Deception and Identity

Curriculum Area: Drama (Level 8 – Year 13)

This 50-minute lesson aligns with The New Zealand Curriculum, Level 8 Drama, focusing on the Big Ideas outlined in the NCEA Drama Achievement Standards. It develops students' critical thinking, performance skills, and ability to explore societal issues through theatre.

This lesson will explore the themes of deception, ambition, and identity in the stories of Anna Delvey (Anna Sorokin) and Belle Gibson, two infamous con artists who manipulated their public personas for personal gain. Students will engage in dramatic inquiry and collaborative performance exercises to interrogate these themes in a theatrical context.

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Lesson Objectives

By the end of this lesson, students will:

1. Analyse the themes of deception, ambition, and identity in the stories of Anna Delvey and Belle Gibson.
2. Use dramatic conventions to explore the motivations and ethical dilemmas faced by these figures.
3. Create and perform short devised scenes that examine the impact of deception on individuals and society.
4. Reflect critically on their performance choices and how they communicate key themes effectively.

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Lesson Breakdown (50 minutes)

1. Warm-Up Activity – "Truth and Lies" (10 minutes)

Objective: Encourage students to consider the fine line between truth and deception.

• Each student must state two true facts and one lie about themselves.
• The class tries to identify the lie, discussing what made it believable or suspicious.
• Connect this to Anna Delvey and Belle Gibson’s ability to craft convincing false identities.

Discussion Prompt:
“How do we decide what is believable? What techniques do people use to make a lie more convincing?”

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2. Context Discussion – Who Were Anna Delvey & Belle Gibson? (10 minutes)

Objective: Provide historical and societal context to the lesson themes.

• Brief teacher-led discussion on how Anna Delvey and Belle Gibson manipulated their identities, convincing others of their wealth, success, and power.
• Display key quotes and articles describing their frauds, focusing on their performance aspects (e.g., fashion, language, confidence).
• Class discusses whether their actions were theatre-like and if "performance" played into their deception.

Discussion Questions:

• “Was Anna Delvey playing a role? Was Belle Gibson performing a character?”
• “How did their ability to manipulate truth affect the way people perceived them?”

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3. Group Activity – Improvised Courtroom Drama (15 minutes)

Objective: Use role-play and improvisation to explore moral ambiguity and the consequences of deception.

• Divide students into four groups, with each group taking on the roles of:
  1. Anna Delvey's Defence Team
  2. Anna Delvey's Prosecutors
  3. Belle Gibson’s Defence Team
  4. Belle Gibson’s Prosecutors
• Each team has 5 minutes to prepare arguments for or against their assigned figure, incorporating facts and theatrical delivery techniques (e.g., tone, body language, persuasive rhetoric).
• Each team presents a short, dramatic courtroom speech (2 minutes per group).

Key Challenge:
Students must decide whether their character truly believes their own lie or if they are aware they are deceiving others.

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4. Reflection & Discussion – "Performance vs Deception" (10 minutes)

Objective: Develop analytical skills by discussing the ethical implications of performance in real life.

• Class discussion: “Does all deception require acting? Can performance skills be used unethically?”
• Ask students to connect ideas from today’s lesson to their own experiences or other real-world examples (e.g., politicians, influencers, business figures).
• Reflection prompt for exit ticket or journal entry:
  “Where is the line between storytelling and lying? Can actors and playwrights manipulate truth in the same way Anna Delvey and Belle Gibson did?”

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Assessment Opportunities

• Verbal participation in discussions and debates.
• Improvised courtroom speeches, focusing on use of dramatic techniques.
• Reflection writing, critiquing the performance elements of deception.

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Extension Activity (Optional Homework)

Students write a short, satirical monologue from the perspective of Anna Delvey or Belle Gibson just before their deception was uncovered. The goal is to explore inner conflict, justification, and the role of performance in shaping identity.

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Teacher Notes & Considerations

• Ethical Sensitivity: These real-life cases involve fraud, health scams, and legal consequences. Keep discussions focused on theatrical and psychological aspects rather than personal morality judgments.
• Mātauranga Māori Integration: Consider drawing links to whakapapa and identity—how understanding personal history and heritage shapes perspective.
• Cross-Curricular Links: Could integrate components from Media Studies (examining how media portrayal impacts public perception) or English (narrative construction and character study).

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Conclusion

This high-engagement lesson uses Dramatic Inquiry to explore deception and identity, prompting students to question how performance can be used to manipulate perception. By analysing historical cases and embodying different perspectives, students develop critical thinking skills while actively engaging in performance-based learning.

Would love to hear how this goes in your classroom—feel free to adapt it as needed! 🎭