Exploring Power and Morality

Lesson Overview

This 60-minute lesson introduces Year 9 students to Dennis Kelly’s play DNA, focusing on key themes such as power, peer pressure, morality, and consequences. The lesson uses practical drama techniques, particularly proxemics, to explore the opening scene. It aligns with the UK National Curriculum for Drama (Key Stage 3) and incorporates inquiry-based and collaborative learning approaches to engage students in critical reflection and performance skills.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand and articulate key themes in DNA: power, peer pressure, morality, and consequences.
2. Apply proxemics (physical distance and positioning) to convey relationships and power dynamics within a group.
3. Analyse the opening scene practically, identifying how stage positioning reflects and reinforces themes.
4. Collaborate and negotiate in small groups to create dynamic, purposeful staging of a scripted scene.
5. Reflect critically on the impact of physical space and movement in storytelling.

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Curriculum Links

• National Curriculum for England, Drama - Key Stage 3
  Pupils should be taught to:

  • "Use dramatic techniques such as role-play, improvisation, and dubbing to explore ideas and issues."
  • "Develop an understanding of how drama can be used to explore social, cultural, and moral issues."
  • "Work collaboratively to create, refine, share, and respond thoughtfully to drama."

• Drama Association Framework
  Emphasis on using physicality and spatial awareness to enhance performance and deepen understanding of text and character relationships.

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Resources Needed

• Copies of the opening scene of DNA (script extract, one per student)
• Open teaching space large enough for groups of 9 to move and arrange themselves
• Whiteboard and markers
• Sticky notes and pens for reflection
• Optional: simple props (e.g. school bags, chairs) to aid staging

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Lesson Structure

1. Starter (10 minutes)

Engagement & Prior Knowledge Activation

• Begin by graffiti-storming key words related to the themes: "Power," "Peer Pressure," "Morality," "Consequences."
• Write the words on the board; ask students briefly (orally) what these mean to them in their own lives or what they think might happen in a story involving these ideas.
• Explain that today’s lesson will explore how DNA deals with these themes through drama techniques.

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2. Introduction to DNA and Proxemics (10 minutes)

• Briefly introduce Dennis Kelly and the context of DNA (a play about a group of teenagers involved in a serious incident).
• Explain proxemics: the study of physical space between characters on stage, which communicates relationships and power dynamics.
• Show examples:
  • Close proximity might show friendship or threat.
  • Distance might show isolation or dominance.
• Ask students to read through the opening scene silently, focusing on which characters interact and what power or pressure might be shown.

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3. Group Practical Exploration (25 minutes)

Group size: 9 students per group – total 3 groups
Task: Using the script extract, groups will physically stage the opening scene, focusing on proxemics to highlight power and peer pressure.

• Assign roles: who plays which character?
• Explore positioning: where do characters stand in relation to each other? Who is at the centre of power?
• Students should experiment with space, walking the scene and freezing key moments to discuss impact.
• Encourage variations: e.g., what changes if one character moves closer/farther?
• Teacher circulates, prompting with questions:
  • Who seems to hold power here? How do you show it physically?
  • Can you make the peer pressure more or less obvious through your positioning?
  • What do the characters’ positions say about their morality or feelings of guilt?

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4. Group Showcases & Peer Feedback (10 minutes)

• Each group performs their staged opening scene projection to the class (3-4 mins each).
• After each performance, the audience uses sticky notes to write one positive comment and one question about how power or peer pressure was communicated physically.
• Teacher facilitates a brief discussion encouraging reflective feedback focused on proxemics and thematic expression.

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5. Plenary & Reflection (5 minutes)

• Gather students for a quick round of "One thing I learned about power/peer pressure in drama is..."
• Highlight how proxemics provided a non-verbal language to express complex ideas.
• Set a homework challenge (optional):
  • Write a short reflection imagining how they would change the power dynamic in the scene and what impact it would have on the story.

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Differentiation & Inclusion

• Support: Provide clear role cards and sample positions for students needing guidance; pair less confident students with peers who have stronger spatial awareness.
• Extension: Challenge advanced groups to add layers of motivation and subtext through proxemics, considering nuanced relationships beyond power (e.g., fear, guilt).
• For EAL students: Use visuals and gestures to reinforce concepts of power and space.

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Assessment & Outcomes

• Observation of group work and staging choices (formative).
• Peer feedback on use of proxemics.
• Student reflections to assess understanding of themes and practical application.
• Verbal contributions during discussions to gauge engagement with morality and consequences.

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Teacher’s Reflection Notes

• Did students grasp how physical space reflects power and peer pressure?
• Were all students actively involved in practical and discussion activities?
• Consider recording a group performance to reflect on effectiveness or for peer-review next lesson.
• Plan follow-up lessons to explore other scenes or themes using other drama techniques (e.g. thought-tracking, role-alteration).

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This lesson plan is designed to ignite curiosity, focus on collaborative and kinaesthetic learning, and deepen critical thinking about contemporary drama texts—all while meeting rigorous UK standards for developing practical and analytical theatre skills at Key Stage 3.