Scene Expansion Workshop

Unit: Matilda: Scene Expansion Workshop

Lesson 3 of 3 – Duration: 60 minutes
Year Level: Year 10
Subject: Drama
Curriculum Alignment: Aligned to Level 5 of The New Zealand Curriculum – Arts/Drama
Focus Achievement Objective:

Develop and refine ideas in drama, using conventions, techniques, and technologies.
Perform and respond to drama, identifying ways elements, techniques, conventions, and technologies combine to create meaning in performance.

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Learning Intentions

Students will:

• Collaboratively expand a selected scene from Matilda by adding original dialogue, stage directions and enhanced character interactions.
• Incorporate dramatic conventions (tone, pace, space, physicality) to deepen storytelling.
• Engage in performance and constructive peer feedback.
• Reflect critically on creative and collaborative processes.

Success Criteria

Students can:

• Use physicality, voice, and dramatic techniques to enrich their group performance.
• Show evidence of kotahitanga (unity) and mahi tahi (collaboration) in performance preparation.
• Integrate te ao Māori values (e.g. manaakitanga in feedback, whanaungatanga in group work).
• Reflect thoughtfully on their process and apply feedback constructively.

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Resources Required

• Copies of selected scene excerpts from Matilda
• Scripts from previous lessons with student annotations
• Performance space (cleared classroom or school hall)
• Props and costume items (optional, teacher-provided box)
• A whiteboard and markers
• Reflection sheets or student journals

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Lesson Flow (60 minutes)

1. Whakawhanaungatanga & Warm-up (10 minutes)

Building connection and group readiness

• Nau mai, haere mai – Begin with a karakia and short kōrero about the purpose of today’s workshop.
• Drama game: "Sound and Movement Echo" – A leader makes a simple sound/movement; the group echoes. Builds focus, unity and readiness for voice and body work.
• Recap learning from Lesson 2: What did we already change or add in our scene? What dramatic conventions have been useful so far?

2. Scene Refinement & Expansion (25 minutes)

Creative development of scenes with support from teacher

Groups will:

• Revisit their selected scene and refine it further by:
  • Expanding dialogue to show character motivation
  • Adding movement/stage directions to use physical space creatively
  • Experimenting with voice (tone, accent, volume) and pace
  • Incorporating moments of stillness, tableau, slow motion, or improvisation
• Focus concepts: tone, pacing, use of proxemics and physicality, tension, and role-on-the-wall.
• Encouraged to use bilingual prompts if comfortable (e.g. incorporating te reo Māori greetings or phrases for contextually appropriate characters).

🔎 Teacher’s Role: Roving kaitiaki – observe without feedforward, as per NCEA guidelines. Ask provoking questions like:
“How does this action show your character’s intention?”
“Whose voice isn’t being heard yet in the group’s direction?”

3. Performance and Peer Review (20 minutes)

Sharing work and building manaakitanga

• Each group gives a performance of their expanded scene (approx. 2–3 minutes per group).
• After each performance, a 1-minute structured feedback protocol:
  • 1 Positive (What worked well?)
  • 1 Question (What made you curious?)
  • 1 Suggestion (What could be added or changed?)

🟢 Use of “Wheako Whakaari” feedback cards on desks – simple sentence starters to guide warm, generous feedback, e.g.

"Your use of __ made us feel..."
"You could try using __ to explore more tension."

4. Reflection & Self-Assessment (5 minutes)

Consolidating learning

• Students complete a short written (or oral if appropriate) reflection:

  • What choice today best brought your character to life?
  • How did your group work together?
  • What dramatic convention was most effective, and why?

• Encourage inclusion of Māori values in responses: Whanaungatanga (How we worked as a team), Manaakitanga (How we supported others during performance and feedback).

📘 Teachers collect these as formative reflection for drama portfolios or digital journals.

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Cross-Curricular & Cultural Connections

• Te Ao Māori: Integrating values of whanaungatanga, manaakitanga, and kotahitanga throughout group collaboration and feedback processes.
• English/Storytelling: Understanding character motivation, tone, and voice through expansion of scripted dialogue.
• Social Studies: Exploration of identity, power, and resistance through Matilda’s themes.

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Differentiation & Ako Support

• Provide scaffolds or sentence starters for expanding dialogue for ESOL and neurodiverse learners.
• Offer roles based on interest/strengths: script editors, movement directors, staging managers.
• Allow opt-in leadership roles for confident ākonga and support roles for others still building confidence.
• Students may reflect orally or visually (mind maps, sketches) rather than only in writing.

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Teacher Reflection Prompt

At the end of the session, consider:

• How did students respond to autonomy in shaping their own scenes?
• Did the feedback process support growth in performance confidence and creativity?
• Which students showed unexpected leadership or creativity today?

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Next Steps / Extension Opportunities

This final workshop offers a springboard into:

• Scriptwriting mini-unit – Students write their own scene inspired by Matilda.
• ‘Real-Life Rebels’ Unit – Exploring courageous characters in theatre and real life, linking drama to social action.
• School Showcase – Invite whānau to an informal sharing of revised scenes and reflections on learning journey.

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“Ko te toi whakairo, te tohu o te rangatira.”
Artistic excellence is the mark of a leader.