Clowning Movement Focus

WALT (We Are Learning To)

• Explore and demonstrate effective use of movement in clowning.
• Create and perform a short clown scene illustrating entrance, problem, and exit.

Success Criteria

• Students will clearly show a distinct entrance using body language and movement.
• Students will develop a physical representation of a problem using expressive movement and clowning techniques.
• Students will perform an exit that resolves or reacts to the problem, showing clarity in movement and character.
• Students will demonstrate awareness of space, timing, and non-verbal communication consistent with clowning.
• Students will engage with peers respectfully and collaborate to refine performances.

Curriculum Links

The Arts - Drama (Years 9-10)
From the New Zealand Curriculum Refresh (The Arts learning area):

• Achievement Objective:
  • Explore and refine drama ideas, techniques, and conventions to support the development of imaginative and empathetic roles (Drama Levels 5-6).
• Key Competencies:
  • Thinking — applying creative and critical thinking to explore movement and character.
  • Managing self — demonstrating self-motivation and confidence when performing.
  • Relating to others — collaborating with peers respectfully during group activities.
• Specific Focus:
  • Movement and physicality to convey character emotions and narrative (non-verbal communication).
  • Creating and sustaining roles through physicality and expressiveness.

Lesson Duration

55 minutes
Class size: 20 students

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Lesson Breakdown

1. Introduction & Warm-up (10 minutes)

• Activity: Quick physical warm-up involving stretches and light movement exercises to energize and prepare bodies for expressive physical work.
• Teacher explains the focus of the lesson: Movement in clowning, focusing on entrance, problem, and exit.
• Show examples of classic clown movement entrances, problems, and exits (can be teacher demonstration or short video clips adapted for dyslexia-friendly viewing with minimal verbal text).

Teaching Points:

• Use exaggerated body movements.
• Pay attention to timing and rhythm.
• Facial expressions complement movement.

2. Exploration of Entrance, Problem, and Exit (15 minutes)

• Activity:
  • In pairs, students brainstorm and physically explore clown entrances (e.g., stumbling, sneaking in, bold entrance).
  • Next, they develop a physical “problem” (e.g., encounter with imaginary obstacle, surprise, slip).
  • Finally, they create an “exit” movement that reflects resolution or escalation.
• Teacher circulates providing feedback encouraging clear and exaggerated physicality (key to clowning).
• Allow for peer observations to notice different interpretations.

Success Criteria Focus:

• Entrance, problem, and exit are distinct and clear.
• Movement is expressive and exaggerated.
• Students are negotiating space safely and creatively.

3. Group Creation & Rehearsal (20 minutes)

• Activity:
  • Groups of 4-5 create a 2-3 minute clown vignette integrating the three elements: entrance, problem, and exit.
  • Encourage use of non-verbal sound (e.g., gasps, sighs) if comfortable.
  • Assign roles within groups (entrancer, problem-creator, etc.) to build collaboration skills.
• Provide scaffolding with guiding questions:
  • How does your entrance grab attention?
  • What physical obstacle or problem does your clown face?
  • How does your clown exit the scene, and what feeling does it leave the audience with?

Differentiation:

• For students who need additional support, provide clear visual prompt cards breaking down each section.
• For advanced learners, challenge them to add a twist to the problem or use levels (floor, standing, jumping) creatively.
• Dyslexia-friendly: Lesson instructions and success criteria provided in clear, large fonts with visual icons.

4. Performances & Feedback (7 minutes)

• Selected groups perform their vignette for the class.
• Class provides positive, specific feedback focused on movement clarity and expressiveness.

5. Reflection & Cool Down (3 minutes)

• Students reflect on what movements worked best for them and how they used body language to tell a story.
• Teacher summarises key learning points linking back to the New Zealand Curriculum Refresh competencies and achievement objectives.

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Assessment & Feedback

Formative Assessment:

• Teacher observation during pair and group work checking for development of physical storytelling and interaction.
• Peer feedback during performance to encourage self and collective reflection.
• Use the success criteria checklist tailored for drama movement.

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Extension Activities

• Students can create solo clown entrances with increasingly complex problems and try non-verbal comic timing.
• Explore using simple props to enhance physical storytelling.
• Students research famous clowns and present short analyses on their movement styles.

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Resources Needed

• Open space for movement.
• Visual prompt cards for entrance, problem, exit structure.
• Dyslexia-friendly printed success criteria and WALT.
• Optional: short video clips of clowning (silent if possible or with captions).

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Final Notes:

This lesson plan honours the New Zealand Curriculum Refresh by foregrounding development of expressive movement (arts level 5-6), supporting key competencies, and ensuring a culturally responsive, inclusive, and differentiated approach for diverse learners including dyslexia-friendly options .

Teachers are encouraged to use playful, kinaesthetic learning with reflection to deepen understanding while nurturing creativity and confidence.