Character Creation

Overview

This lesson is Lesson 2 in the unit "Unforgettable Stagecraft Adventures." It is designed for Year 6 students to explore and develop unique characters in drama. Students will learn how to create character profiles and use physicality, voice, and background to bring their characters to life through improvisational exercises. The lesson lasts 85 minutes and is intended for a class of 20 students.

Curriculum Links

This lesson plan aligns with the New Zealand Curriculum for Drama under the Arts learning area, emphasizing the development of key competencies including thinking, relating to others, and using language, symbols, and texts.

Learning Outcomes

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

• Develop and describe unique characters by considering physicality, voice, and character background.
• Use improvisation to explore and embody their created characters.
• Work collaboratively with peers, showing respect and taking on roles effectively.
• Demonstrate understanding of non-verbal communication and vocal variation to convey meaning.

These align with the Drama curriculum expectations for Year 6 students to "take on roles and sustain these roles" and "experiment with voice, movement, and facial expression to create and sustain characters" (The New Zealand Curriculum, Arts, Level 3).

Competencies Developed

• Thinking: Planning character details and exploring character motivations.
• Relating to Others: Collaborating in improvisation and role play.
• Using Language, Symbols, and Texts: Using voice and physical expression for character portrayal.
• Participating and Contributing: Engaging in group discussion and presentations confidently.

Materials Needed

• Character Profile template (printed or digital)
• Open space for physical movement
• Props or costume pieces (optional)
• Whiteboard and markers for brainstorming
• Voice recording device (optional for reflection)

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Lesson Plan Breakdown (85 minutes)

1. Introduction to Character Creation (10 minutes)

• Briefly introduce what a character is in drama: someone we create or portray with unique traits.
• Discuss the three key aspects of character development:
• Physicality: How they move, posture, gestures.
• Voice: Tone, pitch, pace, volume.
• Background: Name, age, personality, preferences, and history.
• Show examples from familiar stories or performed characters.
• Connect to the curriculum goal of taking on and developing roles using body language and vocal expression.

2. Brainstorming Character Ideas (10 minutes)

• In pairs, students brainstorm ideas for a character.
• Use guiding questions on the board:
• Who is your character? What do they like or dislike?
• How might they walk or stand?
• How does their voice sound? Fast, slow, loud, soft?
• Teacher models filling in a basic character profile using a familiar character (e.g., a character from a story).

3. Creating Character Profiles (15 minutes)

• Distribute Character Profile templates for each student to complete.
• Students individually create their own character, focusing on unique traits.
• Support provided for sentence starters to assist with description.
• Circulate to assist students with ideas or vocabulary to describe characters vividly.

4. Warm-Up Physicality and Voice Exercises (10 minutes)

• Lead a warm-up to prepare bodies and voices:
• Facial expressions (happy, scared, angry).
• Different ways of walking (stomping, tiptoeing, shuffling).
• Voice variations (loud/soft, fast/slow, high/low pitch).
• Explain how these exercises help bring characters to life.

5. Improvisation in Role (25 minutes)

• In groups of 4-5, students take turns portraying their character.
• Facilitated improvisational scenarios given, such as:
• Meeting a stranger in a park.
• Finding a mysterious object.
• Each student must act and speak as their character, using physicality and voice explored earlier.
• Encourage students to listen and respond to others in role.
• Teacher and peers provide positive, specific feedback focusing on how character traits are shown physically and vocally.

6. Group Reflection and Discussion (10 minutes)

• Gather students to share experiences.
• Prompt questions:
• What surprised you about becoming your character?
• How did your character’s voice and movement help others understand them?
• What did you learn about ‘taking on roles and sustaining them’?
• Discuss how non-verbal communication and voice help audiences understand character feelings and intentions.

7. Closing Activity: Character Gallery Walk (5 minutes)

• Students display or present their character profile briefly.
• Teacher summarises key learning points about character creation.
• Encourage students to think about how they can use these skills in upcoming lessons.

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Assessment

Formative

• Observation of students’ engagement and ability to express their character through improvisation.
• Participation in discussion and reflection demonstrating understanding of character traits.

Summative (for unit progression)

• Character Profiles assessed for creativity and detail.
• Improvisation skills assessed by ability to maintain role using physicality and voice.
• Use of non-verbal communication and expressive voice evaluated during group work.

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Differentiation and Inclusion

• Provide sentence starters or visual supports for students needing language assistance.
• Encourage peer support and collaboration in mixed-ability groups.
• Be mindful of different levels of comfort with physical expression and vocalisation; allow alternative small group or paired work if needed.
• Respect cultural and neurodiversity differences in expression and interpretation of communication cues.

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Reflection for Teachers

• Note which students engaged confidently and which may need more support in sustaining roles.
• Reflect on effectiveness of warm-ups in preparing students’ physical and vocal expression.
• Consider ways to integrate student-created characters into future lessons or performances.

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This lesson plan empowers Year 6 students to creatively explore character development aligned closely with the New Zealand Curriculum, supporting them to confidently take on dramatic roles through physical, vocal, and imaginative skills. The focus on improvisation and reflection fosters deep engagement and skill transfer for subsequent lessons in the drama unit.