Professional Documents
Culture Documents
Day: M T W T F
11 +12_____
Learning objectives:
On completion of this lesson,
students will be able to:
- Analyze a script in a
performance context
- Demonstrate an understanding
of character relationships,
dramatic tension within a
performance
Preparation and Resources:
- Class set of scripts extracts
Evaluation:
- Students will be able to
perform a short script extract
demonstrating character
relationships, considered use of
space
Timin
g:
10
minut
es
10
minut
es
10
minut
es
20
Minut
es
Learning Experiences:
1. Introduction:
- Introduce the idea of character creation. Ask students what
makes them them? How does it manifest in personality traits?
Eg Im a runner so my legs are constantly moving or I like to
read so I dont talk very often. Offer some aspects of myself
for analyze eg I come from a large family what might this
suggest about how I walk, interact with others, talk?
- Link this back to Stanislavski theory
Ask students what body part do they lead with when they walk?
Have you ever noticed how really proud people walk? How do sad
people walk? Have you ever heard of the expression put your best
foot forward. Discuss the idea of leading body parts and what this
can say about character. Alternative opening exercise ask students
to stand in neutral stance. Once in NS ask students to walk about
the space without interacting with one another. Ask students to
freeze and choose a body part eg stomach, knee, top of the head to
walk with. Ask students what type of character they think might
lead with that particular body part.
2.
3.
10
minut
es
4.
5
minut
es
5.
6.
7.
Lesson Evaluation:
Unfortunately I did not manage to get through the entire of the content of
the lesson. This was due to running behind schedule with the previous
lesson. I had to make a decision to sacrifice both lessons by cutting the
previous lesson short to work on the next lesson or focus on the first lesson. I
chose to focus on the content of the first lesson more in-depth. This meant
that I was unable to do proper character work with the students, but I was
able to focus on the different roles within a play. Im not entirely sure if not
being able to finish all the content within the lesson is an issue in this case. I
understand that overall a teacher needs to be aware of deadlines in terms of
assessments and ensuring students have had enough time to acquire
knowledge for those assessments. In the context of a drama lesson in which
the learning does not have to be linear, completing content within a lesson is
not as important as it would be in a history class. I am more relieved to know
that there was enough to do within the lessons. This does not mean that my
lesson planning is not flawed by the fact that I was not able to complete the