Rehearsal Techniques & Feedback

Overview

In this 45-minute session, students will rehearse selected scenes from their performance pieces, focusing on applying stagecraft skills while practising effective feedback methods. The lesson fosters collaboration and reflective practice, key elements of the National Curriculum’s Drama programme for Key Stage 4.

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National Curriculum Alignment

Relevant Programmes of Study (Key Stage 4 Drama):

• Developing Drama
  • Pupils should be taught to:
    • "use performance skills and techniques, including voice, movement and stillness, with awareness of the dramatic elements of drama (tension, mood, atmosphere, pace, and space)."
    • "explore ideas and issues through role and empathise with others creatively."
• Performing and Presenting
  • Pupils should be taught to:
    • "work collaboratively in groups to develop an imaginative and well-structured act or scene for performance."
    • "rehearse sequences, focusing on refinement of performance, incorporating feedback".
• Appraising
  • Pupils should be taught to:
    • "critically analyse live and recorded performances, developing constructive feedback skills to support peers’ development."

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Learning Objectives

By the end of this lesson, students will:

1. Apply rehearsal techniques to improve clarity, focus, and emotional impact of their scenes (linked to Developing Drama).
2. Demonstrate ability to give and receive constructive, specific, and respectful feedback (linked to Appraising).
3. Collaborate effectively within small groups to refine their performance, exhibiting professional rehearsal etiquette (linked to Performing and Presenting).

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Resources

• Selected scene scripts or excerpts from the unit’s show.
• Feedback template sheets (structured note-taking for positives, areas for improvement, and suggestions).
• Open rehearsal space with clear sightlines.
• Timer or stopwatch.

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Lesson Structure

Starter (5 minutes) – Ground Rules and Feedback Techniques

• Briefly recap the importance of constructive feedback using the acronym PIP:
  • Positive – Start with what was done well.
  • Improvement – Suggest one specific area to develop.
  • Possible Solution – Offer a practical way to address it.
• Discuss 'feedback as a gift' metaphor – feedback helps us all grow.
• Whole class brainstorm to establish respectful language and body language during feedback sessions.

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Main Activity (35 minutes) – Scene Rehearsal and Feedback Cycles

Step 1: Scene Rehearsal (15 minutes)

• In groups of 3–4, students rehearse their scenes applying skills developed so far (voice projection, gesture, timing).
• Teacher circulates, observes, and notes contextualised prompts to encourage deeper characterisation or technical precision (e.g., "Try raising your pitch here to show tension").

Step 2: First Feedback Round (10 minutes)

• Each group selects a ‘performing’ pair or trio to perform a run-through for the rest of the class.
• Audience (peers) complete feedback templates based on the PIP model.
• Teacher models giving feedback aloud using a specific example, demonstrating tone and focus.

Step 3: Revision and Second Run-through (10 minutes)

• Groups use feedback received to rehearse again.
• Teacher encourages students to self-assess improvements made.
• Volunteers perform an improved run-through, highlighting changes and growth.

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Plenary (5 minutes) – Reflection and Consolidation

• Whole class discussion: “How did the feedback help your rehearsal?”
• One student volunteer shares a moment where feedback changed their approach.
• Teacher highlights importance of rehearsal and feedback in professional contexts (e.g., theatre, TV, film).
• Quick anonymous written exit ticket: “One thing I did well today and one thing I want to improve for next time.”

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Assessment

• Formative assessment through teacher observations during rehearsals focusing on collaborative skills and application of constructive feedback.
• Peer assessment via feedback templates, checking for specificity and respectfulness.
• Self-assessment in exit tickets, promoting metacognition about personal growth.

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Differentiation

• Support: Provide sentence starters on feedback sheets (e.g., “I liked how you...”, “One way to improve is...”).
• Challenge: Encourage some students to try giving feedback including technical theatre terms (e.g., proxemics, pantomime, marking the moment).
• EAL learners: Use visuals or keywords displayed during feedback session to scaffold language use.

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Extension Ideas (for homework or next lesson)

• Research a professional actor’s rehearsal process and write a short reflective paragraph.
• Prepare a short oral presentation on how feedback has affected a famous theatrical production’s development.

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This lesson not only builds drama performance skills but embeds key personal, social, and employability skills such as communication, collaboration, resilience and critical thinking, all integral to the National Curriculum’s aims for Drama in England.