Once Upon Characters

Overview

This 45-minute drama session for Years 0-1 introduces students to a fun, sensory exploration of fairytale characters. Rooted in the New Zealand Curriculum Refresh, it supports development in communication, role play, and social-emotional understanding through creative storytelling and rhythmic activities.

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Curriculum Links

The Arts — Drama (Years 0-1)

• Purpose: Developing students’ understanding of drama as a way to explore ideas, feelings, and experiences (The Arts learning area) .
• Drama objectives:
  • Taking on roles and experimenting with role play using familiar characters, developing voice, gesture, and movement .
  • Using facial expression, volume, pace, and body language to communicate meaning in dramatic play .
  • Engaging in shared storytelling and discussion .
  • Developing interpersonal communication and listening skills .

Key Competencies (NZ Curriculum)

• Using language, symbols and texts: Making meaning through drama and story, using words, sounds, and movement .
• Relating to others: Collaborating during role play and group activities .
• Managing self: Engaging confidently and experimenting with performance elements like voice and movement .

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Learning Outcomes

By the end of the lesson, students will:

1. Identify and describe key traits and emotions of familiar fairytale characters (e.g., Cinderella, Big Bad Wolf) through discussion and role play.
2. Use body language, facial expression, and vocal sounds to express emotions linked to their chosen character.
3. Create and perform simple rhythm patterns (using claps and stomps) that convey their character’s feelings.
4. Listen and respond respectfully to peers during shared storytelling and dramatic activities.

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Lesson Structure (45 minutes, 25 students)

1. Warm-Up and Introduction (5 minutes)

• Activity: Gather students in a circle and briefly narrate short, iconic snippets from well-known fairytales (e.g., Cinderella’s kindness, the Big Bad Wolf’s gruffness).
• Purpose: Activate prior knowledge; engage interest.
• Teacher prompts: "What do you think Cinderella feels when she is kind? How do you think the Big Bad Wolf might sound or move?"
• NZ Curriculum link: Building narrative understanding and oral language skills .

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2. Storytelling and Character Discussion (10 minutes)

• Activity: Show simple visual images or puppets of 3-4 fairytale characters. Facilitate a whole-class discussion identifying some traits (happy, scary, kind) and emotions (sad, angry, excited).
• Teacher role: Model descriptive language and encourage children to use facial expressions and simple words to describe feelings.
• Interactive questions: "Can you show me a happy face like Cinderella? How might the Big Bad Wolf stomp if he is angry?"
• NZ Curriculum link: Use of vocabulary and expressive language in drama; development of empathy and descriptive skills .

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3. Sensory Rhythm Exploration (15 minutes)

• Activity description:
  • Divide the class into small groups (5 students each).
  • Each group chooses a character from the discussion.
  • Guide students to create a simple rhythm representing their character’s emotion using claps, stomps, snaps.
  • For example, a gentle, soft rhythm for Cinderella’s kindness or a loud, fast stomping rhythm for the Big Bad Wolf’s anger.
• Teacher prompts: "How can we use our hands and feet to show happy or scary feelings?"
• Support tips: Use call and response to teach rhythms; provide verbal and visual cues.
• NZ Curriculum link: Exploring dramatic expression through non-verbal communication including rhythm, volume, and movement .

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4. Group Sharing and Reflection (10 minutes)

• Sharing performance:
  • Each group presents their rhythm and expression to the class.
  • Encourage applause and positive feedback to support confidence.
• Reflection questions:
  • "How did the rhythm help you feel like your character?"
  • "What was fun or tricky about showing your character’s feelings with claps and stomps?"
• NZ Curriculum link: Developing communication and presentation skills; participating and contributing as a group .

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5. Cool Down and Closing (5 minutes)

• Gather students back in a circle.
• Recap characters and their feelings briefly.
• Sing or recite a simple farewell rhyme related to fairytales, reinforcing memory and oral skills.
• Provide a teaser for next lesson: "Next time, we will act out parts of the stories! What character might you want to be?"

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Assessment & Feedback

• Formative observation: Teacher observes students’ ability to express emotions through facial expressions, body language, and rhythmic patterns.
• Teacher feedback: Encouraging, highlighting successful use of volume, pace, and movement.
• Peer acknowledgment: Emphasise respectful listening and positive responses during group sharing.
• Recording: Brief notes on students who show emerging confidence or require extra support, informing differentiated planning for following lessons.

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Teaching Tips

• Use visual and verbal scaffolds generously: pictures, puppets, simple sentence stems ("I am happy like...", "I feel...").
• Allow flexibility for neurodiverse learners; sensory activities benefit all.
• Keep instructions short and clear, with frequent checks for understanding.
• Use expressive storytelling voice to engage attention.

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This plan directly follows the New Zealand Curriculum Refresh’s focus on drama as communication, language use, and interpersonal skills, aligned to years 0-1 developmental and curriculum expectations .

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End of plan.