Unlocking Creative Potential

Overview

Year Level: Year 11
Subject: Drama
Unit: Improvisation, Playbuilding, and Physical Theatre
Duration: 60 minutes
Curriculum Standard: Links to the Australian Curriculum - Senior Secondary Drama, specifically:

• Unit 1: Dramatic Storytelling – improvisation and playbuilding to develop dramatic and theatrical skills.
• Unit 2: Performance – physical theatre techniques and styles to communicate ideas and narratives.
  Focus: Students will explore improvisation to generate ideas, experiment with playbuilding to structure a group performance, and use physical theatre techniques to creatively communicate a thematic concept.

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Learning Intentions

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

1. Apply foundational improvisation skills to generate original material.
2. Collaboratively create a short narrative piece using playbuilding techniques.
3. Use physical theatre as a storytelling tool to explore abstract ideas.

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Success Criteria

Students will:

• Contribute to improvised exercises with commitment and imagination.
• Work collaboratively to create a performance structure during group playbuilding.
• Incorporate physical movement and space to enhance storytelling.

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Resources and Equipment

• Open classroom or drama studio space
• Large pieces of butcher's paper and markers (for brainstorming)
• A Bluetooth speaker for atmospheric background music (if needed)
• Small props or fabric pieces to inspire creative movement (optional)

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Lesson Structure

Introduction (10 minutes) – Warm-up and Focus Activity

Purpose: To energise students, build group focus, and prepare them for improvisation.

1. Name and Movement Game (3 minutes):
   Gather students in a circle. Each student says their name while adding a unique physical movement. The group echoes the name and movement together. This builds group connection and encourages creativity right from the start.

2. Mirroring Exercise (4 minutes):
   In pairs, students take turns leading and mimicking their partner’s movements in silence. Begin slowly and then speed up. This emphasises physical awareness and trust.

3. Breathe and Centre (3 minutes):
   Lead the class in a short breathing and stretching exercise. Ask students to visualise themselves as blank slates, ready to create anew.

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Exploration (20 minutes) – Improvisation and Generating Ideas

Purpose: To ignite imaginative thinking and generate material for performance.

1. Improvisation Game: “Yes, And…” (10 minutes):

   • Form two lines of six students, so each pair faces each other.
   • Each student must build on their scene partner’s idea by starting their response with "Yes, and..."
   • For example: “Let’s build a spaceship.” – “Yes, and it needs to save kangaroos.”
   • After a minute, rotate pairs to work with someone new.
   • Reflect as a group: How did saying "Yes, and" change the creative energy? What unexpected ideas emerged?

2. Random Object Transformation (10 minutes):

   • Provide each group with a random small object (e.g., fabric, a book, a spoon).
   • Groups must improvise a transformation of the object into something entirely unexpected, using it as inspiration for a short scene (e.g., a spoon becomes a magical wand that changes emotions).
   • Perform the quick improvisations for the class.

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Development (20 minutes) – Playbuilding and Physical Theatre

Purpose: To structure ideas and weave physical storytelling into the performance.

1. Brainstorming Web (5 minutes):

   • Provide large pieces of butcher’s paper and markers to each group.
   • Give students the theme "Hope in Chaos”. Encourage students to brainstorm ideas, images, and short narrative moments connected to the theme. Each group creates a visual web of their ideas.

2. Structuring Through Playbuilding (10 minutes):

   • Groups select one or two ideas from their brainstorming web to dramatise.
   • Develop these into a short (30-60 second) performance. Emphasise clear moments of beginning, middle, and end.
   • Incorporate dialogue, movement, and group roles into the performance.

3. Physical Theatre Layering (5 minutes):

   • Challenge students to add a physical theatre element to their piece. For example:
     • Abstract movement sequences to represent emotions.
     • Use of levels, group shapes, or exaggerated gestures to highlight conflict.
   • Play with transitions between scenes using stylised movement such as slow motion or tableaux.

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Performance and Reflection (10 minutes)

Purpose: To share and analyse work, focusing on constructive feedback and growth.

1. Group Presentations (5 minutes):

   • Each group performs their short piece for the class.
   • Encourage groups to showcase their use of improvisation, playbuilding structure, and physical theatre techniques.

2. Feedback and Reflection (5 minutes):

   • Lead a group discussion, focusing on:
     • What choices worked well in each piece?
     • How did the physical theatre elements enhance the story?
     • What could be further developed or refined?
   • Students share one thing they personally enjoyed about the process today.

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Differentiation Strategies

• For advanced students: Encourage more challenging physical exploration, such as lifts, trust exercises, or non-verbal communication.
• For students needing support: Pair less confident students with supportive peers in smaller groups. Simplify tasks with clear instructions and step-by-step guidance.
• For diverse learners: Offer opportunities for non-verbal participation through physical expression.

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Assessment Opportunities

• Informal assessment during improvisation games (level of engagement and creativity).
• Observation of group collaboration and contribution during playbuilding.
• Teacher notes on students’ final shared performances, focused on use of improvisation and physical theatre.

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Plenary (Closure)

End by gathering students in a circle. Ask them to brainstorm a single sentence capturing the theme "Hope in Chaos," incorporating ideas from the entire lesson. Write this sentence on the board as a shared class creation, reflecting their collective storytelling efforts today.

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Teacher Reflection (Post-Lesson)

• Did students engage with the improvisation, playbuilding, and physical theatre elements?
• Were their performances cohesive and imaginative?
• What adaptations could be made to further challenge or support the group?