Freeze Frame Stories

Overview

In this 15-minute Drama lesson, tamariki rehearse clear, respectful freeze frames for their existing skit about Tamatea Pōkai Whenua. They build on their three production groups and practise using body shape, facial expression, space and stillness to communicate an important moment without speaking.

Learning intentions

• WALT use our bodies, faces and space to communicate an idea.
• WALT create a clear freeze frame with our production group.
• WALT work safely and respectfully as an ensemble.
• WALT give specific feedback about what a freeze frame communicates.

Success criteria

• I can hold a still, focused position when the signal is given.
• I can show a character, feeling or action through my body and face.
• I can use space so the audience can see everyone.
• I can explain what my group’s freeze frame communicates.

Curriculum links

• The Arts — Drama: developing and communicating ideas through role, movement, space and dramatic conventions.
• The Arts — Drama: participating collaboratively and responding to drama works.
• Te Mātaiaho English — using planning and organising processes to capture important ideas before communicating them.

Lesson structure (15 minutes)

1. 0–2 min · Gather and connect. Teacher welcomes the class, names the purpose of the rehearsal, and opens the opening visual and WALT slide. Remind tamariki that today’s freeze frames will come from their existing Tamatea Pōkai Whenua skit and that cultural material must be treated with care. Students stand with their current production group and quietly recall one important moment from their skit.

2. 2–4 min · Model “freeze”. Teacher explains: “When I say freeze, stop safely, make a strong shape, focus your eyes, and stay silent.” Model a weak and a strong freeze frame, then ask: “Which one communicates more clearly, and why?” Use the freeze-frame rules and comparison slide to show the four cues: strong shape, facial expression, clear spacing and stillness. Students practise freezing individually on the teacher’s signal, checking that they are balanced and not touching others.

3. 4–7 min · Group creation. Teacher gives each group one minute to choose a moment already included in their skit and decide where each person will stand, what they are showing and where the audience should look. Encourage groups to use different levels—standing, crouching or kneeling—only where safe. Students create and rehearse one silent freeze frame, using a quiet director or spokesperson to help organise the group.

4. 7–10 min · Freeze-frame showcase. Teacher calls groups one at a time to present. Display the presentation routine: “Group ready; audience watches; freeze; hold for five; release.” Students present their frame for five seconds while the audience watches silently. After each presentation, invite one quick response: “I think this shows…” or “I noticed…”

5. 10–13 min · Improve and replay. Teacher gives each group one focused coaching prompt, such as “Make the main action clearer,” “Use the space more,” or “Show the feeling in your faces.” Revisit the improvement prompts. Students adjust one element, then replay their freeze frame when signalled.

6. 13–15 min · Reflect and close. Teacher brings students back together and asks: “What helped the audience understand a freeze frame?” Students complete a brief oral exit response with a partner: “Our frame showed ___ because ___.” Invite two or three responses, then acknowledge careful collaboration and remind students to carry one improvement into the next production rehearsal.

Resources

• the freeze-frame rehearsal deck
• Open performance space with three clearly marked group areas
• Existing Tamatea Pōkai Whenua skit notes or script
• Visible timer
• Optional quiet signal, such as a hand drum, chime or raised hand

Assessment

• Observe whether students stop safely, hold still, use expressive body shapes and remain focused during the individual practice.
• During each group presentation, check whether the freeze frame communicates a recognisable moment, feeling or action without speech.
• Listen to the closing responses for evidence that students can explain how movement, facial expression or spacing communicated meaning.

Differentiation

• Support students by allowing them to copy a demonstrated shape, stand near a trusted group member, or take a clear role such as narrator, focal character or scenery. Give one instruction at a time and use the repeated visual cues: shape, face, space, stillness.
• For dyslexia-friendly access, keep instructions short, say them aloud as they appear on the slides, use a clear sans-serif font, high contrast and simple icons, and avoid requiring students to read lengthy text.
• Support EAL learners with gestures, modelling and sentence starters: “I can see…”, “This shows…”, and “The audience should look at…”
• Remind students with mobility, sensory or balance needs that a freeze frame can be created seated or standing. Offer a quieter presentation position or reduced movement if needed, while ensuring every student has a meaningful role.

Extension

• Advanced learners can create a second freeze frame that shows a change in time, feeling or action, then transition silently between the two on a signal.
• Challenge groups to make the focal point clear without anyone speaking, using levels, distance, gaze direction and contrasting body shapes.