Drama: Exploring Emotions & Character
Learning Area(s) / Drama Mini Unit / Year(s) / 1,2Description
The Arts - Drama : Year 1
In Years 3 and 4, learning in Drama builds on the experience of the previous band. It involves students making and responding to drama independently and collaboratively with their classmates and teachers.
The Arts - Drama : Year 2
In Foundation to Year 2, students explore drama. They learn about how drama can represent the world and that they can make drama to represent their ideas about the world. They share their drama with peers and experience drama as audiences.
Unit Focus
This unit allows students to explore different emotions and how they impact people. Students will improve personal and social competence while working with others and by themselves for different improvisational tasks. Students will explore narrative perspectives of fairy-tale characters and how they can put themselves in someone else's shoes.
Stage 1: Desired Results
Transfer of knowledge· How to understand and manage their own feelings along with the feelings of others
· How to cooperate with other people and work as part of a team
Understandings / Key Inquiry Questions
· Drama can be used to represent both the world and peoples ideas about the world
· We can role play different situations and characters in drama
· We use facial expressions, tone, body movement and other techniques / · How can I use my voice and facial expressions to show an emotion or character?
· What is improvisation?
· How can I use body movements in drama?
Knowledge / Skills
· How to use facial expressions, voice, movement and space in drama situations
· How to identify different emotions and feelings of others and self
· How to use creativity to join in on improvisation games / · Describe what is happening in a scene
· Identify emotions and how they are used in drama
· Make and present drama in dramatic play and improvisation
Curriculum Goals
Curriculum
The Arts - Drama : Year 1 : ACADRM027 Explore role and dramatic action in dramatic play, improvisation and process drama
The Arts - Drama : Year 1 : ACADRM028 Use voice, facial expression, movement and space to imagine and establish role and situation
The Arts - Drama : Year 1 : ACADRM029 Present drama that communicates ideas, including stories from their community, to an audience
The Arts - Drama : Year 2 : ACADRM027 Explore role and dramatic action in dramatic play, improvisation and process drama
The Arts - Drama : Year 2 : ACADRM028 Use voice, facial expression, movement and space to imagine and establish role and situation
The Arts - Drama : Year 2 : ACADRM029 Present drama that communicates ideas, including stories from their community, to an audience
Other Goals
ACARA AC Achievement Standards
ACSA-DRA1-1 Students describe what happens in drama they make, perform and view.
ACSA-DRA2-2 Students discuss how they and others organise the elements of drama in their drama.
ACSA-DRA1-3 Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.
ACSA-DRA2-3 Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama.
Stage 2: Assessment Evidence
Task / Task description / CriteriaOngoing / Drama games/role play
Students will participate in a series of drama role-plays, improvisation games and emotions explorations. / § Participates effectively
§ Can work as part of a team
§ Able to express an emotion
§ Identify emotions
§ Describe a character
Stage 3: Lesson Sequence
Lesson / DescriptionLesson 1 / Emotions Intro
1. Brainstorm: what do we know about emotions? What are feelings? How do they affect us?
2. Word discuss: Go through the different words that represent emotions
3. Watch clip: Inside out- discuss emotions in clip
4. Emotions wheel: Create an emotions wheel each- (split pins for spinner) and once complete spin and act out an emotion.
Lesson 2 / Emotions Breakdown: Joy, Anger, Disgust
1. Watch selected emotion clip one at a time. (e.g. Joy)
2. Discuss the emotion- what does it look like? Feel like? Write on board
3. Facial expression for that emotion
4. Act it out as a group
5. Repeat this process for each emotion.
6. Summary- Discuss all emotions explored with students
Lesson 3 / Emotions Breakdown: Fear, Sadness, joy recap
1. Watch selected emotion clip one at a time. (e.g. Fear)
2. Discuss the emotion- what does it look like? Feel like? Write on board
3. Facial expression for that emotion
4. Act it out as a group
5. Repeat this process for each emotion.
6. Summary- Discuss all emotions explored with students
Lesson 4 / Multiple emotions
1. Watch short film ‘boundin’ focus on main character
2. Discuss the different emotions that he felt throughout
3. What made him happy? Sad?
4. Students act out different parts from the clip
5. Emotion share- one time they were happy
Lesson 5 / Emotions improvisation
1. Emotions game: Students seated in a circle- one at a time collect an emotion out of a hat. Student then need to act out that emotion while the class has 3 guesses to get it correct.
2. Emotions improvisation: Students get a situation to act out in small groups for 2 minutes. We then share small emotions plays. E.g.- just won a prize/ lost favourite toy etc.
Lesson 7-10 / Character: Integrated with fairy-tale learning
The following lessons will then be focussed around fairy tales. Students will respond to questions and role plays based on the mixed up fairy-tale study
a) The three little wolves and the big bad pig
b) Seriously Cinderella is so annoying
c) Honestly Red Riding Hood was rotten
*Structure to follow
1. Read a fractured fairy tale story
2. Discuss characters and settings
3. Students role play key events in story and share
4. Students change the story and role play
Websites/ Resources
Resource Description / WebsiteEmotions clips –inside out / http://www.thehelpfulcounselor.com/20-inside-out-clips-to-help-teach-children-about-feelings/
Acting emotions / http://www.brighthubeducation.com/middle-school-lesson-plans-the-arts/13061-teaching-drama-acting-and-emotions/
Drama warm ups / http://www.brighthubeducation.com/elementary-school-activities/13500-mirrors-and-statues-drama-games/?cid=parsely_rec
Exploring emotions / http://www.dannypettry.com/ebook_emotions.pdf
Feeling good feeling sad resource / http://www.nicurriculum.org.uk/docs/key_stages_1_and_2/areas_of_learning/pdmu/livinglearningtogether/year3/yr3_unit2.pdf
Roll an emotion / http://www.classroomfreebiestoo.com/2012/08/more-roll-dice-freebies-by-msjordanreads.html
Emotional wheel / https://www.pinterest.com/pin/497155246335549609/
Drama cards / http://autismteachingstrategies.com/wp-content/uploads/2013/09/Emotion-Card-Activity-PDF4.pdf
Mixed up fairy tales / http://rockinteachermaterials.blogspot.com.au/2012/09/just-my-point-of-view.html
Outside and inside feelings / http://www.teachertrap.com/2014/10/understanding-characters.html/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+TeacherTrap+(Teacher+Trap)#_AEKRId
Character traits posters / http://www.scholastic.com/teachers/sites/default/files/posts/u133/pdfs/character_trait_poster.pdf
Feelings and emotions cards / https://www.teacherspayteachers.com/Product/Feelings-and-Emotions-Cards-1651017
Pixar short animation ‘boundin’ / https://www.youtube.com/watch?v=jhLG4o20-1g
Alicia Sutherland