Power and Oppression

Lesson Overview

Subject: Drama
Year Group: 8
Lesson Duration: 50 minutes
Focus: Status and Oppression (inspired by Augusto Boal and Theatre for Change)
Class Size: 24 students
Special Considerations: Two students prefer not to perform – alternative activities included

Curriculum Links

This lesson aligns with the Key Stage 3 National Curriculum for Drama under:

• Developing theatrical skills – “Students improvise, devise and script drama”
• Exploring social issues – “Students use drama to explore social, cultural and historical influences”
• Building confidence and communication – “Students reflect on and evaluate their performances”

This lesson also links to PSHE (Personal, Social, Health and Economic Education), particularly around power, inequality, and social justice.

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Learning Objectives

By the end of this lesson, students will:

1. Understand how status and oppression function in society and theatre.
2. Develop and demonstrate the impact of power dynamics through drama activities.
3. Reflect on how theatre can challenge social injustice.
4. Use drama strategies to explore oppression in a non-performative way (for students who prefer alternatives).

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Lesson Structure

Starter (8 minutes) – Status Walks

• Ask all students to walk freely around the space, ensuring they remain aware of the group’s movement.
• Using numbered status levels (1-10) (1 being very low-status, 10 being extremely high-status), call out different numbers and ask students to adjust their walking style, posture, eye contact, and pace.
• Pause and discuss:
  • What physical changes happened at different levels?
  • How did they feel playing lower/higher status?
• Alternative for non-performers: Instead of taking part, these students will observe and sketch different status levels in stick-figure drawings, capturing movement and posture.

Main Activity (20 minutes) – Oppression in Action (Forum Theatre Style)

1. Small Group Task (10 minutes)

   • Divide students into small groups (4-5 per group). Assign each group a different real-world example of oppression or power imbalance (e.g., class systems, school hierarchies, workplace inequality, systemic oppression).
   • They must devise a short scene (1-2 minutes) that shows one character oppressing another through status and power.
   • Encourage use of levels, space, eye contact and proximity to show status rather than relying on words.

2. Forum Theatre (10 minutes)

   • One group performs their scene for the class.
   • The audience can intervene by tapping in, taking over a role to try and alter the oppression.
   • Discuss: What strategies worked or didn’t work in shifting power?
   • Continue with different groups.
   • Alternative for non-performers: These students can act as directors, guiding performers through whispered suggestions or written notes on how to change the power balance.

Plenary (10 minutes) – Silent Image Theatre

• Ask students to form small groups again and create frozen images that visually represent different types of societal oppression.
• Walk around, analysing how different groups are presenting power and submission.
• Discuss with the class:
  • What do these images make us think about?
  • How could theatre create real-world change?
• Alternative for non-performers: Rather than creating images, they will write a short reflective note, detailing the power dynamics they observed.

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Assessment Opportunities

• Verbal discussion in the plenary – checking understanding.
• Teacher observation during group work – noting engagement and creativity.
• Non-verbal participation through movement and status work.
• Reflective notes or sketches from non-performers – demonstrating insight into status and oppression.

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Differentiation & Inclusion

• Non-performance options embedded throughout, offering reflective or directing tasks.
• Encouragement of physical rather than verbal expression, making it accessible for students with language barriers.
• Clear instructions and modelled examples for students who need additional guidance.

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Teacher Reflection & Next Steps

• Did students grasp the concept of status and oppression?
• Were they able to demonstrate these ideas physically and dramatically?
• How did Forum Theatre encourage problem-solving and interaction?
• Next lesson: Expanding on Boal’s Spect-Actor concept – inviting students to become active changemakers in their own devised work.

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This lesson offers an immersive, thought-provoking experience that allows students to explore serious social issues in a creative and engaging way, while ensuring accessible participation for all.