Performance Day Preparation

Overview

This 60-minute session is the ninth in a 10-lesson unit titled Fairy Tale Performance Adventure designed for Year 2 students. It focuses on refining costumes and props, rehearsing lines, and introducing key concepts of stage presence and audience engagement in preparation for the final performance. The lesson is closely aligned with the National Curriculum for England, specifically the Drama objectives for Key Stage 1.

---

National Curriculum Links

Key Stage 1 (Year 2) – Drama

• Use voice, facial expressions, and body language to communicate character and narrative
• Learn simple narrative structures and recreate stories through role-play and performance
• Work collaboratively in groups to plan, develop and present drama
• Discuss and evaluate performances with sensitivity
• Know how to respond to different audiences

(Reference: National Curriculum Programmes of Study for English – Spoken Language and Drama within KS1)

---

Learning Objectives

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

1. Confidently rehearse and perform key lines from their fairy tale role, demonstrating clear articulation and characterisation.
2. Demonstrate understanding of stage presence through appropriate posture, gestures, and facial expressions.
3. Effectively use their costumes and props to enhance storytelling.
4. Show awareness of audience engagement by practising ways to connect with their viewers.
5. Collaborate respectfully with peers to make final preparations for the performance.

---

Resources

• Costumes and props created or gathered in previous lessons
• Printed scripts or cue cards with key lines
• Mirrors or handheld reflective surfaces for self-observation
• Space arranged to mimic a performance area/stage
• Soft floor mats or seating for discussion time

---

Lesson Structure

1. Welcome and Warm-Up (5 minutes)

Activity: Freeze Frame

• Pupils spread out in the room. Call out fairy tale characters or emotions, e.g., “Cinderella feeling excited.”
• Pupils freeze in a pose showing that character/emotion with facial expressions.
• This quick physical and imagination warm-up readies children for performance focus.

2. Costume and Prop Finalisation (10 minutes)

Activity: Dress Rehearsal Stations

• Divide class into small groups (4-5 children).
• Each group rotates through stations:
  • Check and put on final costumes.
  • Organise and practise using props.
• Teaching assistant or teacher supports at each station, prompting children to think about how props help their story.

3. Practising Lines with Expression (15 minutes)

Activity: Turn and Perform

• In pairs, pupils practise key lines from their scripts, focusing on clear voice and expression.
• Teacher models a few examples demonstrating voice modulation and emotion.
• Encourage pupils to use mirrors or partner feedback to improve articulation and character voice.
• Emphasis on ‘speaking to the audience’ rather than just each other.

4. Understanding Stage Presence (15 minutes)

Activity: Spotlight Circle

• Arrange a circle with one pupil in the centre (acting as the performer).
• Discuss and demonstrate techniques:
  • Standing tall and confident
  • Using hands and facial expressions effectively
  • Making eye contact with an imaginary audience
  • Using space to engage the audience
• Rotate so several pupils practice being ‘centre stage’ using these techniques.
• Encourage children to give positive feedback to peers using sentence starters such as: “I liked how you…”

5. Audience Engagement and Reflection (10 minutes)

Activity: Audience Etiquette Chat and Mini Practice

• Discuss how to behave as an audience — listening quietly, watching with eyes, clapping at the end, etc.
• Role-play: Some pupils perform short lines or actions; others sit as audience practising listening and engagement.
• Reflect briefly: What made the performance interesting?
• Highlight the importance of energy and enthusiasm when performing.

6. Plenary and Next Steps (5 minutes)

• Recap key learning points about stage presence, voice, and audience connection.
• Outline what will happen in the final performance lesson.
• Praise efforts and encourage excitement for the upcoming show.

---

Assessment and Evaluation

Formative assessment through:

• Observation during paired line practice for clarity, expression, and confidence.
• Teacher notes on effective use of costumes and props.
• Verbal feedback during stage presence spotlight activity focusing on posture and gestures.
• Peer feedback in supportive discussion, showing ability to identify positive performance qualities.

---

Differentiation

• Support pupils with speech or confidence challenges by assigning smaller parts or simpler lines during practice.
• Provide visual prompts or picture cue cards for lines and stage movements.
• Encourage more confident pupils to support peers in rehearsal stations.
• For SEND pupils, provide additional adult support and one-to-one rehearsal opportunities as needed.

---

WOW Factor Ideas for Teachers

• Use a simple light or mobile ‘spotlight’ (torch with coloured gel) during stage presence circle to heighten excitement and focus.
• Record brief videos of pupil rehearsals to play back in a supportive way, boosting self-awareness.
• Incorporate a 'Magic Mirror' prop for pupils to check facial expressions and posture — turning rehearsal into imaginative play.
• Create a ‘Performance Passport’ booklet where pupils stamp or sticker their progress through the unit milestones — motivating them with visual achievement.

---

This carefully structured, engaging session ensures Year 2 pupils are well prepared, confident, and inspired for their fairy tale performances — meeting national curriculum standards and fostering essential drama skills through playful, supportive learning.