Physical Theatre Skills

Lesson Overview

Subject: Drama
Year Group: Year 7
Lesson Duration: 50 minutes
Class Size: 25 students
Focus: Introduction to Physical Theatre – Unison and Canon
UK Curriculum Link: Key Stage 3 Drama – Developing Movement Skills and Exploring Performance Styles

Learning Objectives

By the end of this lesson, students will:

• Understand the key terms unison and canon in physical theatre.
• Explore how movement can be used to communicate meaning without words.
• Develop teamwork and coordination through practical activities.
• Perform a short sequence incorporating unison and canon.

Resources Needed

• A large, open space (e.g., drama studio or hall).
• Music track (optional, instrumental or percussive beats).
• Projector or whiteboard for key terminology (if available).

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Lesson Structure

1. Starter Activity (5 minutes) – The Body as an Instrument

• Students spread out in the space.
• The teacher calls out different emotions (e.g., joy, fear, surprise).
• Students freeze into a physical shape that represents the emotion.
• Discuss briefly: How did they use their body to express this without words?

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2. Key Vocabulary and Concept Introduction (10 minutes)

Term 1: Unison

• Explain: Unison means moving at the same time, like synchronised movement in a dance or marching in step.
• Demonstration: The teacher and a student clap a rhythm in perfect unison.

Term 2: Canon

• Explain: Canon means movement that is performed one after another, like a wave effect.
• Demonstration: A simple three-step movement sequence performed in canon (one person starts, then the next follows a beat later).

Quick Challenge: The class stands in a line and attempts a simple canon movement (e.g., raising one arm, then the next student follows).

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3. Main Activity – Group Physical Theatre Sequences (25 minutes)

Step 1: Pair Work – Mirror and Unison (10 minutes)

• Students pair up. One is the "leader," and the other mirrors their movements in perfect unison.
• Swap roles after 2 minutes.
• Challenge: Introduce a slow-motion unison movement to increase focus.

Step 2: Small Group Canon Sequences (15 minutes)

• Groups of 4-5 create a short movement sequence (5-6 movements).
• The sequence must include:
  • At least one unison movement.
  • At least one canon movement.
• Rehearse and refine for clarity.
• Perform to another group and receive feedback: Was the unison clear? Was the canon effective?

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4. Performance & Reflection (10 minutes)

• Selected groups perform to the whole class (or to partnered groups if time is limited).
• Peer feedback: One strength and one area for improvement for each performance.
• Discuss: How do performers use movement to tell a story?

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Plenary – Exit Task (5 minutes)

• Think-Pair-Share:
  • What was easier—unison or canon? Why?
  • How can these techniques be useful in a performance?
• Quickfire Quiz:
  • "Who can define unison in one sentence?"
  • "Who can give an example of canon outside of drama?"

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Adaptations & Extensions

• For Higher Ability: Encourage students to incorporate varying levels, speeds, and exaggeration into their sequences.
• For Lower Ability: Provide a structured movement pattern for students who struggle with improvisation.

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Assessment for Learning

• Formative assessment through observation, questioning, and peer feedback.
• The teacher assesses student understanding of unison and canon based on performances.

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End of Lesson Reflection

• What worked well?
• Were students engaged in movement-based learning?
• Did they grasp the difference between canon and unison?