Using Props Physically

Overview

This 60-minute lesson is the 13th in a 30-lesson unit titled "Dynamic Physical Theatre Exploration," designed for Year 10 Drama students in Australia. The lesson focuses on exploring how props can enhance physical theatre performances and how students can effectively incorporate props into their movement-based pieces. All activities and objectives align closely with the Australian Curriculum (v9) Drama for Years 9 and 10, specifically engaging with elements of drama, conventions, and performance skills to manipulate dramatic action and convey meaning.

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Learning Objectives

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

• Experiment with using physical theatre props to communicate ideas, moods, and relationships through movement (AC9ADR10C01, elaboration E6).
• Manipulate elements of drama such as space, movement, and symbol through props to enhance dramatic meaning (AC9ADR10C01_E3).
• Work collaboratively to devise and rehearse short physical theatre pieces incorporating props effectively (AC9ADR10C01_E1, AC9ADR10P01_E3).
• Reflect on and evaluate how the use of props shaped audience understanding and engagement (AC9ADR10D01_E2, AC9ADR10P01_E4).

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Curriculum Alignment

This lesson supports the Australian Curriculum Drama (Years 9-10):

• AC9ADR10C01: Improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning.
• AC9ADR10P01: Perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama.
• AC9ADR10D01: Develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions.
• General capabilities: Collaboration, critical and creative thinking, and personal and social capability through drama practice.

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Lesson Breakdown (60 minutes total)

Time	Activity	Description	Curriculum Link
5 min	Introduction and Warm-up	Brief discussion: What roles do props play in physical theatre? Warm-up physical exercises focusing on spatial awareness and imagining objects in space.	AC9ADR10C01_E3 (Manipulating elements of drama)
10 min	Demonstration & Exploration	Teacher-led demonstration showing several props (e.g., scarf, chair, umbrella). Demonstrate how movement can change with or without the prop, explore symbolic usage. Students explore individually or in pairs manipulating a simple prop physically and symbolically.	AC9ADR10C01_E6 (Considering use of props to enhance communication)
15 min	Group Devise Task	In groups of 4, students devise a short physical theatre piece lasting 2-3 minutes that integrates a prop meaningfully to tell a story or explore a theme (e.g., transformation, conflict, or journey). Teacher circulates to support and prompt reflection on use of element manipulation.	AC9ADR10C01_E1 (Using stimulus and collaborative devising), AC9ADR10P01_E3 (Sustained presentation)
15 min	Performance & Peer Feedback	Groups perform devised pieces to class. After each performance, peer feedback guided by structured questions about how prop use influenced meaning, mood, and audience engagement.	AC9ADR10P01_E4 (Reflecting on performance), AC9ADR10D01_E2 (Evaluating success of physical and psychological communication)
10 min	Reflection and Discussion	Whole-class discussion on learnings about props in physical theatre and how to further develop their work. Teacher facilitates to connect experiences to drama elements and conventions.	AC9ADR10D01_E2 (Reflective practice and refinement)

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Resources

• Variety of simple props (e.g., scarves, hats, umbrellas, chairs, sticks, boxes)
• Drama space with clear floor area for movement
• Audio system for warm-up music (optional)
• Observation/reflection sheets or slide with peer feedback questions

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Assessment

Formative ongoing assessment through:

• Observation of group collaboration and creativity in devising
• Peer feedback quality and reflection
• Teacher evaluation of engagement with drama elements and effective prop use during performance

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Peer Feedback Guiding Questions

• How did the prop add to or change the meaning of the movement?
• Did the use of the prop help tell a story or express an emotion?
• How did the movement of the performers change with the prop?
• What could be done to make the use of the prop clearer or more impactful?

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Teacher Tips for Engagement

• Encourage risk-taking with imaginative prop use to 'wow' students beyond obvious functions.
• Highlight the symbolic potential of props—encourage abstract or exaggerated use.
• Link feedback to specific drama terminology (e.g., use of space, symbol, movement dynamics).
• Scaffold groups needing help with structure by suggesting themes or relationships involving the props.

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This lesson plan leverages dynamic physical theatre practices as prescribed by the Australian Curriculum (v9) and encourages not just mechanical usage of props but thoughtful integration into dramatic action to heighten meaning and audience engagement, fitting the developmental and creative capacity of Year 10 drama students.