Empowering Voices Intro

Overview

This 55-minute lesson introduces Year 12-13 Drama students in New Zealand to the concept of Feminist Theatre, exploring its significance, key principles, and how it challenges traditional theatre narratives by amplifying overlooked voices. The lesson emphasises critical thinking, physical engagement, and respectful group discussion, aligned closely with the New Zealand Curriculum and NCEA guidelines, while embracing culturally responsive pedagogy and caters to diverse learners including those with learning challenges.

Curriculum Links

The New Zealand Curriculum (NZC) - The Arts: Drama (Levels 7 & 8)

• Key Competencies:
  • Managing Self – Students engage actively and manage their learning in structured activities.
  • Relating to Others – Collaborative group discussions develop whanaungatanga (relationships).
  • Thinking – Critical analysis of theatre texts and reflecting on perspectives.
• Values:
  • Manaakitanga (respect & care), Whanaungatanga (relationship-building), Rangatiratanga (self-management), Tūrangawaewae (belonging).
• Learning Area Achievement Objective:
  • Drama 7.1: Understand how drama can explore identity and culture by presenting social issues (NZC The Arts).
• NCEA Level 2 Drama Achievement Standards relevant:
  • AS91231 – Demonstrate understanding of social, cultural and political aspects of drama in performance.
  • AS91233 – Demonstrate understanding of dramatic conventions and techniques used in a drama or theatre form.
    (This lesson sets foundation for these assessments.)

Learning Objectives

WALT (We Are Learning To):

• Understand the principles of Feminist Theatre and its role in challenging traditional representation in theatre.

Success Criteria:

• Articulate the key ideas and significance of Feminist Theatre.
• Reflect on whose stories are often omitted or marginalised in theatre.

Differentiation

• Visual aids (images, key terms displayed visually).
• Small and whole-class discussions to support varied communication preferences.
• Physical, kinaesthetic warm-up and reflection activities for ADHD and sensory engagement.
• Dyslexia-friendly handout summarising key points in clear, simple language with bullets and visuals.
• Extension activity for advanced learners: brief individual written reflection on contemporary examples of feminist theatre or other marginalized voices in drama.

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Lesson Structure (55 minutes)

Time	Activity	Description & Links to Curriculum	Differentiation & Notes
0-5 mins	Welcome & Whanaungatanga Circle	Begin with a brief “check-in” using Mauri Ora values to create a safe, respectful space (Manaakitanga) for sharing. Introduce lesson theme.	Use a simple 'feelings check-in' that supports emotional regulation for ADHD students.
5-12 mins	Engage & Activate Prior Knowledge	Quick paired brainstorm: "What stories do you see often on stage? Whose voices might be missing?" Share with class. Links to critical analysis and identifying perspectives (NZC Arts / English).	Provide sentence starters / prompts visually. Monitor pairs for engagement.
12-20 mins	Introduction to Feminist Theatre	Present a short, clear explanation using visuals: key principles (e.g., lived experience, challenging patriarchy, inclusivity). Use examples from NZ/global theatre. Highlight ‘Whose stories?’ theme.	Use slides/posters with key words & images. Dyslexia-friendly handout of summary.
20-30 mins	Physical Drama Warm-up & Role-Play	Facilitate a short physical warm-up with theatre games emphasising voice & presence. Then, in small groups, students create a 1-minute short vignette imagining a unheard voice’s story on stage.	Physical movement for engagement. Small groups support differentiated expression.
30-42 mins	Group Discussion – Reflection & Analysis	Groups share brief vignettes, discussing how new perspectives challenge traditional theatre narratives. Teacher guides questions about power, representation, and inclusion. Builds critical thinking & manaakitanga.	Support verbal expression with visuals; validate all contributions; scaffold questions for learning challenges.
42-50 mins	Class summary & Written Reflection	Students individually write 3-4 sentences: "What is Feminist Theatre? Why does it matter? Whose stories need more space?" Advanced learners may write a paragraph with examples.	Provide sentence frames & dyslexia-friendly font/template.
50-55 mins	Close & Preview Next Lesson	Connect today’s learning to unit goals (‘Empowering Voices in Drama’). Preview next lesson’s focus. Encourage students to notice stories around them.	Positive affirmation and clear instructions support attention.

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Resources Needed

• Visual slideshow/posters defining Feminist Theatre principles (clear fonts, images).
• Dyslexia-friendly handouts summarising key ideas.
• Open classroom space for movement.
• Paper & pens/pencils for reflection writing.
• A device to play short video clips or images of feminist theatre (optional extension).

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Extensions and Homework

• Encourage interested students to research NZ feminist theatre practitioners or productions and prepare a 1-minute oral presentation for future lessons.
• Invite students to bring or share texts/performances exploring marginalized voices in drama.

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Reflection for Teacher

• Note participation levels — did diverse learners engage with physical and discussion activities?
• Were the principles of Feminist Theatre clearly understood and articulated by students?
• Adjust pacing and support strategies for future lessons based on student feedback and observations.

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By embedding core NZC values and learning objectives, this lesson sets a strong foundation for a deep, critical, and inclusive engagement with drama that empowers students to find and raise their own and others’ voices on stage .