Creating Still Images

Unit: Bullying: Stage to Reality

Lesson 3 of 8
Duration: 60 minutes
Class size: 25 students
Group size: 7 students per group (adjusted for 4 groups, with one group of 4)
Age Range: KS3 (11-14 years old)
Subject: Drama

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Learning Objectives

• Develop Drama Skills: Students will create still images using body language and facial expressions to depict emotions and bullying scenarios.
• Enhance Emotional Literacy: Recognise and express a range of emotions linked to bullying non-verbally.
• Promote Collaboration: Work effectively in small groups to communicate ideas physically without dialogue.
• Build Empathy and Understanding: Deepen awareness of bullying’s emotional impact through embodied performance.

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Curriculum Links

• National Curriculum for Drama (KS3):
  • Performing: Use performance skills to communicate meaning through gesture, body language, and facial expression (NC Drama, Performing, KS3).
  • Appreciating and Evaluating: Understand the role of performance and develop empathy through active engagement with character and context.
• PSHE Association Framework (related to bullying and emotional wellbeing):
  • Understanding and managing feelings and relationships; recognising bullying and its impact.
• British Drama Education Quality Standards:
  • Encouraging creativity, critical thinking, teamwork and reflective learning through drama practice.

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Resources Needed

• Open space for group movement
• Chairs or benches (optional for still images that include sitting)
• Whiteboard and marker for note taking and vocabulary
• Emotion cards/flashcards with bullying-related emotions (e.g., fear, sadness, anger, isolation)
• Stopwatch or timer
• Reflection journals or exercise books for written feedback

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Lesson Breakdown

1. Starter Activity: Emotion Warm-Up (10 minutes)

• Objective: Activate students’ use of non-verbal communication to express emotions.
• Activity:
  • Teacher calls out different emotions linked to bullying (e.g., frightened, lonely, angry, confused).
  • Students stand and use their face and body to show each emotion for 5 seconds without words.
  • Quick peer feedback: “What emotion did I show?” This validates non-verbal emotion recognition.
• Teacher Notes: Encourage exaggeration and clarity in expression; discuss how body posture affects emotional impact.

2. Introduction to Still Images (10 minutes)

• Objective: Understand concept of creating a “frozen picture” to represent an idea or moment.
• Instruction:
  • Teacher demonstrates a simple still image (e.g., a group of friends excluding one person).
  • Break down key components: posture, facial expression, spatial relationships.
• Class Discussion: Why do still images help us communicate emotions and stories? How can this be useful for portraying bullying?

3. Group Task: Create Bullying Still Images (25 minutes)

• Objective: Collaboration to create 2 distinct still images portraying bullying scenes.
• Grouping: Students divided into groups of 6-7 (adjust to class size).
• Instructions:
  • Group 1 creates a still image showing “Exclusion” scenario.
  • Group 2 portrays “Verbal bullying” scenario.
  • Group 3 depicts “Physical bullying” scenario.
  • Group 4 focuses on “Support and solidarity” (positive contrast).
• Process:
  • Groups discuss and plan 5 minutes.
  • Construct first still image 5 minutes. Hold for 20 seconds while other groups observe.
  • Create second still image (change scenario or angle) and again hold for observation.
• Teacher Role: Circulate, offer prompts about body language, tension, space and facial expression; encourage subtlety and clarity.

4. Gallery Walk and Feedback (10 minutes)

• Objective: Observe and reflect on peers’ work, sharpening interpretative skills.
• Activity:
  • Groups present their still images in turn.
  • Other students write down:
    • What emotion or story is being conveyed?
    • What physical details stood out?
    • How believable was the depiction?
• Teacher prompts: Discuss how these images might make people feel if they were the ones being bullied or supporting others.

5. Reflection and Plenary (5 minutes)

• Objective: Consolidate learning and emotional understanding.
• Activity:
  • Students write a brief reflection in journal/notebook:
    • How did it feel to express these emotions physically?
    • What did you learn about bullying from this activity?
  • Group share of one insight or takeaway.

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Differentiation and Inclusion

• For EAL learners or those with communication difficulties: Use more physical demonstration and emotion cards for support.
• For students with physical disabilities: Adapt still image postures to sitting or props; focus on facial expression and hand gestures.
• Stretch and Challenge: Encourage some groups to create abstract or symbolic images (e.g., use positioning to represent power imbalance).

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Assessment and Success Criteria

• Students use body and face expressively with clarity and intent.
• Students work collaboratively to design and hold clear still images.
• Reflections demonstrate emotional insight and empathy development.
• Participation and peer feedback indicate engagement and understanding of bullying themes.

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Extension Ideas

• Record groups’ still images and use freeze frames as prompts for improvisation in the next lesson.
• Link to English PSHE writing: compose monologues or diary entries from the perspective of one character in their still image.
• Peer-teach younger year groups how to create still images to express feelings around bullying.

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Teacher’s Notes: Beyond the Plan

• This lesson harnesses kinaesthetic and visual learning styles while embedding social-emotional skills essential to wellbeing education.
• By “freezing a moment,” students gain control over representing complex emotions, an invaluable tool in drama and personal development.
• Emphasise safety and respect, especially as sensitive topics are explored through body language. Build a secure creative space.
• Scaffold vocabulary early to enrich expressive potential – model terms such as “closed body posture,” “avoiding eye contact,” “tense shoulders,” “open hands to show support.”

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End the session with a reminder that drama offers powerful ways to understand and challenge bullying – connecting stage skills to real-life empathy.