I Want To Fly!

Lesson Overview

Duration

50 minutes

Grade Level

Kindergarten

Subject

Drama

Standards

This lesson aligns with the National Core Arts Standards, specifically focusing on:

• Creating: Conceiving and developing new artistic ideas and work
• Performing: Realizing artistic ideas and work through interpretation and presentation
• Responding: Understanding and evaluating how the arts convey meaning

Objectives

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

• Use their bodies and voices to express the characteristics of a fly.
• Work collaboratively to create and perform a short improvisational piece.
• Respond to the performance by discussing their feelings and thoughts.

Materials Needed

• Large, open space for movement
• Pictures or toy models of different insects, focusing on flies
• Simple costume pieces (e.g., wings made from fabric)
• Soft background music to create ambiance (optional)

Lesson Sequence

Introduction (10 minutes)

1. Greeting and Circle Time:

   • Welcome students to Drama class with a big smile and ask them to join you in a circle on the floor.
   • Briefly discuss what drama means (pretending and acting) and set the expectations for the lesson (using imagination, respecting others).

2. Story Introduction:

   • Tell a short, engaging story about a fly who dreams of exploring different places and meeting other insects.
   • Use expressive voices and gestures to capture the students' attention.

Warm-Up (10 minutes)

1. Body Awareness:

   • Lead the students in a series of gentle stretches to awaken their bodies. Encourage them to reach high like a butterfly flying and low to the ground like a crawling caterpillar.

2. Vocal Exercises:

   • Practice different sounds an insect might make. Encourage buzzing, humming, and whispering sounds to get students experimenting with their voices.

Main Activity (20 minutes)

1. Imagining a Fly:

   • Show images or models of flies. Discuss their features: wings, buzzing sounds, how they move.
   • Encourage students to think about what a fly sees, feels, and hears.

2. Exploration and Improvisation:

   • Introduce simple costume pieces (e.g., pretend wings).
   • Guide students through a “day in the life of a fly” scenario:
     • Starting in the morning, waking up and stretching wings.
     • Exploring the garden, flying, and searching for food.
   • Encourage them to use their imagination and act without speaking—using their bodies and movements instead.

3. Group Performance:

   • Divide students into small groups (3-4 students per group).
   • Allow each group to present a short improvisational skit based on what they explored, showing a day in the life of a fly.

Reflection and Closing (10 minutes)

1. Reflective Circle:

   • Gather students back into a circle.
   • Ask open-ended questions:
     • "What was your favorite part about being a fly?"
     • "How did it feel to move like a fly?"
     • "Can someone describe what another student did that was interesting or creative?"

2. Closing Activity:

   • Lead a short discussion about what the students liked and learned today.
   • Finish with a calming breathing exercise to transition them back to a focused state for their next activity.

Assessment

• Observe students for active participation and creativity during the improvisation.
• Encourage students to express feelings, ensuring they can articulate what they experienced during the exercise.

Extensions

• Incorporate Music: Use instrumental music to inspire different movements.
• Art Integration: Create a collaborative art piece depicting the journey of a fly.

Teacher's Reflection

Post-lesson, reflect on the following:

• Were the students engaged and enthusiastic about the activities?
• Did the improvisational activity allow them to express creativity and imagination?
• What could be improved for next time? Are there additional supports some students might need?

This lesson encourages young children to explore their creativity while engaging in fun and imaginative play, fostering an early appreciation and understanding of drama.