Creating Character Movement

Overview

Unit: Mastering the Art of Mime (Lesson 3 of 12)
Duration: 60 minutes
Class size: 30 students
Age group: Year 9 (13–14 years old)
National Curriculum Reference:
This lesson addresses the Drama key stage 3 programme of study from the National Curriculum for England (2014).

• Pupils should be taught to:
  • Use voice, facial expression, movement and stillness to explore character and situation (KS3 Drama)
  • Develop ideas and recognise how drama can reflect and influence society (KS3 Drama)
  • Apply physical and vocal skills using spontaneity and creativity, drawing on improvisation skills to sustain character and narrative
  • (See NC Drama: KS3 – Years 7-9)

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Learning Objectives

By the end of this lesson, pupils will:

1. Understand how physicality (posture, gestures, facial expressions) can create a mime character without dialogue.
2. Experiment with different types of movement and stillness to define and embody a physical character.
3. Apply their knowledge by beginning to develop an original mime character through guided physical exercises.
4. Analyse the impact of these physical choices on storytelling and audience engagement.

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Success Criteria

Pupils:

• Demonstrate clear physical choices that define a simple mime character’s personality or mood.
• Use controlled and deliberate movement to communicate without words.
• Show an awareness of how posture and gestures express emotion or intention.
• Collaborate effectively in pairs/groups during exploration activities.

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Resources

• Large, unobstructed teaching space
• Open floor or mats for ease of movement
• Mirrors (if available) for self-assessment
• Timer/stopwatch
• Whiteboard and markers for teacher notes and prompts
• Character prompt cards (optional): brief descriptions to inspire physical traits (e.g. "a proud king," "a shy gardener")

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Lesson Structure

1. Introduction (10 mins)

• Starter Activity:
  • Quick physical warm-up to ready bodies (neck rolls, shoulder shrugs, breathing stretches).
• Discussion:
  • Recap lesson 1 & 2 briefly – what is mime and its reliance on physicality?
  • Teacher explains today’s focus: using physical movement to create and show character without words.
  • Reference National Curriculum aims: "Using movement, stillness and facial expression to explore and sustain character."

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2. Exploration and Experimentation (20 mins)

• Activity 1 – Posture and Status (10 mins):
  • In pairs, students practice altering posture to communicate different statuses (e.g. confident vs. timid).
  • Teacher prompts: "How does a proud character stand? How does a nervous character move?"
  • Encourage experimentation: exaggerated spine positioning, arm angles, head tilt.
• Activity 2 – Gesture and Emotion (10 mins):
  • Individually or in small groups, students create a short sequence of three gestures that tell a simple story or express an emotion without speaking.
  • Emphasise fluidity, control, and clarity.

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3. Character Creation (20 mins)

• Main Task:
  • Each student selects or is assigned a simple character prompt card.
  • They spend 10 minutes experimenting with physical choices: posture, gesture, pace, facial expression to embody that character.
  • Students jot down key physical traits (e.g. “slow, heavy steps; hunched shoulders; hands twitch nervously”).
  • Teacher circulates giving formative feedback focused on the clarity of physical communication and mime principles (stillness, precision, meaningful gestures).
• Paired Sharing:
  • Students demonstrate their character to a partner who provides constructive feedback on physical impact and clarity.

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4. Reflection and Plenary (10 mins)

• Class discussion:
  • Which physical choices were most effective? Why?
  • How did movement and posture help you 'become' your character?
  • What challenges did you face communicating without words?
• Teacher summarises key learning points and connects to next lesson: refining mime characters in narrative contexts.
• Optional: a short "physical freeze-frame" gallery walk where students observe and comment silently on classmates’ characters.

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Assessment Opportunities

• Formative assessment through observation of pupil engagement and ability to use movement expressively during tasks.
• Peer assessment in paired sharing with guided feedback prompts.
• Use teacher notes to identify pupils needing further support with physicality or confidence in mime.
• Inform subsequent lessons by noting pupils who display originality and control or require scaffolding around movement skills.

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Differentiation

• Support:
  • Visual aids and gesture demonstration by teacher; mirrored practice.
  • Provide extra prompts or scaffold simple characters for pupils struggling to start.
• Challenge:
  • Encourage advanced pupils to try creating characters with mixed or contrasting physical traits.
  • Invite students to experiment with tempo, rhythm and spatial awareness.

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Cross-Curricular Links & SMSC

• English: storytelling through non-verbal expression enhances narrative understanding.
• PE: focus on body control, coordination and awareness of movement.
• SMSC: empathy development through embodying different characters and perspectives without words.

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Extension Idea (Homework or Future Lesson)

Students create a short mime sketch (1-2 minutes) featuring their character interacting with an imaginary environment or object, focusing on clear physical storytelling. They can plan and rehearse for lesson 4.

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This lesson plan ensures engagement and progression by blending theory and practical drama elements, tightly aligned with the National Curriculum objectives for KS3 Drama. It supports building students’ confidence and skills in physical theatre and mime, essential components for theatrical storytelling without reliance on voice.