Final Rehearsal & Feedback

Overview

This 60-minute session is the eighth lesson within the 10-lesson unit “Fairy Tale Performance Adventure” for Year 2 students. The focus is on conducting a full rehearsal of their devised fairy tale performances, integrating peer and teacher feedback to enhance presentation skills. Activities are designed to develop confidence, collaboration, and communication in line with the National Curriculum for England’s Drama programmes of study.

---

National Curriculum Links

Key Stage 1 – Drama (Yr 1 & 2)

• Pupils should be taught to:
  • Use their voices and bodies to imagine and communicate ideas in role.
  • Share and perform drama that can be understood by others.
  • Respond to feedback to improve their work.
  • Work collaboratively to share ideas and make choices.

Learning Objectives:

• Perform a short scripted or improvised fairy tale drama clearly and with expression.
• Listen carefully to peer and teacher feedback and suggest specific ways to improve their performance.
• Demonstrate understanding of basic performance skills including voice projection, clear articulation, and simple stage directions.
• Work cooperatively as an ensemble during rehearsal, showing respect for others’ contributions.

---

Learning Outcomes

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

• Perform their fairy tale segment confidently to the class.
• Use constructive feedback to refine gestures, facial expressions, voice, and timing.
• Identify strengths and areas of improvement in their own and peers’ performances.
• Collaborate positively to support group members during rehearsal.

---

Resources Needed

• Scripts or cue cards for each group (previously prepared)
• Open space arranged as a simple stage area
• Feedback “sandwich” cards (green for praise, yellow for suggestions, red for questions)
• Costume/accessory props (optional, used lightly for characterisation)
• Whiteboard or flip chart for recording feedback highlights
• Timer or stopwatch

---

Lesson Structure

1. Introduction and Warm-up (10 minutes)

• Engage: Begin with a physical and vocal warm-up activity to energise focus (e.g., “Animal Voices” where children mimic fairy tale animals’ sounds and movements).
• Review: Briefly recall the characters, storyline, and key moments from previous rehearsals. Emphasise the goal: a clear and confident full performance.

2. Full Group Rehearsal (30 minutes)

• Performance: Each group performs their fairy tale segment in front of the class. Ensure all 30 children participate, either performing or observing attentively.
• Time Management: Allocate ~5 minutes per group, considering transitions and feedback.
• Teacher Role: Observe and take notes, focusing on voice clarity, expressiveness, body language, and use of space.

3. Peer and Teacher Feedback (15 minutes)

• Structured Feedback: After each group performs, open the floor for positive peer comments first (using green cards), followed by helpful suggestions (yellow cards).
• Teacher Input: Add focused, encouraging pointers that highlight one strength and one area to improve.
• Feedback Form: Use the “feedback sandwich” method (positive – constructive – positive) to model respectful critique.
• Group Reflection: Allow groups to ask questions or discuss how they might incorporate feedback.

4. Closing and Next Steps (5 minutes)

• Recap: Highlight common areas for improvement and praise overall enthusiasm and creativity across groups.
• Homework Brief: Encourage children to practise their parts at home or with family, integrating today’s feedback.
• Motivation: Build excitement for the upcoming final performance in Lesson 10, reminding them that practice and feedback help bring their fairy tales to life fully.

---

Differentiation and Inclusion

• Support: Provide additional guidance or simplified feedback sheets for pupils who need extra help with communication.
• Extension: Invite confident pupils to suggest additional ways to enhance expression or staging details for their group.
• Accessibility: Ensure physical space is safe and accessible for all pupils involved in movement or staging.

---

Assessment

• Formative: Observations during rehearsal and feedback sessions will assess pupils’ ability to perform using clear voice and movement aligned with characterisation.
• Self and Peer Assessment: Encourage pupils to verbalise what they think they did well and what they could improve upon, promoting metacognition.
• Teacher Notes: Use feedback records to plan support for the final two lessons focusing on polishing performances.

---

WOW Factor: Bringing Drama Alive!

• “Feedback Star” Badge: Each child receives a paper star post-lesson for demonstrating excellent listening or constructive feedback — fostering a positive drama community and encouraging thoughtful participation.
• Drama Journal: Introduce a simple “performance diary” (can be sticky notes or small booklet) where children jot or draw one thing they learned from feedback, creating a personal growth record across the unit.

---

This carefully structured session combines performance practice and reflective learning in a supportive, constructive environment, fully aligned to Year 2 Drama National Curriculum requirements.