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UNIT TITLE: Mirror YEAR LEVEL: Years 3-4 CURRICULUM FOCUS: Drama and English Literature PURPOSE AND OVERVIEW
This unit has been collaboratively produced by Drama Queensland members to be used as an example unit incorporating the draft
Australian Curriculum for The Arts (drama). It would typically be used with a class of 24 Year 3 students but may be adapted for
lower or higher year levels depending on knowledge, skills and expertise. For the purposes of this unit, it is assumed that the class
will have had at least two – three years of experience with drama and have acquired the basic skills necessary to participate in this
unit. It is assumed that there are no students with physical or intellectual impairments undertaking these lessons but all activities
may be modified to suit if necessary. All lessons are designed to be undertaken in a classroom or drama room if one is available.
All lessons have been designed to be taught either by a generalist classroom teacher or a drama specialist working in conjunction
with the classroom teacher. Each lesson is designed to be one hour in length but may be adapted to suit different circumstances.
The main resource will be the pretext – a wordless picture book called Mirror by Jeannie Baker. It is an international award
winning book with scope to compare and contrast families from different cultures and countries and with clear links to
English Literature and Visual Arts. Curriculum Intent:
(selected Australian Curriculum content and elaborations for drama Years 3-4)
4.1 Create roles and relationships to build dramatic action in improvisation, devised and scripted drama
4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic meaning
4.3 Shape the dramatic action by introducing and resolving dramatic tension in improvised and devised drama
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates and others
4.6 Combine drama making with Dance, Media Arts, Music, Visual Arts and other learning areas
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
4.9 Identify features of drama from different times and places including Australia and the Asia region to explore perspectives
Cross-curriculum priorities and general capabilities:
English (Language) Examining the text structure (wordless picture book with some contrasting Arabic and English explanations) and
organisation of the layout (2 books with opening left to right for English story and opening right to left for Arabic story)
English (Literature) Reading international award winning picture book. Discussing the contrast in characters, events and settings
between each story. Discuss the use of visual images to tell the story rather than conventional text and the effect of this language
device to enhance meaning. Drawing connections between personal experiences and the experiences of the two families in the stories.
English (Literacy) Using visual clues and reading comprehension strategies to predict and confirm similarities and differences between
the characters, events and settings of each story. Using the structure of the narrative to retell in role the stories in the book. Students to
use structure of the narrative to write a narrative to accompany the visual images and to write own narrative stories.
The Arts: (Visual Arts) Investigate and experiment with the collage technique used to create the images in Mirror and use the
knowledge to develop own collage “backdrop” scenes based on the new characters, events and settings devised through the drama unit.
Examine patterns and symbolism in carpet designs and formulate ideas to design own “magic carpet”.
The Arts (Media Arts) Design a storyboard on the computer to accompany collage images for own narrative story and type new
narrative onto computer for printing own book. Taking photos to use as stimulus. Using video footage of created scenes, adding music
and backgrounds created in Visual Art.
The Arts (music) Investigating and comparing Moroccan style music with Western style popular music played in shopping centres.
Literacy: (see above) Each lesson will also provide multiple opportunities to increase literacy skills.
Numeracy: There will be multiple opportunities to increase numeracy skills through various grouping activities and staging of
performances.
Information and communication technology: Transferring photos to database. Creating and sending email correspondence. Importing
storyboards, backgrounds and videos of performances into MovieMaker or Sony Vegas to create movie of created scenes.
Critical and creative thinking: Each lesson will provide opportunities for constructive criticism in responding and reflecting tasks and
each activity will require creative thinking as integral to the process of creating drama.
Ethical Behaviour: Through teacher lead discussion students will reflect on the similarities rather than the differences between the two
cultural groups to develop an understanding of other cultures being similar and different but not inferior.
2
Personal and social capability: Students will develop personal skills, confidence, empathy and consider the emotions, needs and
situations of others. They will work collaboratively with a variety of different students in group situations. They will learn to
communicate effectively, make considered group decisions and show leadership. If necessary, they will need to consider the
requirements of students with disabilities when planning and developing their drama.
Intercultural Understanding: Through exploring the text students will develop empathy and understanding for another culture.
(further activities based on other curriculum areas can be sourced from Jeannie Baker‟s website or
http://www.walkerbooks.com.au/statics/dyn/1312178100329/Mirror-Classroom-Ideas.pdf
http://www.morocco.com/culture/folklore/
Assessment and Making Judgements: Years 3 and 4 Achievement Standard
By the end of Year 4, students develop and sustain roles and relationships in improvisation and
devised drama. They create and shape dramatic action in their work, introducing and resolving
dramatic tension. They work cooperatively and take direction when rehearsing and performing.
Students use drama terminology as they describe and comment on the drama they make and perform.
They identify features of drama from a range of times and places.
Purpose:
These assessments will gather
evidence of and make
judgements about how: Students are able to create and shape
dramatic action
Students are able to develop suitable
roles and relationships
Students are able to work cooperatively
and take direction
Students are able to introduce and
resolve tension in their devised drama
Students are able to sustain roles and
relationships in presentation of devised
drama
Students are able to identify, describe
and comment on own and others drama
using correct terminology
Description of sequence of the
teaching and learning:
Lesson 1: Focuses on the elements of
Situation, Time and Space using convention
of Freeze Frame, Tap n Talk and “Postcards
from” activity
Lesson 2-3: Focuses on the elements of
Relationships, Role and Character using
conventions of Mime and Role-on-the-Wall
Lesson 4: Focuses on elements of Mood and
Atmosphere using conventions of Freeze
Frames, Re-Enactments and Soundscapes
Lesson 5: Focuses on elements of Movement,
Situation, Tension and Time using the
conventions of Re-enactment and “The
journey of the carpet” Activities
Lesson 6: Focuses on elements of Language,
Focus and Symbol using “Anything But..”
activity and “I See/ I Think” activity
Lesson 7: Focuses on Movement, Situation
and Focus using convention of improvised
Role Play
Lesson 8: Focus on Role, Character, and
Situation using conventions of Rehearsed
Role Play and amalgamation with Media Arts
and Visual Arts
Lesson 9: Focus on Tension and Movement
using the “Mirror Game” and “Magic Carpet
Ride” Role Play
Lesson 10: Focus on Tension and Movement
using Role Play and “Sculptor and Clay”
Activity
Due Date:
Weeks 1-3 – observation notes
Week 4 – anecdotal records
Week 5 – Teacher checklist
Week 8 – reviewing video of
performance
Week 9-10 – Teacher Checklist
3
Lesson 1: Postcards from Morocco
Content Descriptions:
4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic
meaning
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with English Literature
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on the elements of Situation, Time and Space
Students will learn:
1. to develop roles in improvisation (Tap n Talk convention) and devised drama (Postcards from … activities).
2. to use the elements of situation, time and space to create and shape dramatic action.
3. to work co-operatively and take direction from teacher when rehearsing and performing.
4. to respond using appropriate drama terms relating to role, character, situation, time and space to describe and
comment on the dramatic scenes they viewed or participated in.
Prior Knowledge:
Students should have had some practical experience with drama conventions especially role-play,
improvisation, freeze frames and mime. They should also have some knowledge of the elements
of drama and be able to vocalise their responses appropriately. They should have been exposed to
a variety of situations where they participate as a performer and respond appropriately as an
audience member.
Vocabulary:
Improvisation,
Postcards, Mirror,
Freeze Frame,
Morocco, Sydney
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker and laminated pages
8-9 from each story from a second copy of the book or
(Electronic) pages 8-9 from each story projected onto Smartboard
Assessment Instruments: observation notes
General
Capabilities
LIT PSC CCT EB
ICU
Links to other
learning areas:
ENG
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct teaching
10 mins
Teacher shows each story in parallel for students to examine and discuss.
Teacher directed questioning eg; who, what, when, where, why and how to
develop familiarity and knowledge about characters, relationships and
setting of the two stories.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Teaching (drama
Making: Postcards From … activity: Teacher divides class in half.
The first half recreate the Souk market scene by each entering the
performance space and assuming a posture for their character. They may
perform a ritual repeating of a movement made by their character. When all
students are in position they freeze in their Completed Tableau or Freeze
Frame. The other half of the class are the audience.
Tap n Talk: Teacher directs each of the audience members to tap on of the
performers on the shoulder and ask them questions such as, Who are you?
What are you doing here? Who are you with? Where are you? Etc.
The performers must respond in role. The performing students then become
4
activities)
45mins
The audience and the other half of the class then enter the performance
space and assume a posture for their character from the Hardware Store
scene. When tableau complete the teacher directs questioning again.
Responding: At end of each questioning the teacher directs questioning of
audience about how the elements of situation, time and space were used
and whether students could identify group and individual characterisations
ie; who seemed believable or authentic? How and why?
Making:
Teacher forms 6 groups of students. Each group to plan and prepare their
own group Postcards From ….. Freeze Frame. They choose an authentic
setting where many characters would be congregating. The teacher may
offer suggestions ie; Southbank Parklands, the beach, shopping centre.
When ready each group presents their Freeze Frame. The rest of the class
are the audience. Tap n Talk: Teacher directs each of the audience members
to tap on of the performers on the shoulder and ask them questions such as,
Who are you? What are you doing here? Who are you with? Where are you? Etc. The
performers must respond in role.
Observation notes
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of each questioning the teacher directs questioning of
audience about how the elements of situation, time and space were used and
whether students could identify group and individual characterisations ie;
who seemed believable or authentic? How and why?
Observation notes
5
Lesson 2: Two little boys
Content Descriptions:
4.1 Create roles and relationships to build dramatic action in improvisation
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.6 Combine drama making with English Literature
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on the elements of Relationships, Role and Character
Students will learn:
1. to develop roles and characters through improvisation (Mime convention), Role-on-the-Wall convention and
discussions.
2. to use the elements of relationships, role and character to create and shape dramatic action.
3. to work co-operatively and take direction from teacher when rehearsing and performing.
4. to respond using appropriate drama terms relating to role, character, and relationships to describe and comment on
the dramatic scenes they viewed or participated in.
Prior Knowledge:
Students should have had some practical experience with drama conventions especially
improvisation, mime and role-on-the-wall. They should also have some knowledge of the
elements of drama and be able to vocalise their responses appropriately. They should have been
exposed to a variety of situations where they participate as a performer and respond appropriately
as an audience member.
Vocabulary:
Mime
Character
Role
Comparison
Similarities
Differences
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, 4 large role-
on-the-wall outline charts
(Electronic) as an alternative, the Role-on-the-wall activity could be completed by typing
descriptions on Laptops in each group and sharing on Smartboard
Assessment Instruments: observation notes
General
Capabilities
LIT PSC CCT EB
ICU
Links to other
learning areas:
ENG
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct teaching
10 mins
Teacher shows each story in parallel for students to examine and discuss.
Teacher directed questioning about what objects or people the two boys
are interacting with eg; Sydney boy – bed, parents, food, dinosaur toys, car,
hardware, flower, drink, baby, story, computer, drawing. Moroccan boy –
computer, cow, sheep, grandparents, parents, carpet, food, donkey,
chickens, sheep, dirt. Students to list on class laptop to be projected on
Smartboard. Discuss.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
Making: Mime: Students form a drama circle. Teacher directs each student
to imagine they are one of the boys interacting with one of the listed
objects or people. They have to portray that interaction in a mime activity.
Responding: The rest of the class observe each mime as audience and are
directed by teacher to try to guess from the facial expression, body
language, movements, gestures and posture which boy they are portraying
and what object or person they are interacting with. After all students have
6
and
Experiential
Teaching (drama
activities)
45mins
presented their mime, the teacher directs questioning of audience about
how the elements of role and character were portrayed eg; What facial
expressions or body movements did they use that were believable?
Making:
Role-on-the-Wall activity: Teacher forms 4 groups of students. Two groups
are allocated the Sydney boy and two groups are allocated the Moroccan
boy to discuss and detail on their chart what they think would be important
to that boy. Teacher to rotate around the groups to offer suggestions,
advice. Groups may consult generated list from first activity and re-
examine the book. Each group then shares their findings, discusses and
compares similarities and difference between each character and compares
to themselves and what is important to them.
Observation notes
Examining Role-
on-Wall charts
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of the sharing time, the teacher questions students
about the characters. What information about the roles, characters and
relationships have they been able to build up to strengthen their ability to
portray these characters in role play situations?
Observation notes
7
Lesson 3: Everyday Life
Content Descriptions:
4.1 Create roles and relationships to build dramatic action in improvisation, devised and scripted drama
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with English and IT
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on the elements of Relationships, Role and Character
Students will learn:
1. to develop roles and characters through improvisation (Mime, Hot Seat conventions), Role-on-the-Wall convention
and discussions.
2. to use the elements of relationships, role and character to create and shape dramatic action.
3. to work co-operatively and take direction from teacher when rehearsing and performing.
4. to respond using appropriate drama terms relating to role, character, and relationships to describe and comment on
the dramatic scenes they viewed or participated in.
Prior Knowledge:
Students will have looked up websites relating to popular Moroccan boy‟s names and made a list
of these.
Vocabulary:
Rituals
Inference
Implication
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, 4 large role-
on-the-wall outline charts from previous lesson
(Electronic) as an alternative, the Role-on-the-wall activity could be completed by typing
descriptions on Laptops in each group and sharing on Smartboard.
Websites such as: http://babynamesworld.parentsconnect.com/category-moroccan-names.html will provide
popular names for Moroccan boys ie; Ahmed, Amal, Hasan, Ilyas, Kamal, Karim, Khalid, Sa-Ad or Yousef.
Assessment Instruments: observation notes
General
Capabilities
LIT PSC CCT EB
ICU
Links other
learning areas:
ENG, ICT
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct teaching
10 mins
Teacher repeats showing each story in parallel for students to examine and
discuss. Teacher directed questioning about the two boys – what can be
inferred or implied from the pictures about the personality, age, family life,
likes, relationships, status, dreams and aspirations of each of the boys.
Questions may be listed on smartboard.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Teaching (drama
activities)
Making:
Role-on-the-Wall activity: In same groups as previous lesson, students
discuss and add further details to their chart about the character and
personality of their boy. They co-operatively decide on a name for their
boy (see resources).
Teacher to rotate around the groups to offer suggestions, advice. Groups
may consult questions on board and re-examine the book. Each group then
shares their findings, discusses and compares similarities and difference
between each character and compares to themselves.
Hotseat: Students form an audience in the audience space. 6 -7 chairs are
placed in a horizontal line across the performance space. Teacher chooses
one group to sit in the hot seats in the performance space. Teacher directs
Examining Role-
on-Wall charts
Observation notes
8
45mins
those students to go into role as the character of the boy they have been
writing about. The audience are directed to ask each of them questions
about their character. They are to respond in role. The activity is repeated
with each of the other groups in turn. Questioning may be supported by use
of the questions already listed on the smartboard.
Responding: The teacher directs questioning of audience about how the
elements of role and character were portrayed eg; did they seem believable
as that character? Did they stay in role? What responses did they give that
allowed us to know this? Did they vary voice, gesture, posture,
movements?
Making:
Mime “Rituals of everyday life”: Teacher forms 5 groups of students. Each
is to choose one event from the pictures in the Moroccan story pages 14-
15. Each group is to recreate one interaction that is happening on that page
in a repeated mime ritual eg; feeding the hens, flattening the bread, stirring
the pot. They plan, practice then present their ritual mime to the rest of
the class as the audience.
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of the sharing time, the teacher questions students
about the characters. What information about the roles, characters and
relationships have they been able to build up to strengthen their ability to
portray these characters in role play situations? Are there rituals in their
own lives that are often repeated such as laying the table for dinner,
feeding the dog?
Observation notes
9
Lesson 4: Sights and Sounds
Content Descriptions:
4.1 Create roles and relationships to build dramatic action in improvisation, devised and scripted drama
4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic meaning
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Music and English Literature
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on elements of Mood and Atmosphere
Students will learn:
1. to develop roles and characters through Freeze Frames and re-enactments.
2. to use soundscapes to create elements of mood and atmosphere to shape dramatic action.
3. to work co-operatively and take direction from teacher when rehearsing and performing.
4. to respond using appropriate drama terms relating to mood and atmosphere to describe and comment on the dramatic scenes they
viewed or participated in.
Prior Knowledge:
In Music lesson students will have looked up websites relating to popular Moroccan music and
sounds that would be heard at a market place in a Souk. They will have bookmarked appropriate
music clips to share with the class.
Vocabulary:
Souk
Mood
Atmosphere
Soundscape
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker, laminated
pages from another copy of the book (pages 10-11, 14-15, 16-17 from each story)
(Electronic) Websites such as: http://www.youtube.com/watch?v=O92wsVqoekE will provide popular
Moroccan music and http://www.youtube.com/watch?v=mUHDYlJHaOQ&feature=related is a sample of
Azan – the call to prayers heard throughout the marketplace 5 times a day.
Assessment Instruments: anecdotal records
General
Capabilities
LIT PSC CCT EB
ICU
Links other
learning areas:
ENG, ICT, MUS
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct teaching
10 mins
Teacher directs questioning. What sounds would you hear in a Moroccan
marketplace or Souk? Re-examine page 8 Moroccan story. Students to list
on laptop as brainstorming takes place ; donkeys braying, hens clucking,
Moroccan music played on instruments, loudspeakers playing the Azan
(see resources), people shouting, talking, lambs bleating etc. What sounds
would you hear in a hardware store? Re-examine page 8 Sydney story.
Students to list on laptop as brainstorming takes place ; bells dinging,
registers ringing, sliding doors opening and closing, trolley wheels
squeaking, announcements over loudspeakers for price checks or music,
people talking.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Making:
Soundscape activity: In drama circle, whole class practice making each
sound then teacher allocates sounds to each student. Some students chosen
to play the Moroccan music, popular shop music and Azan call on a
different laptop each. In rounds, half the class make Moroccan sounds then
other half make the hardware sounds. Discuss the effect created eg; How
does a soundscape change mood and atmosphere? What senses does it
evoke for the listener?
Anecdotal records
10
Teaching (drama
activities)
45mins
Melting Freeze Frame: Teacher allocates students to form 6 groups (1A –
Sydney page 10-11, 1B – Morocco page 10-11, 2A – Sydney page 14-15,
2B- Morocco page 14-15, 3A- Sydney page 16-17, 3B – Morocco page 16-
17). Each group is given a double page from the book to re-create in a
freeze frame. They plan, practice and present. If room, groups 1A and 1 B
present their freeze frames in the performance space together. 1A set up
and show their scene while 1B crouch down in a roll beside them then 1A
crouch down while 1B set up and show their scene. This is followed by
responding task and then 2A and 2B then 3A and 3B.
Responding: The teacher directs questioning of audience to compare the
similarities and differences between each scene.
Making:
Re-enacted Role Play: Students form same 6 groups as previous activity.
Each group is given 6 pages of the book. They have to create characters,
assign roles, plan, practice and present a dramatic scene which re-enacts
their part of the story to the rest of the class as the audience. They must
choose believable role and relationships by focusing on believable
dialogue and show status and power in relationships. Teacher will roam
from group to group to offer suggestions, advice. Each group to
incorporate a soundscape into their scene where appropriate.
Anecdotal records
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of each scene, the audience responds to teacher
questioning about the characters. Did they stay in role? Who seemed
believable and why? Was the relationship and status clear for each
character? Did the use of sound change the mood, atmosphere? What sense
did it evoke? Etc.
Observation notes
11
Lesson 5: The Journey of the carpet
Content Descriptions:
4.1 Create roles and relationships to build dramatic action in devised drama
4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic meaning
4.3 Shape the dramatic action by introducing and resolving dramatic tension in improvised and devised drama
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Visual Arts, Media Arts, English Literature and ICT
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on elements of Movement, Situation, Tension and Time
Students will learn:
1. to shape dramatic action by introducing and resolving tension in their devised dramatic role plays.
2. to use elements of movement, situation and time to shape dramatic action in their re-enactment.
3. to use materials and objects as stimuli for improvisation.
4. to respond using appropriate drama terms relating to tension to describe and comment on the dramatic scenes they viewed or
participated in.
Prior Knowledge:
Students will have researched Berber carpets in ICT and in Visual Arts – origins, weaving, patterns, designs,
signs, symbols and used this information to create own “Magic Carpet” squares from pieces of calico and art
materials in Visual Arts class
Vocabulary:
Weaving
Tension
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker.
Stimulus material : a rug or carpet with a note attached which says: “This rug has been stolen from its
rightful owners. It is very, very valuable and must be returned within seven days to the real owners or
terrible things will happen to whoever has found it.”
(Electronic) Websites such as http://www.artistshelpingchildren.org/weavinghowtoweavecraftsforkids.html
will show how weaving is done with simple how to instructions. Also look for sites on looms or weaving
machines
Movie Maker or Sony Vegus to create storyboards. (may be typed or hand written instead).
Assessment Instruments: Teacher Checklist
General
Capabilities
LIT PSC CCT EB
ICU
Links other
learning areas:
ENG, ICT, VIS, ME
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Experiential
Teaching (drama
activities)
10 mins
Making:
Teacher directs students to lie on the carpet with room to move so that they
won‟t be touching the student next to them. They are to close their eyes
and imagine they are a rug lying flat on the floor. When they hear the
instructions to roll up they curl up into a ball. When they hear the
instructions to lie flat they flatten out. This can be repeated a few times.
They then are formed into groups of four. Each group has to use their
bodies to create a weaving loom or machine with moving parts and sounds.
Engagement
Direct Teaching
Interactive
Teaching (co-
operative learning,
whole-class
Making:
Journey of the carpet non-realistic scene: Re-examine the two stories
looking for the journey of the carpet from Moroccan first page to Sydney
last page. Students to create storyboard on the smartboard using
MovieMaker or Sony Vegus of the journey of the carpet. They should have
6 frames. (1. mother weaving the carpet, 2. journey on the donkey, 3. sold
at the markets to the carpet man, 4. ???? 5. bought at the Magic Carpet
12
discussion)
and
Experiential
Teaching (drama
activities)
45mins
Shop in Sydney, 6. in Sydney boy‟s home.). Discuss what happens in
frame 5. The carpet is probably loaded onto a container ship. Once the
frames are complete, teacher forms 6 groups of students. Each group has
one storyboard frame to re-enact with non-realistic stylised movements
(repeated exaggerated movements). The groups plan, practice and present
their scenes in chronological order.
Responding: At end of each scene, the audience responds to teacher
questioning about the characters. Did they use gestures, sounds, facial
expressions, movements effectively to show intent of the scene? Did they
repeat the important elements?
Making:
Role Play: Teacher shows the students the carpet and accompanying note.
Students discuss the tension. Students are formed into 5 groups. Each
group is given a planning sheet to use. They have to create a dramatic
scene incorporating the carpet, the note and the element of tension. They
have to create characters, assign roles, plan, practice and present their
dramatic scene to the rest of the class as the audience. They must choose
believable role and relationships by focusing on believable dialogue and
show status and power in relationships. Teacher will roam from group to
group to offer suggestions, advice.
Anecdotal records
Teacher Checklist
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of each scene, the audience responds to teacher
questioning? Did the scene seem well planned? Were the characters and
situations believable? Did they incorporate the carpet and the note in
believable ways? Did they introduce and resolve dramatic tension within
their scene? How?
Teacher Checklist
13
Lesson 6: Anything but….
Content Descriptions:
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Visual Arts, Media Arts, English Literature and ICT
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on elements of Language, Focus and Symbol
Students will learn:
1. to initiate an idea for dramatic action that is a problem to be responded to and resolved.
2. to use objects as stimuli for improvisation in Anything but… activity combined with focus to frame moments of action and choose
appropriate language to portray feelings and emotions.
3. to use stimulus material and higher level thinking to create parallels between symbolism and reality in I see/I think activity.
4. to respond using appropriate drama terms relating to symbolism to describe and comment on the dramatic scenes they viewed or
participated in.
Prior Knowledge:
Students will have discussed objects of importance and taken a photo at home (for homework) of an object
that is significant or important to them and uploaded it to class site in ICT lesson.
Students will be familiar with collage in visual art and the use of collage by Jeannie Baker to create scenes
in her picture books.
Vocabulary:
collage
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker.
Stimulus material : similar to materials used by Jeannie Baker in the book – cardboard, wool, small rocks,
seeds, small bags of sand, small bags of spices, leaves, rose petals, safe pieces of clay, pottery and glass,
bark, small leafy branches, hay, jute, felt, pieces of material off cuts including t-shirt, linen, brocade,
Hessian, calico, carpet off cuts, sticks etc. (these will be used in follow-up Visual Arts lesson to create
collage backdrop scenes for roleplay in Lesson 8).
A writing journal or laptop for each student to record answers.
(Electronic) a photo taken by each student in the class in previous ICT lesson and uploaded to be shown as
a manual slideshow.
Assessment Instruments: Teacher Checklist
General
Capabilities
LIT PSC CCT EB
ICU
Links other
learning areas:
ENG, ICT, VIS, ME
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct Teaching
10 mins
Discuss all the objects that appear in the 2 stories. Teacher directed
questioning to engage higher order thinking eg; What are they? Who uses
them? What are they used for? Is it an important object for emotional or
necessary reasons?
Engagement
Experiential
Teaching (drama
activities)
Interactive
Teaching (co-
operative learning,
whole-class
Making:
I see/ I think activity: Teacher or a student to manually project each photo
(see resources) onto the Smartboard one at a time. As each photo is
projected the audience are to respond with what they see and why they
think it might be so important or significant to the owner. Their answers
may be written or typed on individual laptops. The owner of the object
then claims the object and gives their reasons for choosing this object.
Anything but …..game: Teacher shows the students all the stimulus collage
materials. Teacher demonstrates how to play the Anything but… game. Ie;
Teacher selects a rock. “I am, like, so enjoying being at the Ekka with my
Anecdotal records
14
discussion)
and
Experiential
Teaching (drama
activities)
45mins
bestie and eating this strawberry sundae” (Teacher pretends to use a
spoon and scoop out icecream from the rock and into mouth) “Yum.
Delicious”. Students each choose one or more of the objects. They create
an improvised scene either as an individual or in pairs if this is more
comfortable for them. The objects are symbols of something else and are
not to be used as what they actually are ie; a rock is not a rock.
Teacher Checklist
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of all the improvisations, the audience responds to
teacher questioning? Who created believable characters and situations?
What element of drama did they use? Did they use dialogue, movements,
gestures, postures, status, voice and facial expressions? Did they
incorporate the objects in believable ways?
Teacher Checklist
Lesson 7: Do you remember when….
Content Descriptions:
4.2 Create dramatic action and a sense of time and place using body, movement, language and voice to create dramatic meaning
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Media Arts, English Literature, Geography, Maths and ICT
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focuses on elements of Movement, Situation and Focus
Students will learn:
1. to direct and intensify attention and frame moments of action.
2. to use expressive action to create roles, situations, relationships, atmosphere and symbols.
3. to to portray through movement, dialogue and expressions the setting and circumstances of the characters they are portraying.
4. to respond using appropriate drama terms relating to movement, situation and focus to describe and comment on the dramatic
scenes they viewed or participated in.
Prior Knowledge:
Students will be familiar with landscapes (forests, oceans, volcanoes, mountains, rocks, deserts, rivers) from
lessons in Geography. Using Google Earth or Atlases they will have charted the journey taken by the boy in
Morocco. They may follow-up this lesson by charting their journey in the dramatic action in Australia from
Sydney to other parts of Australia, to other Asian countries and within other Asian countries.
Students will be familiar with Timelines created in Maths lesson. They may follow-up this lesson with
creating a timeline with total time taken to complete their journey in the dramatic action using the method of
travel they have chosen.
Vocabulary:
Landscapes
Journey
Resources:
(Concrete) Pretext: At least one copy of the picture book, Mirror by Jeannie Baker.
(Electronic) Smartboard
Assessment Instruments: Teacher Checklist
General
Capabilities:
LIT PSC CCT EB
ICU
Cross
Curriculum
Priorities:
AAEA
Links other
learning areas:
15
ENG, ICT, GEO
MAT, ME
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct Teaching
5 mins
Discuss different forms of transport used to undertake journeys in other
countries or within Australia. Teacher or student to record brainstorming
on Smartboard (car, bike, truck, motorbike, horse, camel, donkey, train,
tram, plane, walking, bus, horse and cart, horse and carriage, goat and cart
etc). Direct focus to Australia and Asian countries if possible.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Teaching (drama
activities)
50mins
Making:
Improvised Mime: In Drama Circle, each student individually or with a
partner demonstrates one form of travel.
Responding: At end of all the improvisations, the audience responds to
teacher questioning? Who created believable situations? What element of
drama did they use? Did they use dialogue, movements, gestures, postures,
voice and facial expressions? Was it clear what form of travel was being
used and which setting?
Making: Do you remember when we went on a journey to The Souk
activity: Teacher forms students into 5 groups. Each group to plan, prepare
and present a dramatic scene where they are Moroccan children travelling
to a Souk for a particular reason ie; to buy an item or to visit a particular
person. They must incorporate into their scene the length of the journey,
the mode of transport used, who they are travelling with and their
relationship with them and the purchase or visit at the end of the journey.
Responding: At end of each presentation the audience responds to teacher
questioning? Who created believable characters and situations? What
elements of drama did they use? Did they convey all the information about
how they travelled, relationships, what they bought, who and what they
saw along the way?
Making: Do you remember when we went on a journey to … activity: In
same 5 groups, students plan, prepare and present a dramatic scene where
they are travelling to another part of Australia or an Asian country. They
must travel for a particular reason ie; to buy an item or to visit a particular
person. They must incorporate into their scene the length of the journey,
the mode of transport used, who they are travelling with and their
relationship with them and the purchase or visit at the end of the journey.
Teacher Checklist
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of each presentation the audience responds to teacher
questioning? Who created believable characters and situations? What
elements of drama did they use? Did they convey all the information about
how they travelled, relationships, what they bought, who and what they
saw along the way?
Teacher Checklist
16
Lesson 8: The Journey to …..
Content Descriptions:
4.4 Offer, accept and negotiate situations in rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Visual Arts, Media Arts, English Literature and ICT
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focus on Role, Character, and Situation
Students will learn:
1. to amalgamate backdrops, sounds, video from Visual Arts and Media Arts with dramatic action.
2. to create and shape dramatic action and develop roles, characters and situations through rehearsed role play.
3. to work co-operatively and take direction from teacher when rehearsing and performing.
4. to respond using appropriate drama terms relating to role, character, and situations to describe and comment on the dramatic
scenes they viewed or participated in.
Prior Knowledge:
In visual Arts lesson students will have created in groups a series of collaged backdrops for each of the
scenes they developed in lesson 7. They will have photographed these backdrop scenes and transferred to
movie maker or Sony Vegas in Media Arts lesson.
Vocabulary:
Resources:
(Concrete) Flip camera or Video camera
(Electronic) Movie Maker or Sony Vegas program with backdrops and sounds for each group preloaded.
Assessment Instruments: Teacher Checklist
General
Capabilities: LIT PSC CCT EB
ICU
Cross
Curriculum
Priorities: AAEA
Links other
learning areas: ENG, ICT, ME
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Direct Teaching
10 mins
Discuss amalgamation of backdrop scenes from Visual Arts into Drama
using Media Arts Movie Maker. View each of the scenes from each group
and discuss how the dramatic action can be rehearsed and refined to
accompany the backdrops. Discuss timing of scenes in rehearsal process.
Engagement
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Teaching (drama
activities)
45mins
Making:
Rehearsed Role Play: In their groups students rehearse and refine their
dramatic scenes as created in lesson 7. They then present to the audience.
Responding: At end of each presentation the audience responds to teacher
questioning? Were the groups able to refine and improve the scenes after
receiving constructive criticism from previous lesson? Will these dramatic
action scenes match the created backdrops?
Making: Teacher or a student then records each scene using flip camera or
video camera. This video footage is then added in Media Arts lesson to the
Movie Maker or Sony Vegas program to make a finished movie of the
created drama.
Teacher Checklist
Reviewing of
created movie
Debrief
Interactive
Responding: Audience to view each completed movie and respond to
teacher questioning? Were the groups able to refine and improve the
Teacher Checklist
17
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
scenes after receiving constructive criticism from previous lesson? Will
these dramatic action scenes match the created backdrops?
Lesson 9: Magic Carpet Ride
Content Descriptions:
4.2 Create dramatic action and a sense of time and place using body and movement to create dramatic meaning
4.3 Shape the dramatic action by introducing and resolving dramatic tension in improvised and devised drama
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with Media Arts, Visual Arts and English
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
Lesson Objectives: Focus on Tension and Movement
Students will learn:
1. to use visual stimulus to create and shape dramatic action.
2. to use body and movement to create dramatic meaning.
3. to introduce and resolve dramatic tension in improvised and devised drama.
4. to respond using appropriate drama terms relating to tension and movement to describe and comment on the dramatic scenes they
viewed or participated in.
Prior Knowledge:
In visual Arts lesson each student will have created a “magic carpet” by painting designs on a square of
calico after researching symbols, patterns in Berber carpets for suggestions see
http://www.walkerbooks.com.au/statics/dyn/1312178100329/Mirror-Classroom-Ideas.pdf. The students
would then have photographed their “magic carpet” square and posted into class folder for sharing on
Smartboard in Media Arts lesson.
In English lessons students should be familiar with some of the children‟s versions of the Arabian collection
of stories known as One thousand and One Nights or Arabian Nights which includes stories about Aladdin
and the magic lamp, Ali Baba and the 40 thieves and references a flying or magic carpet. They may also
have seen DVD versions of the stories and other stories involving magic flying machines such as Bedknobs
and Broomsticks, Chitty Chitty Bang Bang and Mary Poppins.
In Geography lessons students may have revised landscapes as covered for lesson 7.
Vocabulary:
Resources:
(Concrete) Flip camera or Video camera , “magic carpet” squares previously created by each student,
Smartboard
(Electronic) Websites such as: http://www.berber-
arts.com/berber/index.php?option=com_content&task=view&id=32&Itemid=60/ will show great examples
of traditional Berger rugs and discuss the origins.
Assessment Instruments: Teacher Checklist
General
Capabilities: LIT PSC CCT EB
ICU
Links other
learning areas: ENG, ICT, ME,
VIS, GEO
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Experiential
Teaching (drama
Making:
Mirror Game: Students form 2 straight lines facing each other. Line A are
the subjects and line B are the mirror images. B must copy each movement
18
activities)
10 mins
that A does as exactly as possible with expression and no talking. This is
then reversed with A copying B‟s movements. Movements should be slow
and exaggerated so that it is not too difficult. Teacher to supervise. After 5
minutes students may swap partners and repeat the activity.
Engagement
Direct Teaching,
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Teaching (drama
activities)
45mins
Making:
Magic Carpet Ride: Students view the “magic carpets” they each created in
Visual Arts lesson as they are projected onto Smartboard. They then form a
drama circle on the carpet. The teacher directs them to close their eyes
(ensuring they are all in a safe position where they will not touch other
students or furniture). The teacher narrates the scenario; “Imagine you are
sitting on one of the magic carpets. It is going to take you on a journey
from Australia to Morocco.” Teacher describes all the landscapes that
would be seen as they float in the air above the land and ocean. “You
arrive in Morocco to find you have been magically switched with the boy
who lives there.” Teacher directs students to open their eyes. Teacher
questions students as to the problems they would encounter when they
arrive eg; missing friends and family, different schooling, food,
technology, family jobs, activities. Teacher or a student to list
brainstorming on Smartboard. Teacher to discuss the fact that these
problems can be used as moments of tension when creating dramatic
action. Students are then formed into 6 groups. Each group is to choose
one or more problems from the list to incorporate as tensions into a 5
minute dramatic scene that they create. Teacher to ensure most of the
problems are covered. The groups plan, prepare and present their scene to
the rest of the class as the audience.
Teacher Checklist
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning) 5 mins
Responding: At end of each presentation the audience responds to teacher
questioning? Who created believable characters and situations? What
elements of drama did they use? Did they incorporate moments of tension
effectively?
Teacher Checklist
19
Lesson 10: Switched
Content Descriptions:
4.2 Create dramatic action and a sense of time and place using body and movement to create dramatic meaning
4.3 Shape the dramatic action by introducing and resolving dramatic tension in improvised and devised drama
4.4 Offer, accept and negotiate situations in spontaneous improvisation and rehearsed devised drama performance
4.5 Plan, rehearse and perform their drama for classmates
4.6 Combine drama making with English
4.7 Identify, explain and comment on their drama experiences as participant, performer and audience
4.8 Identify and comment on the dramatic action, characters and themes in their own and others‟ drama
4.9 Identify features of drama from different times and places including Australia and the Asia region to explore perspectives
Lesson Objectives: Focus on Tension and Movement
Students will learn:
1. to use visual stimulus to create and shape dramatic action.
2. to use body and movement to create dramatic meaning.
3. to introduce and resolve dramatic tension in improvised and devised drama.
4. to respond using appropriate drama terms relating to tension and movement to describe and comment on the dramatic scenes they
viewed or participated in.
Prior Knowledge:
Same as for lesson 9
Vocabulary:
Resources:
(Electronic) flipcamera or still camera, laptop or computers for students with email access
Assessment Instruments: Teacher Checklist
General
Capabilities: LIT PSC CCT EB
ICU
Links other
learning areas: ENG, ICT, ME,
GEO
Teaching and learning sequence
Gathering
evidence for
assessment
Orientation
Experiential
Teaching (drama
activities)
10 mins
Making:
Sculptor and clay Game: Students are sorted into pairs with room between
each pair so that students won‟t bump into each other. Student A is the
“sculptor”, student B is the “clay”. B is sitting on the carpet with their eyes
closed. A has to gently manipulate B‟s body to create an interesting statue
ie; moving arms, legs, head. A then has to try to duplicate the same statue
with own body so that A and B look identical to observers. Teacher to
supervise. If possible, teacher to photograph or video each pair of „statues‟
and show students through Smartboard. If not, have students try to view
the other „statues‟ without moving from own position. This is then
repeated with B as the „sculptor‟ and A as the „clay‟.
Engagement
Direct Teaching,
Interactive
Teaching (co-
operative learning,
whole-class
discussion)
and
Experiential
Making:
Magic Carpet Ride: They then form a drama circle on the carpet. The
teacher directs them to close their eyes (ensuring they are all in a safe
position where they will not touch other students or furniture). The teacher
narrates the scenario; “Imagine you are sitting on one of the magic carpets.
It is going to take you on a journey from Morocco to Australia.” Teacher
describes all the landscapes that would be seen as they float in the air
above the land and ocean. “You arrive in Australia to find you have been
magically switched with the boy who lives there.” Teacher directs students
to open their eyes. Teacher questions students as to the problems they
would encounter when they arrive. Are they the same as previous lesson?
Teacher Checklist
20
Teaching (drama
activities)
40mins
Teacher or a student to list brainstorming on Smartboard. Teacher to
remind students that these problems can be used as moments of tension
when creating dramatic action. Students are then formed into 6 groups.
Each group is to choose one or more problems from the list to incorporate
as tensions into a 5 minute dramatic scene that they create. Teacher to
ensure most of the problems are covered. The groups plan, prepare and
present their scene to the rest of the class as the audience.
Debrief
Interactive
Teaching (whole-
class discussion)
and Indirect
Teaching
(independent
learning)10 mins
Responding: At end of each presentation the audience responds to teacher
questioning? Who created believable characters and situations? What
elements of drama did they use? Did they incorporate moments of tension
effectively? Can they identify the purpose for undertaking this unit of
work? Was it for educational purposes? If so, what have they learnt? Did
they learn through the drama that each boy encountered the same cultural
problems and feelings? What have they learnt throughout the 10 week unit
of work about the two cultures? Are there both differences and similarities
in every culture? Would both boys have similar feelings, wants, needs etc?
Making:
Students to write an email back home while in role as the Moroccan boy or
the Australian boy. These are sent to the class or teacher‟s email address
for assessment.
Teacher Checklist
Read and review
emails
21