear’, ‘journey’, ‘friendship’.
• Teacher circulates to prompt and support groups.

Performance and Feedback

• Encourage positive feedback linked to recognition of symbols.
• Use questioning strategies: “What did you think this red scarf meant?” or “How did the actor show sadness without words?”
• Highlight effective symbolic use.

Reflection

• Students verbalise learnings or draw a symbol and explain its meaning.
• Extension: Prepare a unique gesture or symbol at home or class to share next time.

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Differentiation Strategies

• For Diverse Learners:

  • Provide visual cue cards with example symbols and emotions.
  • Allow use of simple props with tactile qualities for sensory learners.
  • Pair students strategically for peer support in group work.
  • Use clear, concise instructions with demonstrations for EAL/D students.

• For Advanced Learners:

  • Challenge to incorporate multiple symbols in one story segment.
  • Encourage abstract symbolism (e.g., shadows, shapes, colours).
  • Invite to mentor peers during group work.

• For Students Requiring Extensions:

  • Propose mini research on a cultural story with symbolic drama and present findings.
  • Create a symbolic prop theatre for a brief story scene.

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Resources Required

• Simple props: scarves, sticks, hats, balls, fabric pieces.
• Open space to move freely.
• Whiteboard or chart paper for symbol examples and reflection notes.

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This lesson plan aims to not only meet Western Australian Curriculum requirements for Drama but also to immerse students in the creative process of non-verbal storytelling using symbolism in physical theatre. It draws on curriculum content specifically AC9ADR6C01 and incorporates peer interaction, reflection, and performance, all tailored for Years 3-6 students with diverse learning needs, fostering engagement and deeper understanding of expressive arts .