Exploring Clowning Styles

Overview

This 50-minute lesson is Lesson 8 in the 30-lesson unit "Clowning Around: A Drama Journey". Students will investigate various clowning styles and develop their presentation skills through group research projects and creative presentation tasks. The lesson aligns with the New Zealand Curriculum Refresh for Drama, emphasizing key competencies including Thinking, Using Language, Symbols, and Texts, and Managing Self.

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Curriculum Links

Strand: Drama (The Arts)

Achievement Objectives (Year 10):

• Drama - Level 5: Explore drama techniques and processes to communicate ideas and experiences to an audience.
• Key Competencies:
  • Thinking: Students plan and organise investigations into clowning styles.
  • Using Language, Symbols, and Texts: Students use research and presentation tools, including graphic organisers.
  • Managing Self: Working collaboratively to achieve group goals.

Learning Area Outcome:

• "Express ideas, experiences, and stories through drama" by selecting and refining performance elements including character, role, and dramatic tension.

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Learning Intentions

WALT:

• Investigate different clowning styles.

Success Criteria:

• Demonstrate research teamwork through effective group collaboration.
• Use graphic organisers to collect and organise findings.
• Present findings clearly and creatively to the class with appropriate drama vocabulary.
• Optional: Extend learning by researching a lesser-known clowning style and presenting it.

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Learning Resources

• Printed and digital resources outlining clowning styles (Auguste, Whiteface, Character, etc.)
• Graphic organisers tailored for dyslexia-friendly information processing (e.g., mind maps, visual charts)
• Presentation materials: poster boards, tablets/laptops, props
• Access to video clips/examples of clowning performances
• Timer or clock to manage activity pacing

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Lesson Structure (50 minutes)

Time	Activity	Description	Differentiation/Support
0-5 mins	Engage/Introduction	Brief whole-class discussion: "What is clowning? What styles can we think of?" Show short video clips demonstrating different clowning styles.	Use visuals and captions for clarity (dyslexia-friendly).
5-10 mins	Instruction on Task & Group Formation	Explain group research project: each group investigates a different clowning style. Provide graphic organiser handouts to help structure research.	Groups mixed ability, roles assigned (reader, scribe, presenter).
10-30 mins	Group Research & Organising Findings	Students use provided resources and graphic organisers to gather key info: style traits, costumes, typical acts, historical context. Teacher circulates to scaffold and facilitate discussion.	Provide summary sheets or bullet-pointed notes for students who need them. Encourage peer support.
30-45 mins	Group Presentation Preparation & Practice	Groups plan a short presentation (3-4 mins) communicating their clowning style’s features. Encourage visual aids and use of drama vocabulary.	Extension: students keen on deepening knowledge can research and prepare a presentation on a lesser-known clown style.
45-50 mins	Class Sharing & Wrap-up	Quick presentations by each group. Teacher and peers give positive feedback using agreed success criteria. Outline expectations for next lesson.	Ensure speakers are supported; allow use of notes/prompts.

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Differentiation Strategies

• For diverse learners:

  • Graphic organisers simplify complex information visually.
  • Clear role distribution in groups based on students’ strengths.
  • Use of multimodal resources (videos, texts, images).
  • Provide written and oral instructions.

• Dyslexia-friendly strategies:

  • Use coloured overlays or tinted paper for handouts if needed.
  • Graphic organisers with icons, keywords, and hierarchical layouts.
  • Short, clear instructions with bullet points.
  • Allow verbal responses or presentations.

• Extension:

  • Students with advanced understanding research a lesser-known or culturally specific clowning style (e.g., European vs. Latin American clowns) and prepare an informative presentation.
  • Invite them to compare and contrast styles during their presentation.

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Assessment for Learning (Formative)

• Observation of group collaboration and individual participation.
• Graphic organisers collected to check comprehension and research skills.
• Peer and teacher feedback on presentations focused on clarity, content, and use of drama terminology.
• Reflective questioning: "What did you learn about clowning styles? How did your group work together?"

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Key Teaching Notes

• Connect to students’ experiences with humour and performance, ensuring cultural sensitivity to clowning as an art form.
• Emphasize non-verbal communication elements consistent with clowning (e.g., body language, facial expression) in presentations.
• Link activities to managing self and thinking via structured group work and research tasks.
• Provide scaffolds for presentation skills, linking to the curriculum focus on communicating ideas suitably to the audience.

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This plan respects the New Zealand Curriculum Refresh priorities by building learner agency, employing practical and inclusive learning strategies, nurturing creativity in drama, and developing communication and thinking competencies through research and performance on a culturally rich dramatic form.