Character Studies in 13jr

Overview

Lesson 10 of 30 in Spotlight on Musical Theatre. Students investigate characters in 13jr, focusing on motivation, intention, relationships and status, then apply their understanding through short drama work.

Learning intentions

• WALT understand character motivations in the context of the musical.
• WALT identify how relationships influence character choices.
• WALT use drama techniques to communicate character intention.
• WALT discuss performance choices using appropriate drama language.

Success criteria

• I can explain what my character wants and why.
• I can identify important relationships and changes between characters.
• I can map character relationships in 13jr.
• I can make a clear performance choice using voice, movement or space.

Curriculum links

• Exploring and using drama elements, techniques, conventions and technologies to develop a character.
• Developing and communicating drama ideas through rehearsal and performance.
• Responding to and evaluating drama, including explaining how choices create meaning.
• Building confidence, collaboration and communication through creative, respectful group work.

Lesson structure (55 minutes)

1. 0–5 minutes – Hook and recall Open with the hook and lesson overview slides. Ask: “If your character could change one thing in their life, what would it be?” Students silently choose a character from 13jr, then share a first thought with a partner. Briefly connect responses to motivation: what a character wants, needs or fears.

2. 5–12 minutes – Establish the character context Use the character motivation teaching slides to introduce the terms motivation, objective, intention, obstacle, relationship and status. Clarify that an objective is what a character is trying to achieve in a moment, while motivation explains why. Display a short, familiar lyric or script extract from the school musical, or read a teacher-selected section aloud.

3. 12–25 minutes – Character investigation Distribute the 13jr character investigation and relationship map. Students work individually for five minutes, recording evidence about their chosen character: what they say, do, want and avoid. They then form a group of three or four and compare interpretations. Students should challenge ideas respectfully by asking, “What in the script makes you think that?”

4. 25–35 minutes – Relationship mapping In the same groups, students create a shared relationship map for the main characters in their selected section. Use the relationship mapping instructions to model arrows and labels such as supports, distrusts, pressures, admires, competes with or depends on. Students add notes showing how a relationship changes during the scene and identify which character has more or less status at key moments.

5. 35–48 minutes – Drama application Use the performance task and drama technique prompts. Groups select one short moment from 13jr and rehearse it twice: first with the obvious motivation, then with a changed underlying intention. They experiment with levels, proxemics, pause, gesture, vocal emphasis and eye contact. Each group performs a brief version for the class. Observers identify the apparent objective and one performance choice that communicated it.

6. 48–55 minutes – Reflection and assessment Return to the reflection and evidence questions. Students complete: “My character wants… because…”, “The relationship with ___ changes when…”, and “I showed intention by…”. Invite two or three students to share. Finish by asking the class how the same line could communicate different meanings when the motivation changes.

Resources

• Script or lyric extracts from 13jr, selected in advance
• Whiteboard and markers
• Open rehearsal space
• Character props or neutral rehearsal items
• the character studies slide deck
• the 13jr character investigation and relationship map
• Student exercise books and pens
• Timer or visible clock

Assessment

• Listen to group discussions for accurate use of motivation, objective, intention, obstacle, relationship and status.
• Check each student’s character notes and relationship map for specific evidence from 13jr.
• During performances, assess whether choices in voice, movement and space communicate a believable intention.
• Use the final written reflection to identify students who need further support with character analysis in the next lesson.

Differentiation

• Provide a short list of possible motivations and relationship words for students who need language support; allow them to begin with a teacher-selected character.
• Read extracts aloud and provide printed copies with key lines highlighted for students with literacy or processing needs.
• Pair less confident performers with a supportive peer and allow a narrator or reader role before moving into full characterisation.
• Extend confident students by asking them to justify a contrasting interpretation and show how status changes through the scene.
• For EAL learners, model sentence frames: “___ wants ___ because ___” and “The relationship changes when ___.”