Theatre for Change

Lesson Overview

Subject: Drama
Year Group: Year 10
Lesson Duration: 105 minutes
Unit Title: Theatre for Change
Lesson Title: Introduction to Issue-Based Theatre
Lesson Number: 1 of 3
Curriculum Reference: Aligned with the GCSE Drama (England, Wales, Northern Ireland) and National 5 Drama (Scotland) specifications. This lesson supports the development of devising skills (Edexcel Component 1, AQA Component 1, OCR Devising Drama) and provides opportunities for students to engage with drama as a tool for social commentary and change.

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Lesson Objectives

By the end of this lesson, students will:

• Understand what issue-based theatre is and its role in shaping social narratives.
• Analyse how performance can be used as a vehicle for change.
• Identify key social issues that they are passionate about.
• Collaborate in small groups to begin forming ideas for their devised issue-based theatre piece.

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Preparation and Materials

• Whiteboard & markers
• Projector & speakers (for video examples)
• Printed stimulus packs – articles, statistics, and images related to social issues
• Large sheets of paper & marker pens for group brainstorming
• Post-it notes for individual reflections

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Lesson Structure

1. Settling & Starter Activity (10 minutes)

Task: Thought-Provoking Statement Discussion

• As students enter, display the following question on the board:
  "Can theatre change the world?"
• Have students write one-word responses on a post-it note and stick it to the board.
• Brief, whole-class discussion led by the teacher, encouraging students to expand on their responses.

Why?
This activity immediately immerses students in the topic, activating critical thinking and personal reflection.

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2. Introduction to Issue-Based Theatre (20 minutes)

Task: Presentation and Discussion

• Teacher-led mini presentation on issue-based theatre:
  • Define issue-based theatre – theatre that raises awareness, provokes thought, and incites discussion on social issues.
  • Brief history: Examples of Boal’s Theatre of the Oppressed, Bertolt Brecht’s Political Theatre, and modern protest theatre.
  • Show short video clips from socially-driven performances (e.g., National Theatre productions, applied theatre companies).
• Whole-class discussion:
  • What stood out to you?
  • Have you seen or heard of performances that address social issues?

Why?
This section provides historical and contextual knowledge, allowing students to see theatre in a broader cultural and political framework.

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3. Identifying Social Issues (25 minutes)

Task: Stimulus Exploration

1. Each group is given a stimulus pack (containing news articles, statistics, images, and case studies).
2. In groups of 4-5, students explore and discuss how these materials relate to potential performance themes.
3. Groups select one social issue they feel strongly about and write it on a large sheet of paper.
4. Groups share their chosen issue with the class.

Potential issues discussed (age-appropriate & relevant to UK context):

• Mental health in young people
• Climate change activism
• Discrimination & equality (gender, race, disability)
• Online safety and cyberbullying
• Poverty & homelessness
• Knife crime and youth violence

Why?
This step empowers students to choose issues that are meaningful to them, helping them take ownership of their work.

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4. Develop Initial Ideas (30 minutes)

Task: Physical Tableaux & Concept Mapping

1. Each group creates three still images (tableaux) representing key aspects of their chosen social issue.
2. Groups present their tableaux and their peers guess the social issue.
3. Groups then create a concept map of ideas for how this issue could be translated into performance (style, themes, structure).

Why?
This blends physical exploration with analytical thinking, deepening students’ engagement with their themes.

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5. Reflection & Exit Task (20 minutes)

Task: Individual Reflection & Peer Feedback

• Students individually write a brief reflection:
  • Why did your group choose this issue?
  • How do you feel theatre can help raise awareness of it?
• Whole-class discussion: What challenges might arise when creating theatre about real-world issues?
• Teacher provides a teaser for next lesson, where students will begin devising short scene extracts.

Why?
Encourages personal connection and critical thinking, setting up meaningful discussions for future lessons.

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Assessment Opportunities

• Formative assessment through class discussion and teacher observation (engagement & contribution).
• Peer assessment during tableaux presentations.
• Self-assessment via reflection task.

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Homework / Extension

• Find one historical or contemporary theatre production that deals with a social issue. Write a short summary analysing how the performance conveyed its message.
• Challenge Task: Research a theatre company known for creating social-change performances (Cardboard Citizens, Clean Break Theatre, Kompany Malakhi).

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Teacher's Reflection Post-Lesson

• How engaged were students with the topic?
• Did all students contribute meaningfully to discussions and group work?
• Which social issues generated the most discussion and interest?
• Were students able to translate their chosen issue into a theatrical concept effectively?
• What support might students need for next lesson’s devising phase?

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Next Lesson Preview

Lesson 2 – Devising Theatre for Change
Students will begin improvising short scenes based on their chosen social issues, exploring various performance styles and techniques for impactful storytelling.

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Final Thoughts

This lesson is designed to stimulate students' creativity while grounding their work in social realities. By engaging with real-world issues through theatre, students develop critical thinking, collaboration skills, and artistic confidence.

Would you like further differentiation strategies or adaptations for specific student needs? Let me know! 🚀