Mexican Drama Exploration

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ST Name: Kym Fox
ST Number: 40036679
Class Level: 2nd & 3rd Class
Date: 9/5/25

Subject: Drama
Time: 13:00
Duration: 20 Minutes
No of Pupils: 27

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Curriculum Strand

Drama to explore feelings, knowledge and ideas, leading to understanding

Strand Unit(s) / Element(s)

• Co-operating and communicating in making drama
• Exploring and making drama

Learning Outcomes (Referencing IE Curriculum Framework)

• Develop, out of role, the ability to co-operate and communicate with others to shape dramatic action (Drama Continuum Level 2: Competency in Collaboration and Communication).
• Become aware of and apply rules that help maintain focus and respect within dramatic interaction (Social and Emotional Learning in Drama Framework).

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Learning Objectives

1. The child should be enabled to co-operate effectively in small groups, using drama strategies such as still image, living picture, and thought tracking to express ideas about Mexican culture.
2. The child should be enabled to demonstrate understanding of the theme "Mexico" through imaginative role-play while maintaining focus and respect during drama activities.

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Assessment

1. Method:

• Teacher observation and use of a simple checklist to note participation in group work, ability to maintain a still image, perform living pictures, and engage in thought tracking.

2. Assessment of:

• Group cooperation, creativity in drama responses, and understanding of Mexican-themed prompts.

3. To be recorded:

• Participation level, adherence to drama conventions (focus, eye contact, volume), and originality in interpreting prompts.

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Teacher Questioning

Lower Order Questions (I-Introduction, D-Development, C-Conclusion):

1. (I) What do you know about Mexico?
2. (D) Can you hold still and show us something about a Mexican festival?
3. (C) How did your group feel working together to create your picture?

Higher Order Questions:

1. (D) Why do you think holding still in a ‘still image’ is important in drama?
2. (C) How can thought tracking help us understand what someone might be thinking?
3. (C) How did working in a group help your drama piece about Mexico?

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Language Development Opportunities

• Use of descriptive vocabulary related to Mexican culture (words like ‘festival’, ‘colourful’, ‘music’, ‘dance’, ‘food’).
• Oral expression through thought tracking to articulate characters' feelings and thoughts aloud.

Literacy Development Opportunities

• Vocabulary expansion related to the Mexico theme; children may be encouraged post-lesson to write short sentences or captions about their still images/living pictures for integrated literacy follow-up.

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Teaching Methodologies

• Collaborative/Co-operative Learning
• Active Learning
• Talk and Discussion

Primary Methodology: Collaborative/Co-operative Learning

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Introduction (5 minutes)

Stimulus

• Begin with a warm-up game: "Mexican Hat Movement"—a simple movement freeze game where children walk around the room to traditional Mexican music, stopping when music pauses to "freeze" like a still image. This acts as both physical warm-up and introduces the concept of stillness in drama.

Elicit Prior Knowledge

• Brief discussion asking children what they know about Mexico (culture, festivals, food, colours, traditions).

Share Learning Intention

• "Today, we are going to use drama to explore Mexico by making still images, living pictures, and sharing our thoughts out loud with our friends."
• "We will work in small groups to create and share what we imagine about Mexico and practise listening and working together."

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Development (12 minutes)

Step 1: Divide the class into 6 groups of 4-5 pupils, handing each group a unique Mexico-themed prompt such as:

• Mexican Festival Parade
• Family Preparing Traditional Food
• A Day at a Mexican Market
• Mariachi Band Playing Music
• Children Dancing the Jarabe Tapatío (Mexican Hat Dance)
• Painting a Colourful Mural

Step 2: Using the drama strategies:

• Still Image: Groups create a frozen picture that shows their prompt. Teacher reminds them to stay very still and think about facial expressions.
• Living Picture: Groups gently move from their still image to gradually "come alive" and show parts of the story or activity.
• Thought Tracking: Teacher asks individuals to step forward and aloud express what their character might be thinking or feeling at that moment. This encourages empathy and voice development.

Teacher monitors groups, supporting co-operation and focus, also reminding students about rules of respect and attention while others perform.

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Conclusion (3 minutes)

Cognitive

• Recap on what still images and thought tracking showed about Mexico.

Social

• Invite two or three groups to briefly share their living picture and one thought-tracking comment with the whole class. Encourage positive feedback focusing on cooperation and creativity.

Transition

• Signal end of drama session with a brief calming activity such as a slow deep breathing exercise, linking back to "holding still" from the warm-up game.

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Universal Design for Learning

Pupil(s)	Reasons	Methods	Additional Comments
Pupils with sensory sensitivities	May find loud music overwhelming	Provide ear defenders, low volume option	Offer quiet space for break
Pupils with language difficulties	May struggle with oral expression	Use visual prompts, role-modelling	Pair with supportive peer
Pupils with mobility difficulties	May have limited movement	Adapt still image poses, seated options	Use hand gestures for thought tracking

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The Learning Environment

• Clear open space for moving and forming still images.
• Group areas marked by tape or cones for ease of organisation.
• Audio equipment to play traditional Mexican music during warm-up game.

Resources

• Prompt cards with pictures and simple text describing Mexican-themed scenarios.
• Audio player and curated music playlist with Mexican instrumental tunes.
• Visual vocabulary flashcards related to Mexican culture for reference during drama.

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This lesson plan blends the IE Curriculum Drama strand focusing on social skills, imagination, and communication while exploring a culturally rich theme that engages pupils in active, collaborative drama learning.