Exploring DNA Themes

Overview

Introduce Year 9 students to Dennis Kelly’s play DNA focusing on key themes such as power, peer pressure, morality, and consequences. Using practical drama techniques like still image and thought tracking, students will engage creatively and analytically to deepen their understanding of the play’s social context and dramatic impact.

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Context and Curriculum Links

• National Curriculum for England – Drama Key Stage 3:
  • Develop ideas and language in role
  • Explore texts and script extracts to create and sustain character
  • Use drama techniques to explore themes, issues and contexts
• Drama and Theatre Association (West Midlands & National Recommendations):
  • Emphasis on physical storytelling and voice work to access character motivation and social commentary
• Assessment Focus:
  • Use of drama skills to interpret text
  • Understanding of thematic content
  • Confidence in presenting and articulating ideas

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Learning Objectives

By the end of the lesson, students will:

1. Identify and describe the key themes in DNA through collaborative practical work.
2. Develop skills in creating and performing still images that reflect critical moments in the play.
3. Use thought tracking to explore character motivation and theme interpretation.
4. Reflect verbally on connections between the drama and contemporary social issues relevant to their age group.

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Resources

• Copies of DNA extract (initial scenes where the group’s power dynamics are established)
• Open space for physical movement
• Whiteboard or flip chart for note-taking
• Timer/Stopwatch

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Lesson Structure (45 minutes)

1. Introduction & Context Setting (5 minutes)

• Briefly introduce Dennis Kelly and the play’s focus: a group of teenagers facing consequences of a crime and peer pressure.
• Present key themes on the board: Power, Peer Pressure, Morality, Consequences.
• Explain the practical techniques:
  • Still image: Creating frozen pictures with body language and facial expression to communicate ideas.
  • Thought tracking: Speaking aloud a character’s inner thoughts while the still image is held.

2. Warm-Up Activity (5 minutes)

• Physical and vocal warm-up focused on body awareness and voice projection.
• Quick circle activity: each student striking a quick still image representing emotions linked to peer pressure or fear, followed by one-word thought tracking.

3. Exploring Key Scenes via Still Images (20 minutes)

• Step 1: Read aloud a short extract from DNA (e.g., opening scene focusing on schoolyard group dynamics).
• Step 2: Group formation – divide 32 students into four groups of eight. Each group selects a moment from the extract to represent as a still image (teacher can guide choices).
• Step 3: Create and hold the still image (3 minutes per group). Encourage careful facial expression and physical positioning to convey status, tension, and emotion linked to themes.
• Step 4: Thought tracking – each student in the still image briefly voices their character’s inner thoughts (linked to power or fear).
• After each group performs, facilitate a short discussion on the imagery and ideas presented (approx. 2 minutes per group).

4. Thematic Discussion & Reflection (10 minutes)

• Facilitate whole-class discussion:
  • How do the images and thought tracking illustrate the main themes?
  • What connections can students draw between the play and their experiences or society today?
  • Encourage students to express personal responses and moral opinions.
• Teacher records key points on the board for visual reinforcement.

5. Plenary – Create Your Own Still Image (5 minutes)

• Individually or in pairs, students create a quick still image illustrating one theme (e.g., peer pressure or consequences).
• Students share their still image with a partner using thought tracking to explain their inner thoughts.
• Quick round-up of notable examples before closure.

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Differentiation

• Support: Provide sentence starters for thought tracking (e.g., “I’m scared because...”, “I want to be the leader so...”)
• Challenge: Encourage advanced students to create layered still images incorporating multiple themes or conflicting emotions.
• EAL/Limited literacy: Strong emphasis on physicality and emotion to convey understanding without pressure on spoken language.

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Assessment for Learning

• Formative assessment through observation of group performances and participation in discussions.
• Use peer feedback in reflective talk to consolidate understanding.
• Teacher notes on students’ ability to connect character motivation to the themes through thought tracking.

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Extension Ideas

• Subsequent lessons could explore more complex scenes, use forum theatre techniques to rehearse alternative choices, or develop monologues from thought tracking insights.
• Encourage students to write reflective journals linking themes to personal experience or current social media culture.

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Final Note: This lesson plan encourages active physical and vocal participation, catering to diverse learning styles and encouraging students’ critical thinking about societal issues through dramatic embodiment. The combination of still image and thought tracking offers a memorable and innovative approach to engaging with DNA.