Title of Unit / Big Children’s Theatre. Year 10. (Can be developed for year 9’s).

Idea
Curriculum Area Drama Time Frame 4 Weeks (5th week: performance)
Developed By Andrew Jenkins
Identify Desired Results (Australian Curriculum Connection)
Content Descriptions

Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted
drama (ACADRM047)

Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design
elements (ACADRM050)

Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for
an audience (ACADRM051)

Achievement Standards
By the end of Year 10, students analyse the elements of drama, forms and performance styles and evaluate meaning and aesthetic effect in drama
they devise, interpret, perform and view. They use their experiences of drama practices from different cultures, places and times to evaluate drama
from different viewpoints.

Students develop and sustain different roles and characters for given circumstances and intentions. They perform devised and scripted
drama in different forms, styles and performance spaces. They collaborate with others to plan, direct, produce, rehearse and refine
performances. They select and use the elements of drama, narrative and structure in directing and acting to engage audiences. They refine
performance and expressive skills in voice and movement to convey dramatic action.

General Capabilities
In the Australian Curriculum, students develop personal and social capability as they learn to understand themselves and others, and manage
their relationships, lives, work and learning more effectively. Personal and social capability involves students in a range of practices including
recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive
relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing
leadership skills.

In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge,
clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking involves students
thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all
learning areas at school and in their lives beyond school.

Understandings Essential Questions

Overarching Understanding Overarching Topical
How can different theatre What does children’s theatre look
Students will understand particular features of children’s theatre. techniques be used to engage like?
audience?
Students will understand the importance of audience connection. What makes it different to fantasy
How do theatre genres differ? or comedy?
Students will understand the intricacies of performing for a younger audience
and will identify ways to keep them engaged. How does devising a play instill How can students engage with the
notions of teamwork, leadership ideas on a practical level?
Related Misconceptions and collaboration in students?

That theatre is only for adults or used to engage adults.

That children cannot be engaged for prolonged periods of time.

Knowledge Skills
Students will know… Students will be able to…

Students will know and understand how to develop, devise and perform a Engage a younger audience (local reception class) with a small collection
piece of children’s theatre. of plays. Students will be able to use voice, colour, costume, narration
and puppetry (if desired) to perform an engaging piece of children’s
Students will know how particular theatre techniques work to engage theatre.
children.
Students will be able to develop small plays (devised in groups) with
Students will know how to work respectively alongside younger children and varying theatrical elements.
will understand the importance of relational connection.
Students will be able to take on teacher and peer feedback to adapt their
own creations.
 Assessment Evidence (Stage 2)
Performance Task Description
Group Performance: Students will break into small groups to write/plan a short children’s theatre piece. These pieces could involve a form of
education (performing to teach), a fairy tale, a children’s book and may or may not involve a strong narrator. They will then
2-5 minute scenes perform these plays to students from the local primary reception class - date for performance pre-arranged by teacher -
devised by group making sure their focus is on the children. Students will be graded on their final product based on their engagement with the
members. unit’s content, their ability to relate to the receptions during their pre-performance visit and their acting/stagecraft. As this is a
highly communicative unit, and involves audience from outside the school – the final assignment demands utmost care and
scaffolding.
Other Evidence
Early group work – initial small group performance, performing to teach task & ‘Little Prince’ narration practice will be used as pre-assessment. Where
further context, content or information needs to be developed, the discussion after these three tasks will help refine and encourage.

The class’s engagement with the local receptions during the pre-performance visit will also be key in understanding where the students need improvement
in understanding their particular audience.
Learning Plan (Stage 3)
Rubistar Introduce the Topic: Children’s Theatre: Self-Devised Piece.
Presenting small selections of plays to local primary school or if R-12 school, one of the primary
Week One: levels.

Introduce Unit: Examples of Children’s Theatre – Trailer from Windmill Theatre’s Pinocchio
Single: (https://windmill.org.au/show/pinocchio/ ), Girl, Asleep (https://windmill.org.au/show/girl-
asleep-2/ ) and Rumpelstiltskin (https://windmill.org.au/show/rumpelstiltskin/).

Open Discussion: What did you notice in those videos? Common themes? What makes youth
theatre engaging for children? (Note Taking)

Highlight - Good Children’s Theatre:

Simple but engaging.
Relatable themes (what’s the age group?)
Can be over-acted, dramatic, almost melodramatic.
Narration.
Can engage children in a wider thematic narrative (moral) or be
purely for entertainment.
Colorful sets, bold costumes?
Audience engagement.
Play school style – books being reads aloud, enacted?
 Discus: Different types of children’s theatre:
Fantastical, magic, fantasy.
Puppetry, shadow puppets.
Pantomime, mime.
Clowning.

Double: Warm-Up: Just Dance Video - https://youtu.be/EFJp4FFWNlU - play video on smart board and
get children to clear space, watch and follow along – recreating dance moves.
Tie in with children’s Theatre – dancing engages children.

Sit down discussion, quick recap: What were some important parts of children’s theatre?
What do you think engages children the most? Would the plays be more effective with music
and song?

Lesson Activity: Get children in groups, three or four depending. Explain that they will be
using a children’s book as inspiration for a small group piece: performance must include
audience engagement. Kids can either recreate the story or use it as creative prompt. Key:
imagine the audience is a group of reception children.

Hand out books to groups. Possible options are:

(Have these sourced form the library beforehand).

The Eleventh Hour, by Graham Base.

The Hungry Caterpillar, by Erik Carle.
Rules of Summer, by Shaun Tan.
Woolves in the city, by Margaret Wild.
Mr. McGee and the Perfect Nest, by Pamela Allen.

These are all thematically slightly different, good for

discussion after.

Rehearse for majority of the lesson, providing feedback where necessary or creative prompting.
If costumes are available and children are working on task – allow access to costume and prop
room to enhance their piece.

Perform short pieces: audience position as per, groups run through their pieces.
Offer feedback after each performance – what did the class like about the plays? What
worked well? What seemed confusing?
 Single: Performing to Teach & Audience Participation:
Teacher Led Discussion -
Another aspect of children’s theatre involves performing to teach – this can involve the
audience, or it could be purely presentation based. This could be morals, practicality related or
safety. Examples: Teaching a child to cross the road safely. How to wash their hands. Being
safe at the swimming pool, etc.

Activity: with the last 20 minutes of the lesson, the class is to get into small
groups (choice or delegated) and rehearse and perform a quick 1-2 minute
scene that teaches its audience something. They can choose to engage the
audience in participation or not.

10 minutes rehearsal – 10 minutes to perform.

Class can use ideas we’ve discussed in the first half of the lesson for inspiration
if they don’t know what to teach.

At the end of the lesson, warn the children that we will be walking to the local
primary school (if available) or walking to primary campus in the double next
week – so begin thinking about ideas to engage the children. This will purely be
educational – to seek ideas before they come back and perform.

Hand our permission slips for the classroom visit IF IT’S NOT on your
school’s campus.

Week Two:
Single: Theory Lesson – Target Audience, preparing kids for the first primary visit.
(This visit needs to be gauged on class behavior – if the class is particularly rowdy, or
disengaged with the unit - perhaps rethink the parameters of the first visit to ensure it is
respectful and inspirational.)

Why is target audience important in drama? Discuss particular films and TV shows and their
target audience. Play School vs. The Bachelor. Frozen vs. Harry Potter. What are the
differences?

Explain that we will be visiting the primary school to initially get a gauge of our particular
audience. See what this reception/year one/two class likes. We will be breaking into smaller
groups within the class to read them a story or lead them in a game. When this happens – pay
attention to what makes them laugh/excited.

Discuss Expectations on visit:

 Respecting the other school / campus.
Maintaining appropriate language.
Being role models, what does this look like?
Playing appropriate games – choosing appropriate books (the
class readers!)

If time, class can brainstorm some games they can lead the reception children in, prepare ways
to gauge target audience.

Double: Collect permission slips – (organise relief or buddy class for those unable to come? Organise
second teacher if over ratio.)
Walk to primary school campus – brief excursion.

Gather class, rehash expectations, behaviors.

Remind them what they are doing – finding fuel for their group performance. Seeing what
engages the younger children.

Walk to primary school -

Meet with Reception, Year One Teacher(s).
Introduce teachers to students outside of class.
Allow Reception Teachers to contextualize class – what she has
organized for the students.
Students can play with, read to, lead some activities – whole
school class games – doggy doggy who’s got your bone?
Thank Receptions and Reception Teacher.

Walk back to school – may return during recess.

Single: Debrief: Primary School and Target Audience.

Class discussion: What did the kids particularly like? Was there any books they really
loved/laughed at? Did any particular students click with certain kids – how and why? What
seemed to bore the kids?

In their drama books, students are to take notes as discussion ensues.

If time – students choose groupings for main assignment and production – hand out
worksheets/rubric. Tie their ideas from discussion into possible play ideas – what is going to
work?
Week Three:

Single: Set groups if not done last lesson.

Introduce Assignment Sheet – explain criteria – group chat and questions if needed.
Can be any sort of children’s theatre piece – within reason. They could recreate a fairy tale – act
out a story book (with or without a narrator), or teach their audience something.

The play they devise should cover criteria such as:

✓ Exaggerated movement
✓ Clear characters
✓ Audience participation
✓ Music/song
✓ Will you use a narrator?

The primary school class will be coming to watch the shows in the drama room – so costumes
and set, lighting etc may be utilized. The plays should be maximum 5 minutes each, as we have
to get through each group.

Devote the rest of the lesson to a quick narrator task – as we haven’t looked at this closely yet.
Should the groups choose to include a narrator – this rehearsal scene will help:

Little Prince Worksheet – hand out and contextualize. The Little

Prince’s narrator is clever, kindly and engaging – addressing the
audience constantly.

A good narrator is engaging – addresses audience – uses humor and isn’t afraid to be bold or
silly. Should the groups choose to use a narrator, they should really flesh out his/her role.
Each individual should rehearse some lines from the narrator’s section – and perform them as a
group – practicing seamless transitions.

If we don’t have time to finish these – they can be finished in next lesson.

Double:
Finishing off Little Prince narration practice – class feedback – what helped, what was
confusing?

Rest of class devoted to writing, planning and brainstorming individual group

 scenes. Encourage the class to write down a general overview of their scene by the end of
lesson – hand up for review or feedback. Follow the checklist on the worksheet. Creativity and
fluidity is key – remember what engaged the receptions.

Debrief at end of lesson – which groups have got an idea? Who are still struggling?
Recap the importance of humor, narration, overacted characters, clowning etc.

Single: Rehearsal continues – teacher reading and providing feedback on any overviews that have been
handed up. If some groups seem on track – they can have access to the costume room to being
developing their characters.

Students seek feedback if needed – but generally on-task lesson.

Week Four:
REHEARSAL WEEK.

Single: Discussion – where is the class at? We will be doing a full run of group’s shows in tomorrow’s
double so make sure by the end of the lesson class is confident in their content and audience.

If children require any sound effects, noises, music – this is the technical lesson
to source them and run them through with me. Are there any groups that need
particular assistance? Intervene today.

Double: FULL RUN: Remind children to get here on time, as we will be getting into costumes – setting
up any props needed and running through full show – allocate order. Start with one of the
funnier scenes to get their attention. No interruptions during show, keep feedback until end.
When students are not performing or next to perform – in audience position.

Identify any flaws. Discuss Accordingly with group. If time, repeat show implementing advice.

Single: Continue costume rehearsals – last minute feedback. Remind class to practice lines if they have
written any.

Class performs to reception class in the double

of this week! Debrief as per.
 Children’s Theatre Performance
Performance date: Double of Week 5.

Task: This is going to be the major performance for this term. This assignment requires that you work in a group to
develop, create and perform a Children’s Theatre performance using the skills we have discussed in class.

ü Exaggerated movement
ü Clear characters
ü Audience participation
ü Music/song
ü Will you use a narrator?

You WILL perform this to the reception students from [insert school here] and that means that you and your group need
to work really hard to create an engaging and appropriate performance.

STEPS TO BEGIN:
1. You need to discuss as a group what area of Children’s theatre you want to perform (i.e. performing to teach,
Clowning, storytelling and fairy tales)
2. You need to decide what elements of children’s theatre you are going to include (i.e. Song, narrator, audience
participation etc.)
3. You need to write down the general outline of how the play will go and what characters will be involved and who will
play them (Note: you must write this down for future reference)
4. Write down in your group book what props and set you will require for your performance
5. As a group you need to begin writing the script and designating who will contribute to each part of your script. You
each need to have a designated area of the script to write that you will do for homework and also to show that you ALL
contribute to the final product. Try to ensure that each person has the same amount of stage and script time.
6. Once you have shown your performance outline and your finished script to Mr. Jenkins you may begin rehearsing!
7. PRACTICE PRACTIC, PRACTICE
8. Before you perform to the Reception students we will have a faux performance in which other groups and Mr. Jenkins
will give you constructive feedback that you can use to improve your play.

YOU CANNOT BEGIN REHEARSING UNTIL YOU HAVE SHOWN MR. JENKINS YOUR PLANNING AND YOUR SCRIPT!
 Year 10 Children’s Theatre Rubric
Assessment components A B C D E
Creating character

The student understands and shows that physical and emotional expressive qualities are
shaped by character intention.

The student has created a role (character) within a Children’s theatre performance by using
different movement, voice, tone and levels.

Manipulating Drama

The student has analysed and conveyed a range of characters, stories, ideas, relationships,
dialogue and actions based on what younger audience would require from a performance.

Interpreting Drama

The student has applied typical Children’s Theatre skills to their performance (i.e. narration,
song, storytelling, participation, clear characters etc.)

Appropriateness for the audience

The student has adapted expressive skills to suit an audience that consists of primary aged
students.

The student has used appropriate voice projection, tone and articulation based on the
audience they are performing to.
Group work, rehearsal & refining

The student has explored, refined and reworked their performance through an effective use
of rehearsal time.

The student has worked collaboratively in a group, undertaking responsibilities in rehearsal

and in performance.

Performance standards

Collaborate with others to plan, direct, produce, rehearse and refine performances.

Select and use the elements of drama, narrative and structure in directing and acting in order to engage
audiences.

Refine performance and expressive skills in voice and movement to convey dramatic action.