Creative Stage Design

Overview

Duration: 60 minutes
Class Size: 12 students
Unit: Creative Stage Builders
Lesson: 1 of 1
Age Group: KS3 (11-14 years old)
Subject: Drama – Introduction to Stage Design

---

Learning Objectives

By the end of this lesson, students will:

• Understand and identify the fundamental elements of stage design: backdrops, props, and costumes.
• Recognise the importance of stage design in storytelling and audience engagement.
• Develop initial creative ideas for a stage set based on a simple narrative or theme.
• Enhance collaboration skills by sharing ideas with peers.

---

National Curriculum Links & Frameworks

• Drama (Key Stage 3 – Years 7-9)
  • Use drama to explore complex ideas and issues (DfE, 2014)
  • Develop creativity, communication, and collaborative skills
  • Explore and experiment with different drama forms, techniques, and roles
• Art & Design (KS3) — relating to visualising and sketching stage design elements
• Employability Skills: collaboration, communication, problem-solving

---

Resources Required

• Whiteboard and coloured markers
• Large printed images/exemplars of professional stage designs (e.g. theatre productions, pantomimes, contemporary theatre)
• A previous famous story or simple narrative prompt (e.g. “The Enchanted Forest”)
• Drawing paper, pencils, coloured markers or crayons
• Rulers and scissors (optional)
• Space for small group work
• Projector (optional, for displaying images or simple videos)

---

Lesson Structure

1. Introduction (10 minutes)

• Welcome and Context (3 mins):
  Briefly introduce the unit "Creative Stage Builders" and today’s focus: learning how stage design supports storytelling in drama.
• Discussion: What is Stage Design? (7 mins):
  • Prompt: “Think about your favourite play, school production or film set. What did the stage or background look like?”
  • Show visual examples of stage design, highlighting backdrops, props, and costumes.
  • Introduce key terms: backdrop, props, costume, set, stage area.
  • Emphasise the purpose of each: engaging the audience, creating mood, supporting actors.

---

2. Exploration and Identification (10 minutes)

• Interactive Group Activity:
  • Divide class into 4 groups of 3 students. Give each group a different stage image.
  • Task: Identify and list the elements they see (backdrop, props, costumes). Encourage descriptive language about colours, shapes, and styles.
  • Each group shares their findings with the class.
• Teacher input: Highlight similarities, differences, and how design choices influence audience understanding.

---

3. Hands-On Creative Sketching (25 minutes)

• Activity Brief (5 mins):
  • Introduce a simple, familiar story or theme (e.g. “The Enchanted Forest,” or “A Busy Marketplace”).
  • Each pupil will design a simple stage set sketch including a backdrop, at least 2 props, and ideas for costumes.
  • Emphasise imagination and story support rather than artistic perfection.
• Sketching (15 mins):
  • Students work individually to plan and draw their stage designs.
  • Teacher circulates, providing support and prompting deeper thinking: “How will your backdrop set the mood?” “Why did you choose this prop?” “Imagine the actors’ costumes – how do they fit your theme?”
• Sharing (5 mins):
  • Invite 3-4 students to briefly explain their sketches and how it supports the story.

---

4. Reflection and Consolidation (10 minutes)

• Whole Class Discussion:
  • What did you enjoy about designing your stage?
  • How do you think stage design helps the actors and the audience?
  • What would you do differently next time?
• Link forward: Briefly discuss how stage design ties into acting and directing, hinting at future lessons or projects.

---

Assessment & Differentiation

Formative Assessment

• Observation of group discussions, identifying use of vocabulary and understanding of stage elements.
• Review student sketches, looking for inclusion of all three elements (backdrop, props, costumes) and creativity.
• Responses during reflection to assess comprehension and ability to articulate ideas.

Differentiation

• Provide templates or simple outlines for students who may find drawing challenging.
• Encourage more detailed annotations on sketches for students who prefer writing over drawing.
• Scaffold group work with guiding questions.
• Challenge more able students to consider lighting and sound as optional extensions verbally.

---

Cross-Curricular Opportunities

• English: Storytelling, narrative structure
• Art and Design: Visual composition, colour theory
• History/Media Studies: Exploration of historical or cultural stage designs
• PSHE: Working collaboratively, respecting others’ creative ideas

---

Extension Ideas (if time)

• Create a simple 3D model of a stage using classroom materials.
• Use digital tools (if available) for students to create a virtual stage design collage.
• Explore costume swatches or fabric samples to incorporate tactile learning.

---

Final Notes

This introductory lesson brings the magic of theatre to life by empowering young learners to think beyond scripts and actors. By engaging students actively, this lesson nurtures creativity, practical skills, and collaborative confidence—core to the educational aims in UK Drama curricula.

A well-documented lesson journal or visual portfolio of sketches can also evidence progress for school logs or presentations to parents.

---

End of Lesson