Context

• Year: 10 (approximately ages 14-15)
• Subject: Drama
• Unit: Clowning Around: A Drama Journey
• Lesson Number: 8 of 30
• Duration: 50 minutes
• Class size: 25 students

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WALT (We Are Learning To)

• Investigate and understand different clowning styles.
• Collaborate in groups to research and present findings on a chosen clowning style.
• Use graphic organisers to support research effectively, keeping learning dyslexia-friendly.

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Success Criteria

Students will be able to:

• Identify and describe key characteristics of at least one clowning style.
• Present their group’s findings clearly to the class.
• Use visual aids and graphic organisers to structure and share information.

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Curriculum Alignment: New Zealand Curriculum Refresh (The Refreshed National Curriculum for New Zealand Schools)

Learning Area: The Arts – Drama

• Key Competencies:

  • Participating and Contributing – Collaborate effectively during group research and presentations.
  • Thinking – Investigate and analyse clowning styles, synthesising information for presentations.
  • Using Language, Symbols, and Texts – Use graphic organisers and presentation tools to convey ideas clearly.

• Achievement Objectives (Level 6, Year 10 approximate):

  • Explore and express ideas, using drama conventions and forms to communicate meaning
  • Develop and sustain roles for drama presentation
  • Use a range of verbal and non-verbal communication skills to express and interpret meaning

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Lesson Plan Overview

Time	Activity	Description	Resources	Differentiation/Support
0-5 mins	Introduction & Recap	Briefly revisit previous lessons on clowning. Introduce today’s focus: exploring clowning styles through research and presentation. Set group roles.	Whiteboard, projector, slides or chart with WALT and Success Criteria.	Clear verbal instructions, checking for understanding. Use visual reminders for task steps.
5-15 mins	Group Setup and Research Start	Divide students into groups of 4-5. Assign/clusters of clowning styles (e.g., Auguste, Whiteface, Character, Tramp, Lesser-known styles like Mime Clown). Provide graphic organisers to scaffold information collection (e.g., history, key characteristics, famous examples).	Printed graphic organisers, access to books/tablets with pre-screened research materials.	Dyslexia-friendly graphic organisers with boxes for keywords, concise phrases, and images. Encourage verbal discussion in groups.
15-35 mins	Focused Group Research and Preparation	Students use resources to research their assigned style. Teacher circulates, offers scaffolding, prompts critical thinking ("What makes this style unique?" "How do performers use movement or costume?"). Groups begin planning a short presentation (3-4 mins) including visual aids or props.	Research resources, templates, example presentation prompts.	Additional support for students with literacy needs via verbal summaries, peer support. Extension for advanced students: include lesser-known clowning styles or explore cultural clowning influences.
35-45 mins	Group Presentations	Each group presents their findings clearly and confidently. Emphasise use of voice, body language, and inclusion of visual aids for engagement. Encouragement to ask questions and give supportive feedback after each presentation.	Presentation area, timer, visual aid materials.	Support rehearsals for nervous students. Provide constructive feedback focusing on strengths and next steps.
45-50 mins	Reflection and Learning Debrief	Whole-class reflection on what was learned. Discuss similarities/differences between clowning styles. Highlight relevance of clowning to drama skills like expressiveness and audience engagement. Assign extension task for those interested: create a brief presentation on a lesser-known clowning style with cultural roots or unique characteristics.	Whiteboard/chart to note reflections.	Written and verbal reflection options to support diverse learners.

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Differentiation Strategies

• Dyslexia-friendly features:
  • Graphic organisers with clear headings and space for keywords and images.
  • Use of bullet points and short, simple sentences in research materials.
  • Option to complete oral summaries instead of written notes.
• For advanced learners:
  • Extend research to include lesser-known or culturally diverse clowning styles (e.g., Japanese Kyogen, Native American clowns).
  • Incorporate multimedia elements (video clips, digital slides) into presentations.
• For diverse learners:
  • Varied group roles e.g., researcher, note-taker, presenter, creative director to play to individual strengths.
  • Peer support within groups for reading or organising information.

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Resources Needed

• Printed graphic organisers designed for research on clowning styles (with categories like costume, gestures, history).
• Access to drama texts and age-appropriate multimedia on clowning styles (pre-selected videos, books).
• Presentation space with A/V support if possible.
• Visual aids, props or costume pieces for presentations (optional but encouraged).

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Assessment (Formative)

• Teacher observes group collaboration, offers formative feedback during research.
• Assess group presentations for clarity, understanding of clowning style features, and effective communication using verbal and non-verbal techniques.
• Use peer feedback and self-reflection prompts as part of the learning process.

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Cross-Curricular Connections

• English: Oral communication and presentation skills, research and synthesis of information.
• Social Studies: Explore cultural contexts of clowning styles, where relevant.
• Health and Well-being: Understanding and expressing emotions non-verbally and managing group dynamics.

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Māori Medium & Cultural Responsiveness

• Encourage exploration of local tikanga Māori related performance styles that share characteristics with clowning, or discuss the importance of local cultural perspectives on performance.
• Respect cultural differences in non-verbal communication and clowning traditions.

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Summary

This lesson directly aligns with the New Zealand Curriculum Refresh arts learning area, harnessing key competencies such as thinking, participating and contributing, and using language, symbols, and texts. It integrates dyslexia-friendly research support through graphic organisers and offers differentiated learning opportunities. By investigating and presenting on clowning styles, students develop drama-specific knowledge while enhancing critical communication skills in an engaging, collaborative context.

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If you would like, I can help design the graphic organiser template or presentation prompts next!