Props Costume Storytelling

Overview

Lesson 16 of 30 in Spotlight on Musical Theatre. Students examine how props and costumes in 13 Jr communicate character, relationships, setting and story, then develop and present design ideas for a selected character or moment.

Learning intentions

• WALT understand the importance of costumes and props in storytelling.
• WALT identify how design choices communicate character and situation.
• WALT develop and explain practical ideas for props and costumes.
• WALT respond respectfully to different interpretations and creative choices.

Success criteria

• I can suggest suitable props and costumes for a character or scene.
• I can explain what my design choices communicate to an audience.
• I can connect a prop or costume choice to character, setting or plot.
• I can present my ideas clearly and respond to questions.

Curriculum links

• Understanding drama: explore how drama elements, techniques and conventions communicate meaning.
• Developing practical knowledge: use drama practices, including design choices, to support performance.
• Developing ideas: generate, refine and justify creative responses to a text.
• Communicating and interpreting: present ideas and respond to others using drama vocabulary.

Lesson structure (55 minutes)

1. 0–5 minutes – Welcome and visual hook Open with the hook and lesson overview. Display two contrasting costume or prop ideas for the same character and ask: “What would the audience assume about this character before they speak?” Take a few responses and introduce the WALT and success criteria.

2. 5–13 minutes – Teach: design tells the story Use the design vocabulary and examples to briefly explain how colour, shape, condition, size and historical or social details can communicate character, relationships, mood and setting. Clarify that a prop is an object used, carried or interacted with by a performer, while a costume includes clothing, footwear, hair, make-up and accessories. Refer to familiar moments or characters from 13 Jr, such as Evan, Patrice, Brett or Kendra, without assuming students remember every detail.

3. 13–20 minutes – Spot the storytelling choices In a circle of seven, show or describe three possible design choices from the comparison prompts. Students individually decide what each choice suggests, then share with a partner. Discuss: “What might change if the colour, condition or size changed?” Encourage students to use the terms character, status, mood, setting, relationship and audience.

4. 20–35 minutes – Design challenge Distribute the props and costumes design planner. Students work individually or in pairs, with no more than three groups, choosing one 13 Jr character or a specific scene. They design one costume and one prop, sketching or describing each and completing the prompts: What is it? What does it look like? How is it used? What does it tell the audience?

Move between groups and ask probing questions: “Is this choice realistic for the setting?” “Does it show a change in the character?” “Would the audience understand its importance from a distance?” Students should refine one idea rather than produce a large number of underdeveloped ideas.

5. 35–47 minutes – Present and respond Each student or pair gives a two-minute presentation using the presentation structure and audience prompts. They identify their character or scene, show their costume and prop ideas, and explain the storytelling function of each. After each presentation, one audience member asks a constructive question or identifies the likely audience interpretation. With seven students, allow approximately two minutes per presenter.

6. 47–53 minutes – Compare and improve Students return to their worksheet and complete the improvement prompt: “One choice I would keep is…” and “One detail I would change to make the story clearer is…” Lead a short discussion about how different design choices can communicate different interpretations of the same character.

7. 53–55 minutes – Plenary Return to the success criteria and exit prompt. Students share one sentence completing: “A prop or costume supports storytelling by…” Collect worksheets as students leave, or photograph completed plans for the unit portfolio.

Resources

• the introduction, teaching examples, comparison prompts, presentation structure and plenary
• the props and costumes design planner
• 13 Jr script, character list or approved scene summaries
• Board and markers
• Pencils, coloured pencils and erasers
• Optional images of everyday costume and prop examples
• Open floor or presentation space

Assessment

• Observe whether students identify a clear relationship between a design choice and its storytelling function.
• Use the worksheet to assess specificity, understanding of character or scene, and justification of prop and costume choices.
• During presentations, listen for accurate drama vocabulary and explanations that link choices to audience response, character, setting or plot.

Differentiation

• Provide a character list, scene summary and a choice bank of possible colours, textures, objects and costume features for students who need support.
• Allow students to explain ideas orally, annotate a printed image or work with a partner instead of producing detailed drawings.
• Challenge confident students to design a costume or prop that changes during the scene, has symbolic meaning, or shows a character’s development.
• Support EAL and students with learning needs through visual examples, sentence starters such as “The audience may think…” and “This prop shows…”, vocabulary displayed on the board, and extra planning time.