Time Capsule Exploration

Overview

This 360-minute lesson, designed for Year 7 students (ages 11-12) and accommodating 114 pupils, integrates Drama and Performing Arts with visual art inspiration from Salvador Dali’s The Persistence of Memory. The lesson aligns with the UK National Curriculum for Drama (Key Stage 3) and encourages creativity, critical thinking, collaboration, and expressive skills through surrealism and symbolism.

Curriculum References

• National Curriculum for Drama KS3 (2014)
  • Pupils should be taught to:
    • Use performance skills, including vocal and physical expression, to communicate ideas and intentions
    • Respond to a stimulus and explore ideas imaginatively
    • Develop confidence in group and solo performance
    • Understand drama and theatre vocabulary
• Framework for Secondary Drama (Drama UK)
  • Emphasises: creativity, critical reflection, and collaboration through practical tasks

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Learning Objectives

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

• Analyse and interpret Dali’s The Persistence of Memory in a dramatic context
• Use surrealist motifs and symbolism to create short physical theatre performances
• Experiment with non-linear time representation through drama
• Collaborate effectively in large groups to devise, rehearse, and perform
• Apply stagecraft skills (mask, movement, vocal tone) to communicate abstract ideas
• Reflect critically on their own and peers’ performances using appropriate drama vocabulary

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Lesson Breakdown

Preparation Notes

• Due to large group size (114 students), organise students into 6 groups of approximately 19 students each for rotations and performance sharing.
• Use multiple spaces or breakout rooms in the school drama studio, hall, and classrooms to facilitate distinct stations and small group work.

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1. Introduction & Engagement (40 minutes)

Objective: Introduce surrealism, Dali’s art, and the concept of Time Capsule in drama.

• Starter (15 mins): Show high-resolution images of The Persistence of Memory.

  • Discuss the dream-like melting clocks and warped perceptions of time.
  • Encourage descriptive language: What do you see? How does it make you feel?
  • Brief explanation of Surrealism as an artistic and literary movement that explores unconscious mind and dream logic.

• Class discussion (15 mins): Connect imagery to the idea of time as flexible, memory as fluid.

  • Ask: How might you show “time” or “memory” using your body and voice?

• Introduction to Time Capsule concept (10 mins):

  • Frame the project: students will create short performances inspired by Dali’s art reflecting distorted time and memory made physical.
  • Introduce and explain key drama terms relevant to the session (non-linear narrative, surrealism, symbolism, physical theatre).

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2. Skill-Building Workshops (2 x 40 mins sessions)

Objective: Develop skills in physical theatre, abstract storytelling, and collaboration.

• Workshop 1: Exploring Movement and Time (40 mins)

  • Warm-up activity: slow-motion clock movements; students embody different types of time (fast, slow, stopped).
  • Tasks: Create short (1 min) non-verbal sequences that show melting, warping or freezing time.
  • Focus on synchronisation and timing within groups, miming clocks, and embodying distorted time.

• Workshop 2: Voice and Soundscape (40 mins)

  • Use vocal exercises to create eerie or surreal sound effects representing distorted memories/time.
  • Groups create short vocal motifs to accompany their movements.
  • Experiment with pitch, volume, timing—layered sounds mimicking “time slipping.”

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3. Devising the Time Capsule Performance (100 minutes)

Objective: Groups create their own 5-minute performance inspired by the theme and workshops.

• Group Planning (30 mins):

  • Each group brainstorms their interpretation of “Time Capsule” inspired by Dali.
  • Decide on story or abstract concept reflecting persistence and fluidity of time.
  • Choose key imagery or symbols from Dali’s work to embed physically and vocally.

• Rehearsal & Refinement (70 mins):

  • Groups rehearse their devised sequence with focus on timing, clarity of abstract ideas, collaboration.
  • Teacher facilitator circulates to guide and encourage creative risks, suggesting use of masks, props (optional melting clocks made from paper) and spatial dynamics (levels, proximity).

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4. Performance & Feedback (70 minutes)

Objective: Showcase creative work and engage in constructive critique.

• Performances:

  • Each group performs their 5-minute piece to another group to manage audience size. Rotate so every student performs and views at least two other performances.

• Feedback sessions (15 mins per rotation):

  • Use structured peer feedback focusing on: effectiveness of surrealism, use of time manipulation, clarity of expression, teamwork.
  • Encourage use of drama vocabulary.

• Teacher-led reflection:

  • Highlight achievements and areas for further exploration.
  • Discuss how the exercise stretched understanding of time, memory, and abstract storytelling in drama.

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5. Consolidation & Extension (30 minutes)

Objective: Reflect on learning, connect to wider arts and cultural knowledge.

• Written or verbal reflective tasks:

  • How did Dali’s painting inspire your drama work?
  • What challenges did you face in representing time and memory?
  • How can abstract art influence performance?

• Creative Extension:

  • Suggest keeping a “time capsule journal” capturing ideas and moods inspired by class work to revisit for future drama projects.

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Resources Needed

• Images of The Persistence of Memory printed or projected
• Open space for movement and performance
• Props/materials for creating simple “melting clock” masks or items (cardboard, paint, paper)
• Sound system or instruments for vocal soundscapes (optional)
• Drama journals or worksheets for reflection

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Assessment & Differentiation

• Formative assessment through observation of group work, skill workshops, and performance
• Peer assessment structured with guided questions to encourage constructive, sensitive feedback
• Differentiation:
  • Provide sentence starters for less confident writers during reflection
  • Assign leadership or supporting roles in larger groups to allow participation at different comfort levels
  • Encourage use of imagination over verbal complexity for students with EAL or additional learning needs

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Cross-Curricular Links

• Art and Design: exploring surrealism and symbolism
• English: narrative structure, descriptive language, critical reflection
• History: concept of memory and time capsules as historical artefacts
• Music: vocal soundscapes and rhythmic timing

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Final Notes

This lesson offers an engaging, multi-sensory approach to drama, encouraging students to challenge conventional storytelling through surrealist art inspiration. It fits UK KS3 Drama standards and fosters creativity, critical thinking, physical expression, and collaboration in a large group setting with flexibility for teachers to adapt spaces and group sizes.

Teachers are encouraged to document highlights and share performances digitally to celebrate students’ achievements beyond the classroom.