Exploring Imagination Together

Learning Objectives (WALT)

• We are learning to use our imagination to create characters and simple stories through drama, respecting and celebrating our diverse cultures and identities.
• We are learning to listen and respond to others’ ideas during drama activities with respect and empathy, honoring Pasifika and Māori values.
• We are learning to express our feelings and ideas using our bodies and voices, integrating language, culture, and identity in our storytelling.

Success Criteria

• I can pretend to be a character and act out their feelings.
• I can take turns and listen when others are sharing their ideas.
• I can use my voice and body to show different emotions and actions.

Curriculum Links

• The Arts – Drama (Level 1):
• Explore and express ideas, experiences, feelings, and stories through drama, including those that reflect Pasifika and Māori cultures.
• Use the body, voice, movement, and space to develop drama skills while honoring cultural identity and language.
• Key Competencies:
• Participating and Contributing: Working with others in drama activities with respect for cultural diversity and collective values.
• Thinking: Using imagination to create stories and characters that reflect our cultural heritage.
• Relating to Others: Listening and responding respectfully to peers, embracing Pasifika and Māori principles of whakawhanaungatanga (building relationships).
• Tapasa and Te Taiako Principles:
• Incorporate culturally responsive teaching strategies that affirm Pasifika and Māori learners’ identities, languages, and cultures.
• Foster a learning environment that values respect, reciprocity, and relational pedagogy.

Lesson Outline (40 minutes)

Introduction and Warm-up (5 minutes)

Teacher’s Script: “Good morning, everyone! Today we are going to explore our amazing imaginations with drama. First, can anyone tell me what drama is? Have you ever acted like someone else or pretended to be a character? What did you do?”

Pause to listen to students’ responses. Engage by nodding and encouraging.

“Those are wonderful ideas! Today, we will be pretending to be different characters and telling stories with our bodies and voices.”

Activity:

• Play a quick ‘Body Action’ warm-up game: call out actions ("Jump like a frog," "Tiptoe like a mouse," "Stretch like a tree") and have the children copy using big gestures.

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Main Activity Part 1: Character Exploration (12 minutes)

Teacher’s Script: “Now, we are going to create our own characters! Think about animals, people, or figures from your own culture or stories you know. How do they move or sound? How do they show their feelings?”

Invite 2–3 children to demonstrate.

“Great! Let’s all pick a character — it can be an animal, a superhero, or someone from your favourite story or culture. Think about: How does your character walk? What sounds do they make? What feelings do they show?”

Activity:

• Children choose a character and move around the space individually for 3–4 minutes, showing their character by moving and making sounds.
• Teacher models first, exaggerating movements and voice, including examples from Pasifika and Māori stories or characters.

Differentiation:

• For children who find it challenging to create their own character, provide prompts like "Pretend to be a happy dog" or "Pretend to be a sleepy cat," or characters from local cultural stories.
• For children who are shy, allow them to work with a buddy or observe before joining.

Culturally Responsive Strategy:

• Encourage sharing of characters or stories from students’ own cultural backgrounds to affirm identity and language.

Main Activity Part 2: Story Building (15 minutes)

Teacher’s Script: “Let’s make a story together! Our characters are going on an adventure. Think about places or stories from your culture or family. What kind of place do you think they are visiting? Can you show me how they feel when they get there?”

Encourage children to respond physically (happy, scared, excited) and vocally.

Activity:

• Teacher narrates a simple story scaffold and pauses to let children act out parts. Example:

• “Our characters walk into a dark forest. Show me your scared faces!”

• “Now they find a sparkling treasure. How do you feel? Show me!”

• Invite small groups (3–4 children) to act out mini-scenes from the story, taking turns to contribute.

Differentiation:

• Provide visual cue cards with emotions and actions for children needing extra support.
• Offer non-verbal roles, like being sound makers (e.g., pretending to rustle leaves or chirp like birds) for children who prefer not to speak.

Culturally Responsive Strategy:

• Integrate elements from Pasifika and Māori stories or environments where possible.
• Encourage use of language or expressions from students’ cultural backgrounds during storytelling.

Reflection and Cool Down (8 minutes)

Teacher’s Script: “Wow! You all did an amazing job with your characters and story. What did you enjoy the most? Was there something new you learnt about using your body and voice?”

Facilitate a short sharing circle with 1–2 sentences from students.

“Remember, drama helps us to understand stories and feelings in a fun way. Can anyone show me a happy face or a surprised voice one more time before we finish?”

Activity:

• Use a simple breathing and stretching exercise to calm down, e.g., “Let’s all take a big breath in, stretch tall like a tree, and slowly breathe out.”

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Assessment and Feedback

• Observe students’ participation in character creation and story acting.
• Check if students respond to prompts about feelings and actions through movement and voice.
• Provide positive, specific feedback: “I loved how you showed excitement with your loud voice!” or “You listened carefully and waited your turn, well done.”

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Materials Required

• Open space for movement
• Emotion and action cue cards (optional)
• Soft background music for transitions (optional)

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Notes for Teachers

• Maintain a lively and encouraging tone to keep engagement high.
• Use clear, simple language appropriate for Year 1 students.
• Foster a safe, supportive environment where every child feels confident to express themselves.
• Recognise that young children may have varying attention spans; use frequent changes in activity to maintain interest.
• Incorporate culturally responsive teaching strategies from Tapasa and Te Taiako by valuing students’ Pasifika and Māori identities, languages, and cultures.
• Encourage storytelling and drama activities that reflect students’ cultural backgrounds to strengthen identity and belonging.
• Build relationships through whakawhanaungatanga by creating opportunities for students to connect and share their stories.
• Use respectful and inclusive language, and be mindful of cultural protocols when integrating cultural content.