Exploring Voice & Body

Curriculum Area and Level

Subject: Drama
Curriculum Level: Level 4 – The New Zealand Curriculum
Big Idea: Titiro whakamuri, kokiri whakamua – Drama is influenced by whakapapa and is a way to respond to and share identity, culture, and perspectives.
Key Competencies: Thinking, Using Language, Symbols and Texts, Participating and Contributing

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Lesson Overview

Students will explore how voice and body effectively communicate a story. They will experiment with movement, posture, and vocal techniques in dynamic ways, using space to enhance their storytelling.

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Learning Outcomes

By the end of the lesson, students will:

1. Understand how body movement and voice contribute to storytelling.
2. Experiment with different ways of using space to enhance dramatic effect.
3. Work collaboratively to create a short performance that uses voice and body effectively.

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Resources Needed

• Open performance space
• Music/audio clips (for warm-up)
• A soft object (e.g., a scarf or small ball)
• Whiteboard and markers
• Printed story excerpts (Māori and Pasifika myths preferred)

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Lesson Structure (120 mins)

1. Whakawhanaungatanga & Warm-Up (15 mins)

• Begin with Mihi Whakatau (brief welcome and connection-building).
• Name game – Students introduce themselves using an action and voice variation.
• Physical warm-up: "Pass the Energy" – A movement-based group activity that encourages spatial awareness and body control.
• Vocal warm-up: "Sound Wave" – Students make and pass vocal sounds, experimenting with pitch, volume, and speed.

2. Exploring Physical Storytelling (25 mins)

• Introduce Non-Verbal Narratives: Using body language, gesture, and facial expressions to convey emotions.
• Activity: Size and Weight Experimentation
  • Students express different emotions using only posture and stance.
  • They work in pairs to convey a short story using body movement alone.
• Discussion: What body language helped make the story clear?

3. Voice in Drama (25 mins)

• Introduce voice variations – pitch, pace, tone, projection.
• Small groups experiment reading a short Māori myth using different vocal stylisations, including:
  • Whispered tension
  • High-energy enthusiasm
  • Slow-motion drama
• Reflection: What vocal variations changed the meaning of the story?

4. Movement in Space (20 mins)

• Activity: Levels & Pathways Exploration
  • Students practice moving at different levels (e.g., crawling, standing tall, crouching).
  • In pairs, they create small sequences using height and space to add depth to performance.
• Reflection: How did different movements change the scene's impact?

5. Group Devised Performance (25 mins)

• Groups of three create a 30-second performance of a myth or fable using voice and movement without spoken words.
• Encourage innovative use of space and dynamic entrances/exits.
• Performances shared with the class with peer reflection and positive feedback.

6. Reflection & Cool Down (10 mins)

• Think-Pair-Share: What worked well? What was challenging?
• Closing statements: How can we apply these skills beyond drama?
• Short calming exercise: Slow breathing and body awareness activity.

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Assessment & Next Steps

• Formative Assessment: Observation of student participation and engagement in tasks.
• Student Self-Reflection: Write or draw a reflection on how they used body and voice.
• Further Exploration: Next lesson, integrate character development with voice and movement.

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Teaching Approach

This lesson follows an experiential learning model, encouraging tamariki to learn by doing. It is rooted in kaupapa Māori principles of tikanga, collaboration (mahi tahi), and storytelling as a means of learning (ako).

This approach ensures inclusivity and responsiveness to all students while embedding Aotearoa New Zealand’s cultural narratives within drama practice.