Lesson Plan Title:
Grade 7 Drama Lesson Plan: Introduction to Improvisation
Materials Needed:
– Open space for movement
– Chairs or cushions for seating
– Paper and pens for reflection activity
– Props (optional) for improvisational scenes
Learning Objectives:
– Understand the basic principles of improvisation in drama
– Develop the ability to think quickly and creatively in performance scenarios
– Demonstrate teamwork and cooperative skills in group activities
– Enhance verbal and non-verbal communication skills
Vocabulary:
1. Improvisation: The art of creating and performing spontaneously without a script.
2. Cues: Signals or prompts for actors to begin their action or dialogue.
3. Scene: A sequence of continuous action in a play, film, opera, or book.
4. Blocking: The precise staging of performers to tell a story effectively.
5. Spontaneous: Occurring without external cause; impromptu.
Previous Learning:
Students have previously explored basic drama techniques including mime, characterisation, and storytelling. They have worked on scripted pieces and have some experience with stage directions and movement.
Anticipated Challenges and Solutions:
– Students may feel nervous or embarrassed: Encourage a supportive atmosphere and remind students that making mistakes is a part of learning.
– Difficulty thinking on the spot: Use warm-up exercises to help students become more comfortable with spontaneity.
– Uneven participation: Pair up students strategically to balance confidence and ability, ensuring everyone gets a chance to participate.
Beginning Activities (4 minutes):
1. Welcome and Objective Overview (2 minutes): Teacher welcomes students and briefly outlines the lesson’s objectives: understanding and practising improvisation.
2. Warm-Up Activity (2 minutes): A quick game like “Yes, and…” to activate creative thinking and introduce the concept of building on others’ ideas.
Middle Activities (32 minutes):
1. Introduction to Improvisation (5 minutes): Discussion about what improvisation is and its importance in drama. Explain key concepts such as staying in character, accepting offers, and building on scenes.
2. Basic Improvisation Exercises (10 minutes):
– “Freeze Frame”: Students work in pairs where one starts a scenario and at the clap of the teacher, the next student joins and continues the scene.
– “What Are You Doing?”: Students perform an action prompted by a peer, then the peer asks “What are you doing?” and they must respond with something completely different.
3. Small Group Improv Scenes (15 minutes): Divide the class into small groups and give each group a basic scenario to act out on the spot. Allow each group to perform their short improvisational scene.
End Activities (4 minutes):
1. Group Reflection (2 minutes): Group discussion about what was learned, difficulties encountered, and what worked well.
2. Exit Ticket (2 minutes): Each student writes down one thing they enjoyed about the lesson and one thing they found challenging.
Assessment and Checks for Understanding:
– Observation during activities: Assess participation, creativity, and willingness to engage.
– Group Reflection: Gauge understanding and retention of key concepts.
– Exit Ticket: Evaluate individual feedback for understanding and areas needing improvement.
Differentiation Strategies for Diverse Learners:
– Provide visual cues and prompts for students who might need extra support.
– Pair up stronger students with those needing more assistance.
– Allow quieter students to participate in smaller groups or less intimidating roles first.
– Use props for those who might need a tangible item to help inspire improvisation.
Teaching Notes:
Improvisation encourages creativity and quick thinking which are essential skills both in drama and daily life. Emphasize a positive and supportive environment where students feel safe to explore and make mistakes. Provide plenty of positive reinforcement and gently guide students towards improvement rather than focusing on mistakes. Encourage all students to participate and respect each other’s contributions.
Accessibility Considerations:
Ensure that the open space is accessible for all students, including those with mobility issues. Provide a quiet area for students who may feel overwhelmed and need a moment to themselves. Use clear, simple language for instructions and check for understanding regularly.