Exploring Identity

Lesson Overview

Unit: Expressing Identity Through Drama
Lesson: 1 of 10
Year Level: 7
Time: 60 minutes
Curriculum Area: The Arts – Drama (NZ Curriculum, Level 3)
Big Idea: Drama is influenced by whakapapa and is a way to respond to and share identity, culture, and perspectives.
Key Competencies: Thinking, Participating and Contributing, Managing Self
Mātauranga Māori Integration: Understanding self (whakapapa, tūrangawaewae) through performance and collaboration.

Lesson Objectives

By the end of this lesson, students will:

• Explore the concept of identity and how it is expressed in drama.
• Engage in discussions and reflection on their own identity.
• Participate in simple drama activities to begin expressing their identity through movement and voice.

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Lesson Structure

1. Welcome and Warm-Up (10 minutes)

Goal: Encourage a positive and collaborative environment.

• Mihi (2 minutes): Begin with a brief mihi (greeting/welcome), acknowledging the land and whakapapa. Model a simple mihi for students to use in later lessons.
• Whakaata (Mirroring) Activity (8 minutes):
  • In pairs, one student moves slowly while the other mirrors their movements. Then swap roles.
  • Discuss: How did it feel to imitate someone else? How does movement help express identity?

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2. Discussion: What is Identity? (10 minutes)

Goal: Introduce the big idea of identity and its role in drama.

• Ask the class: What does ‘identity’ mean? What makes each of us unique?
• Brainstorm aspects of identity: culture, language, family, hobbies, personal traits.
• Share brief examples from New Zealand’s diverse cultures (e.g., Māori concepts of whakapapa, European settler heritage, Pasifika traditions).

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3. Expressing Identity Through Movement (15 minutes)

Goal: Begin translating personal identity into physical expression.

• Activity: Personal Gesture Sequence
  • Students choose three small movements that represent aspects of their identity (e.g., waving to represent friendliness, a stance that represents confidence, a dance step from their culture).
  • Combine the three movements into a short sequence.
  • Share in small groups and reflect: What do these movements say about you?
  • Encourage students to build confidence in performing and explaining their choices.

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4. Identity Walk (15 minutes)

Goal: Experiment with different movements representing identity traits.

• Instructions:
  • Call out different identity traits (e.g., confident, shy, excited, creative).
  • Students walk around the room embodying that identity using body language.
  • Pair up and discuss: Which movements felt most like you? Which were different from how you usually move?
  • Connect to drama: How can we use movement to show a character’s identity?

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5. Reflection and Closing (10 minutes)

Goal: Consolidate learning and prepare for the next lesson.

• Students write a short reflection using these prompts:
  • What did you learn about yourself today?
  • How can movement express identity?
  • What is one thing you’re excited to explore in drama?
• Invite students to share responses if comfortable.
• Preview next lesson: Exploring Identity through Voice – how tone, pitch, and pace express who we are.

Teacher Note: Celebrate small successes! Encourage participation and foster a safe space where students feel comfortable expressing themselves.

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Assessment Opportunities

• Observation of student participation in movement activities.
• Reflection responses (informal, but useful for formative assessment).
• Group discussions – listening and contributing respectfully.

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Resources Needed

• Open space for movement.
• Paper and pens for reflection.
• Visual prompts (images of various cultural symbols or movements as inspiration).

Kaiako Tip: Recognise that some students may be shy expressing personal identity early on. Reassure them that exploration in drama is about choice and that identity can be expressed in many ways.

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Follow-Up

• Encourage students to notice movements they use naturally.
• Ask them to observe how different people move in real life to express themselves.
• Next lesson will focus on using voice to express identity.