Expressive Emotion Play

Overview

In this session, students will explore expressing emotions through silent drama by acting out feelings using facial expressions and body movements. Peers will guess the emotions, developing students’ non-verbal communication skills, creativity, confidence, and empathy. This builds on foundational drama skills introduced in Lesson 1 of the unit "Expressing Emotions in Drama".

This 30-minute lesson is designed for 20 students in Years 1-3, aligned closely with the New Zealand Curriculum Refresh for The Arts and Key Competencies.

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Curriculum Links

The Arts Learning Area (Drama Strand) – Levels 1-2

• Communicating and Interpreting: Students develop and use expressive skills in performance including voice, facial expression, and movement to communicate ideas, feelings, and stories.
• Developing Ideas: Use imagination to create roles and drama that explore feelings and ideas.
• Participating and Contributing: Work with others cooperatively to present shared drama outcomes.

Key Competencies Developed

• Managing Self: Developing confidence and perseverance in expressing emotions physically without words.
• Relating to Others: Listening to classmates’ non-verbal cues and responding appropriately.
• Participating and Contributing: Collaborating in turn-taking during drama charades.
• Using Language, Symbols, and Texts: Experimenting with non-verbal modes of communication like facial expressions and gestures.

Achievement Objectives (NZ Curriculum Refresh)

• Describe and express feelings and emotions in drama using body and face (The Arts – Drama Level 1-2).
• Demonstrate confidence and creativity in dramatic role and non-verbal communication.
• Respond to and interpret others' non-verbal expression and actions.

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Learning Objectives

By the end of this lesson, students will be able to:

• Use body language and facial expressions to convey specific emotions without speaking.
• Recognise and interpret emotions acted out by peers.
• Build confidence in physical self-expression.
• Collaborate respectfully during turn-taking drama games.

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Resources

• Emotion cards with simple emotions written and depicted (happy, sad, angry, scared, surprised, tired)
• Open space classroom or hall
• Soft music (optional for transitions if desired)

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Lesson Structure (30 minutes total)

1. Warm-up and Introduction (5 minutes)

• Gather students in a circle.
• Briefly recap from Lesson 1 about expressing emotions through voice and body.
• Introduce today's focus: "We are going to act out emotions without talking!"
• Quick warm-up: Stretching bodies and making funny facial expressions.
• Explain how they will take turns acting out an emotion silently while classmates guess.

2. Demonstration (3 minutes)

• Teacher models one or two emotions silently (for example, happiness and fear) using exaggerated body movement and facial expression.
• Ask students to guess the emotion.
• Emphasise: Use your whole body — face, hands, posture!

3. Emotion Charades Activity (15 minutes)

• Split class into groups of 5 (4 groups if space allows).
• Each student draws an emotion card in turn, without showing it.
• Student acts out the emotion silently for their group.
• Group members guess the emotion.
• Rotate through groups so all students participate.
• Encourage positive feedback like “I liked how you used your face to show that!”

4. Reflection and Cool Down (5 minutes)

• Regather the class.
• Discuss briefly:
  • Which emotions were easiest or hardest to guess? Why?
  • How did using your body and face make you feel?
  • How can we use these skills in conversations and play?
• Optional: A calming breathing exercise with soft music.

5. Closing (2 minutes)

• Praise all students for their effort.
• Preview next lesson: "Next time, we will use voices and movements together to tell stories about how emotions change."

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Assessment

• Formative:
  • Observe students’ ability to use non-verbal cues effectively.
  • Note participation levels, confidence in performing, and ability to interpret classmates’ emotions.
• Peer Feedback:
  • Encourage students to give positive comments on each other’s performances.
• Teacher Feedback:
  • Provide encouraging comments focused on creative expression and teamwork.

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Teaching Tips

• Be mindful of diverse cultural backgrounds and neurodiversity; some students may express emotions differently.
• Use encouraging, specific praise that values effort and creativity.
• Scaffold by initially demonstrating and giving examples before independent work.
• Use simple, clear emotional vocabulary to support understanding.
• Maintain a playful, supportive atmosphere to build confidence.

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This lesson plan intentionally embeds The Arts Learning Area from the New Zealand Curriculum Refresh, fostering expressive skills and collaboration appropriate for Years 1-3 students. The progressive sequence supports students’ growing understanding of emotions through embodied drama, aligning with key curriculum competencies for holistic development .

If you would like, I can also generate Lesson 1 and 3 plans to fully support the unit "Expressing Emotions in Drama".