NZTA Drama: Road safety
Year 9 and 10 Lesson Plans
Lesson plans selected from learning experiences in the NZTA Drama unit plan.
Context: This series of lessons allow students to meet achievement objectives at Level 5 of The Arts to help students develop conceptual understanding around creating works and responding to the works of others, in the context of messages about road safety.
http://education.nzta.govt.nz/resources/secondary-school-curriculum-resources
NOTE: Teachers should be aware that this unit may involve the discussion of road crashes. It is likely there will be students in your class with first-hand experience of such issues, and discretion is advised. It is recommended that students are forewarned of the topic prior to the start of the unit, and that every effort is made to take students’ individual circumstances into account.1. Using MIME to refine and communicate ideas – [Context: Road Safety]
Watch: examples of performance using mime – observe movement, elements, conventions and techniques used in mime.
Identify (label) the elements, conventions and techniques used in Mime: e.g.
Describe the elements, conventions and techniques used in Mime: e.g.
Explain (give reasons for) the elements, conventions and techniques used in Mime e.g.
Warm Up:
All students should be sitting on the floor in their own space. Teacher prompts the following separate mime activities.
1. Imagine reading the road code, studying hard, trying to memorise certain answers – try to see the colours in the print, the size of the road code and what you are actually reading
2. Stand up and walk slowly around the room, you have the car keys in your hand. Stop, you suddenly drop the keys and they fall to the ground. Pick them up, but as you do so you notice $20.00 under the car so you need to crawl under the car and get the money
3. Fill your car up with petrol and clean the windows at the service station
4. You are about to leave when you notice your car has a flat tyre – change the tyre. You are really annoyed that this has happened and may be late for your meeting
5. Wash your car – see the shape, design, colour – wax it if you have time. You love washing your car and making it shine!
Ask students to get into pairs. One student needs to be A and the other B. The following scenarios are to be in mime, using no words, only physical communication and movement.
1. A = Teaching B how to drive/B = learning how to drive but super confident and thinks they know everything – A gets very frustrated with B
2. A = is driving out of control and drives onto the pavement, stopping suddenly. B = is walking along the pavement and witnesses A almost crashing. B runs to see if all is okay – what happens?
As a class discuss emotions. What are emotions? Examples could be: Happy, sad, frustrated, angry, annoyed, excited. Ask the class if anyone has r witnessed a really close call on the roads– what happened, allow the class to share some of their experiences.
Activity:
In groups of 4-5 students are to create a mime, representing a story from the list provided or they may make up their own scenario (this could also be based on a real story). The mime should last approx 1-2 minutes but must have a clear storyline (strong beginning, middle and end). Allow students at least 10-15 minutes to plan their scene and to develop characters. The scene should convey a sense of some emotion. Allow each group to perform their mime to the class.
Possible Scenarios:
· Feeling unsafe in the car as a passenger – what can you do?
· Learning to drive – what is important?
· First time driving alone – what would that be like?
· How to give a friend advice when they are making bad choices whilst driving, walking or cycling
· Avoiding distractions and dangers when out for a walk
· Keeping safe when cycling on city streets or country roads
· See a car almost crash on the road – what happened?
· Looking for and avoiding hazards when driving
· Experiencing making a mistake when driving – having a close call, what happens from there?
· Driving around on the weekends with friends – what can happen?
· Friends talking and laughing in the car – loss of concentration, what can go wrong?
· Having parents who are really bad drivers – what do you do, how do you help?
· People who don’t put their safety belts on
Reflection:
Discuss the performances as a class and highlight mime that was effective and convincing. Discuss aspects of mime, body movement to be aware of to ensure a strong performance.
2. Using RADIO DRAMA to refine and communicate ideas – [Context: Road Safety]
Listen to examples of performance using Radio Drama – note the elements, conventions and techniques used in radio plays.
Examples:
http://www.radionz.co.nz/podcasts/drama/youmenow.rss
http://toolselector.tki.org.nz/r/arts/drama/radio/index_e.php
Identify (label) the elements of Radio Drama: e.g. Role, time, place, action, tension, focus.
Describe the elements of Radio Drama.
Explain (give reasons for) the elements of Radio Drama.
Identify(label) the features of Radio Drama: e.g. Generally only a few actors, voice is critical and sound effects.
Describe the features of Radio Drama.
Explain (give reasons for) the features of Radio Drama.
Identify (label) the format for Radio Play Scripts: e.g. 1 page of dialogue is approximately 1 minute, each scene should be numbered, lines double spaced, sound and music cues are triple spaced, paragraphs are triple spaced, all cues are capitalised and numbered (cue starts at number 1 on top of each page), notes for pronunciation, physical action, and position of characters are indented, script is typed on one side so noise is reduced when reading.
Describe the format for Radio Play Scripts.
Explain (give reasons for) the format for Radio Play Scripts.
Warm Up:
Student to lie on floor with eyes closed and collectively create a sound scape.
1. Making sounds as if in a busy street
2. Traffic moving fast and speeding
3. Making the sound of an accident
Discuss how we can use our voices to create an atmosphere and give meaning to a scene particularly with a Radio Play.
Activity 1:
In small groups of 4-5 students, give each group a box of items that they need to write a list and create as many sounds as possible from the items provided. The sounds need to be related to cars, traffic, roads, travelling, moving, or crashes.
ITEMS: Glass jar, spoon, two wooden blocks, empty tin can, plastic bag, stones (you may add any other items)
Groups are then to demonstrate their best two sounds to the class.
Activity 2:
In groups of 4-5, students are to make a short (1-3min) Radio Drama using voices, developing characters. There must be a clear beginning, middle and end to the story. Sound effects must be used. Scenarios may be selected from the list below, or groups may have their own idea – the scenario must be around road safety and awareness with a positive message to make healthy choices. Students will need at least 10-15 minutes to plan this (they may require more time for a more comprehensive performance).
Possible Scenarios:
· Feeling unsafe in the car as a passenger – what can you do?
· Learning to drive – what is important?
· First time driving alone – what would that be like?
· How to give a friend advice when they are making bad choices whilst driving, walking or cycling
· Avoiding distractions and dangers when out for a walk
· Keeping safe when cycling on city streets or country roads
· See a car almost crash on the road – what happened?
· Looking for and avoiding hazards when driving
· Experiencing making a mistake when driving – having a close call, what happens from there?
· Driving around on the weekends with friends – what can happen?
· Friends talking and laughing in the car – loss of concentration, what can go wrong?
· Having parents who are really bad drivers – what do you do, how do you help?
· People who don’t put their safety belts on
Groups then perform their Radio Drama plays to the class. Audience should have their eyes closed to really imagine the scenario – as it is not about “watching” the performance, it is about listening.
Reflection:
Discuss the radio play as a class and highlight what was effective and convincing and gave impact to the performance.
3. Using DANCE to refine and communicate ideas – [Context: Road Safety]
Observe examples of performance using dance – note the elements, conventions and techniques used in dance.
Use Dance Terminology: e.g. locomotor, non-locomotor, body base, place, range, direction, level, focus, balance, beat, time, tempo, rhythm, mirroring.
Identify (label) the use of elements of dance: e.g. Body awareness, space, time, energy, relationships, pathways, quality, shadowing, symmetry, tempo
Describe the use of elements of dance.
Explain (give reasons for) the use of elements of dance.
Identify the use of choreographic devices: e.g. Augmentation, canon, embellishment, fragmentation, insertion, instrumentation, inversion, motif, repetition, retrograde.
Describe the use of choreographic devices.
Explain (give reasons for) the use of choreographic devices.
Warm Up Activities:
Empathy – Symbol
a. Discuss empathy/symbol what they mean
b. Discuss the significance of colour on a stage/ drama and dance
c. Use coloured sheets (red, blue, green, black, white) to discuss
- What mood or emotion the colour makes you feel
- What the colour makes you think of/remind you of
For example:
Red – sirens, blood, fast, anger, frustration, hot, fire, evil
White: hospital, sterile, innocence, loneliness, isolation, ice-cream, weddings, peace, calm
Black: death, evil, darkness, night, cold, alone
Green: go, safe, movement, nature
Basic Terms for Dance/Movement
a. Give them basic terms and, using music, give examples and participate as a class
b. Have students copy and move in circles. Students work on 2-3 components then teach class – with music in the background
Movement Activity:
The following group activity must have a focus of road safety or vehicle awareness.
Organise students into groups 4-5 students in each group. Give each group one piece of fabric. Groups then create a movement piece which portrays one emotion that the sheet makes them feel eg; Black and a sad scene, red an emergency, green happy and on the go – but also tell a story.
Students must use the sheet in a symbolic and creative way to help them. Students are to tell a story (strong beginning, middle and end) to create a 1-2 minute performance. This will take each group at least 10-15 minutes to plan and organise (it may take longer).
Remind student this is a movement exercise so no one is able to speak. Student may incorporate mime to assist if they need to. Groups should aim to incorporate Dance elements and choreographic devices (at least 5) into their piece.
Groups can design their own story or select from the choices below.
Possible Scenarios:
· Feeling unsafe in the car as a passenger – what can you do?
· Learning to drive – what is important?
· First time driving alone – what would that be like?
· How to give a friend advice when they are making bad choices whilst driving, walking or cycling
· Avoiding distractions and dangers when out for a walk
· Keeping safe when cycling on city streets or country roads
· See a car almost crash on the road – what happened?
· Looking for and avoiding hazards when driving
· Experiencing making a mistake when driving – having a close call, what happens from there?
· Driving around on the weekends with friends – what can happen?
· Friends talking and laughing in the car – loss of concentration, what can go wrong?
· Having parents who are really bad drivers – what do you do, how do you help?
· People who don’t put their safety belts on
Groups then perform their scene to the class.
Reflection:
Discuss the dance/s as a class and highlight what was effective and convincing and gave impact to the performance.
4. Using IMPROVISATION to refine and communicate ideas – [Context: Road Safety]
Note: In order for Improvisation to be effective students must believe in their given scenario and situation. It is critical that they do not block (verbal/physical) when they are acting or performing. Improvisation relies on actors accepting offers from others and supporting one another on stage.
Observe examples of performance using improvisation – note the elements, conventions and techniques used in improvisation.
Identify examples of the elements conventions and techniques used in an improvisation.
Describe examples of the elements conventions and techniques used in an improvisation.
Explain (give reasons for) the examples of elements conventions and techniques used in an improvisation.
Warm Up: