Clowning Techniques

Overview

This 50-minute lesson is designed for Year 10 Drama students in New Zealand, as part of the unit "Clowning Around: A Drama Journey" (Lesson 15 of 30). Students will experiment with clowning techniques, demonstrate understanding by performing two techniques, and be supported through scaffolding that respects diverse learning needs including dyslexia.

This plan aligns with the New Zealand Curriculum Refresh, emphasising active learning, creativity, communication, and confidence-building through drama. It fosters the key competencies of Relating to Others and Managing Self, alongside learning area goals.

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Learning Objectives (WALT)

We Are Learning To:

• Experiment with various clowning techniques.
• Develop confidence in physical and verbal expression through clowning.

Success Criteria

• Demonstrate at least two distinct clowning techniques during activities.
• Show understanding of physicality, facial expression, and timing relevant to clowning.
• Communicate humour or emotion through clowning techniques.

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Curriculum Alignment

Learning Area: The Arts - Drama
Level: Year 10 (Level 5 in The New Zealand Curriculum)
Key Competencies:

• Relating to Others — collaborating and communicating effectively.
• Managing Self — managing personal learning and emotional self-regulation.
• Using Language, Symbols, and Texts — expressing ideas through performance.

Drama Strand:

• Participating and Contributing: Students develop skills for performance, experimentation, and interpretation.
• Communicating and Interpreting: Students use physical expression and voice to communicate character and mood.

Achievement Objectives:

• Develop and sustain characters and roles using a range of techniques.
• Experiment imaginatively with the physical and vocal elements of drama to communicate meaning.
• Engage actively in the drama process and reflect on the use of drama techniques.

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Resources

• Visual posters/cards illustrating clowning techniques (e.g., slapstick, physical exaggeration, facial expressions, timing).
• Space for movement activities.
• Mirrors or video recording device (optional for self-reflection).
• Props (optional): oversized clothes, red noses, hats.

Dyslexia-friendly: Use large, clear visuals and demonstration rather than text-heavy instructions.

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Lesson Structure

Time	Activity	Detail
0-5m	Introduction	Teacher defines clowning and its importance in drama. Explain WALT and success criteria. Show visual examples of clowning techniques—physicality, facial expression, timing.
5-15m	Warm-Up: Physical and Vocal Exercises	Guided warm-up with exaggerated facial expressions, body movements, and vocal sounds to prepare for clowning. Whole class participation encourages risk-taking.
15-30m	Guided Practice of Two Techniques	Teacher demonstrates two clowning techniques (e.g., physical slapstick + expressive facial gestures). Students break into pairs or small groups to practice each technique with guided feedback. Visual cues remain accessible throughout for dyslexic support. Differentiation: Some students may receive step-by-step prompts; others encouraged to experiment freely.
30-40m	Performances in Small Groups	Groups combine the two clowning techniques they learned into a short 1–2 minute performance. Focus on timing, interaction, and expression. Teacher circulates, giving positive feedback and scaffolding where needed.
40-45m	Class Sharing and Reflection	Volunteers perform briefly for the whole class. Teacher and peers offer constructive, positive feedback focused on demonstrated techniques and creativity. Highlight individual strengths and progress.
45-50m	Wrap-Up and Extension Task	Recap learning objectives and success criteria. For extension (for advanced learners), challenge students to combine clowning techniques with other drama skills (e.g., improvisation, use of props). Set this as optional homework or for next lesson group work.

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Differentiation Strategies

• Guided Practice: Clear step-by-step modelling and scaffolded practice for students needing extra support.
• Peer Support: Mixed-ability grouping encourages peer mentoring.
• Visual and Kinaesthetic Support: Use of clear visual demonstrations and physical movement to support varied learning styles, especially beneficial for dyslexic learners.
• Flexible Expression: Students choose which techniques to focus on to build confidence and match their comfort level.

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Extension Ideas

• Students creatively compose an improvised short clown skit incorporating at least three clowning techniques.
• Encourage exploration of cultural or historical clowning styles to deepen drama understanding.

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Assessment

• Formative: Teacher observation during practice and performances, focusing on technique use and communication effectiveness.
• Peer and self-assessment during reflection to foster critical thinking and self-awareness.

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Additional Notes on Dyslexia-Friendly Approaches

• Use large, clear visuals and physical demonstrations to introduce and reinforce techniques.
• Provide printed summaries of key points with bullet lists and simple language if needed.
• Allow frequent breaks and movement to maintain focus and reduce cognitive load.
• Encourage verbal explanations and discussions rather than reading/writing-heavy tasks.

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This lesson plan supports NZ Curriculum focus on experiential learning by getting students actively involved through performance and reflection, aligning closely with learning objectives for Year 10 drama. It balances skill development with creative exploration, fostering a safe and inclusive space for young performers to develop their clowning craft.

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If you wish, I can help prepare detailed visual resources or cue cards that align with these techniques for easier classroom implementation.