AUSTRALIAN CURRICULUM: The ARTS Unit Plan

Name: Aaron Farquharson Student ID: 2152211 Email: farq0022@flinders.edu.au

Unit Theme: Countries of the world

Year Level: 4 Arts subject: Drama

Aim of the Arts Unit: Students will learn how to use voice, mood, tension, improvisation, role, situation, and movement, in order to display their
understandings of different countries of the world (ACADRM032). Students will perform a play in groups, directed at parents as well as a reception class from
the same school, using their choice of one script that had been created in English class earlier in the year (ACADRM031). Students will be given a country to
portray in their play, by manipulating the culturally unbiased script, and applying the learnt dramatic techniques. Students will witness a dreamtime story
presented by indigenous guests to assist them with ideas for their final performance (ACADRM033) (ACADRM034).
Making and Responding
Australian Curriculum General Capabilities Cross Curriculum Priorities
Curriculum Strands Literacy: Students will be reinventing and manipulating a script, adding accents, body language, and other literary
techniques of their choice. This will allow them to explore their perceptions of literacies from a range of countries
(ACADRM031) and understand how these are different from typical Australian literacies.
(ACADRM032) Critical and Creative Thinking: Students will think creatively when doing in class activities, and they will critically
(ACADRM033) analyse ways in which they could better utilise dramatic techniques such as voice and tension throughout their
(ACADRM034) activities. Students will also be learning to manipulate scripts by adding their own creative dramatic twists in order
to improve the portrayal of their given countries, which will be summatively assessed.
Ethical Behaviour: Students will have ongoing ethical considerations especially culturally. Students will need to
ensure they portray only neutral or positive cultural stereotypes to ensure no offense is experienced by individuals
of the culture being portrayed in activities. This is especially important during the final performance as many of
the audience may have different cultural backgrounds and could be sensitive, and this is something students will
learn to cater for throughout the unit.
Intercultural Understanding: Students’ intercultural understanding will grow throughout this unit, as they will
learn about aspects of a range of cultures through class discussion and coinciding research done in other subject
areas. Students will display their intercultural understanding and respect during their final performances.
Aboriginal and Torres Strait Islander Histories and Cultures: Students will witness a performance from
Indigenous Australians, which will display indigenous culture. Additionally students will partake in
activities in additional lessons, which will ensure their own understandings of indigenous cultures
improve.
Asia and Australia’s Engagement with Asia: Throughout this unit, students will grow their understandings of
different countries and cultures, and this certainly includes Asia. Students will consider Asian food, animals, and
lifestyle, and display their knowledge throughout classroom activities.
1. Exploring ideas and improvising Literacy Aboriginal and Torres strait Islander Histories and
with ways to represent ideas Cultures
Numeracy
2. Developing understanding of ICT
practices Asia and Australia’s engagement with Asia
Critical & Creative Thinking

3. Sharing artworks through Ethical Behaviour

performance, presentation or Sustainability
display Personal and Social Capability

Intercultural Understanding
4. Responding to and interpreting
artworks

LINKS TO OTHER CURRICULUM AREAS

English Mathematics
Students will manipulate a script to add dramatic and cultural Not Applicable
value to the story.
Students will use and interpret body language, voice and other
literary techniques.
Science Technologies
Not Applicable Not Applicable

Humanities and social sciences Languages

Students will explore different cultures. Students will use and practice accents and common phrases from other languages
such as “ciao”.
Health and PE Other arts subjects
Not Applicable Students will have the option of creating props for their final performances, although
they will not be given class time for this, and props will therefore not be assessed.
Achievement Standard
By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they
and others organise the elements of drama in their drama. Students use relationships, tension, time and place and narrative structure when improvising
and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.
Expected Student Outcomes:

What Skills will they develop?

Students will be able to add dramatic techniques to narratives, and more specifically scripts, to help emphasise roles and scenarios within a
performance. Students will be able to improvise and play different social roles in performances and everyday scenarios through the use of their voice,
language, body language, and movement. Students will be able to create meanings within their performances through the use of symbolism, emotion,
mood, and tension. Students will be able to portray different social settings through their drama, particularly different cultural settings.

What arts Knowledge will they understand?

Students will understand the differences between how different cultures portray emotion and their cultural values. Students will understand when to use
different dramatic techniques in order to manipulate the mood of a situation. Students will understand how professional actors are able to create a
sense of time, place, and power through drama. Students will also understand how to differentiate between performances set in different countries and
cultures, such as the difference between a dreamtime story and a Shakespeare play.
Assessment Tasks: What sort of assessment will you use to determine student learning?
Observation: Observation will occur constantly Self Assessment by N/A
What can you throughout my lessons whilst students Students: students given a
observe? are partaking in drama activities. It will check list and assess their
be formative assessment and I will be own achievement
looking for growth more than anything.
If I notice particular students who are
unengaged and failing to grow in their
dramatic abilities, I will then step in and
speak to them privately. Otherwise my
observations will be kept to myself.
Additionally I will be looking for positive
and supportive teamwork, as many
activities will be completed in groups.
Each lesson will have a particular focus
such as tone, or mood for example, and
the students who will achieve at the
highest level will show that they have
listened and showed careful
consideration of the weekly focus
before putting it into practice in the
class activities.
Anecdotal Notes: N/A Peer Assessment: N/A
Make notes- noting students assess each
behaviour, skill other (perhaps a rubric)
development, ability
to discuss, use of
terminology etc.
Work Samples: N/A Rubric: create a rubric The same rubric will be used to assess plays presented
Collect work either describing what is to be in week 6 as well as week 10. In week 6, the
selected by students learnt. Gives examples of assessment will be worth only 20% of the unit grade and
or by teacher levels of achievements. the rubric will be handed back to the groups with
Students could develop it feedback. In week 10, the assessment will be worth 80%
or created by teacher- of the unit grade.
discussed and made The rubric is attached to the end of this document.
transparent.

Reflection: ability to Teacher guided reflection will be a Electronic Record: could N/A
reflect and talk about focus in this unit, as the majority of be hard copy or ppt.
what they saw or classroom activities will be followed by record or video/images,
did, make group discussion. This will be a form of recording of interviews etc.
comparisons, ability formative assessment and it is Student instigated or
to build on expected that all students will partake. teacher.
reflections The reflections will consider what the
students did and how the changes they
made affected the way they presented
themselves in the activities.

Unit Outline:
Week / Lesson Focus of the lesson Lesson Content:
1 Accents of the world Watch clip 1 from 3:38-6:04.
Voice Brainstorm.
Body language and Voice/body warm up activity in a large group
Movement circle.
Activity that will work on voice and accents in
pairs. (Students to begin with exaggerated
Australian accent). Followed by reflection.
Same activity but add body movement, hand
signals etc. BIG ACTIONS!
Main reflection.
GC Links: Critical and creative thinking,
intercultural understanding, ethical behaviour,
literacy.
CCP Links: Asia and Australia’s engagement
with Asia.
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
Teaching and learning:
Short video clip for engagement
and to motivate students and
ensure they develop an idea of
the different accents of the world.
Brainstorm features of an
Australian accent on whiteboard.
Warm up activity – 1 large group
(Accents).
Pairs or groups of 3, they will
discuss a range of topics (eg
what they did on the weekend) in
exaggerated Australian accents.
After discussion students will
repeat this activity with different
accents.
After discussion students will add
exaggerated body language to
this activity.
Assessment Task?
Formative assessment
occurring through observation
and reflection. Ensure
positive feedback is given.
Looking for students to
understand some fundamental
drama skills through voice and
movement.
Homework: Allocate students
into 9 groups. Each group is
allocated a different accent to
base a voice/body warm up
activity around. First group
creates voice/body warm up
for week 2.

2 Stereotypes of Italy voice/body warm up (homework).
different countries Freeze activity in groups of 3, which will work
Improvisation on improvisation and stereotypes.
Movement Reflection.
Mime Accepting offers activity that will work on both
presenting and interpreting mime, movement,
and stereotypes.
Reflection.
Groups of 5 or 6 create a 30 second mime
using stereotypes of a country allocated to
them by the teacher, to present to the class,
who have to guess the country that is being
presented.
GC Links: Critical and creative thinking,
intercultural understanding, ethical behaviour.
CCP Links: Asia and Australia’s engagement
with Asia.
Links to other subject areas: Languages,
Humanities and Social Sciences.
3 Food of different Class discussion and brainstorm.
countries Scotland voice/body warm up (homework).
Movement Going with the first idea movement activity.
Voice Reflection.
Improvisation Accepting offers, painting a scene activity.
Creating a scene Reflection
GC Links: Critical and creative thinking,
intercultural understanding.
CCP Links: Asia and Australia’s engagement
Reflection on what accents were
used to discuss different activities
(eg were people discussing their
cricket game on the weekend
more likely to use an Indian
accent or an Irish accent?).
Briefly consider stereotypes if
time permits.
Builds upon students’ ability to
express an Italian accent through
voice/body warm up.
Freeze activity allows students to
manipulate scenes by freezing
themselves within the scene,
which allows them to improvise.
This is done in small groups.
Mime activity builds upon lesson
1’s final activity where body
language was used to express
different countries. Students will
guess the countries their peers
are miming as they walk around
the room miming their own
countries. This also builds on
accents as students will say “hello
France” for example in a French
accent when they find someone
miming ‘France’. Students will
mime stereotypes of upwards of 5
countries each in this activity.
Final group mime activity builds
upon the previous activity.
Students will build on their
Scottish accents through the
homework activity.
Class discussion on the “flavours
of the world”, looking for terms
such as spicy, fish, bland, pizza
etc, and writing these words
around a large map of the world,
connecting the words with arrows
Formative assessment
occurring through observation
and reflection. Ensure
positive feedback is given.
Looking for students to grow in
the way they move to express
themselves. Also looking for
students to be able to
confidently improvise in a
manner that allows others to
build upon a scene. Will be
closely assessing the final
mimes to ensure students
understand the fundamentals
of drama through movement.
Homework: Group 2 creates
voice/body warm up for week
3
Formative assessment
occurring through observation
and reflection. Ensure
positive feedback is given.
Looking for students to create
a clear, simple scene through
the use of body positioning.
Students should be building
 with Asia.
Links to other subject areas: Languages,
Humanities and Social Sciences.
4 Animals of the world German voice/body warm up (homework).
Tension Creating a scene activity.
Emotion Reflection
Voice Mini-play in groups.
Creating a scene Reflection and feedback.
GC Links: Critical and creative thinking,
intercultural understanding, literacy.
CCP Links: Asia and Australia’s engagement
with Asia.
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
to where they are best their movement skills.
associated.
This will help students with the Homework: Group 3 creates
next movement/voice activity voice/body warm up for week
where students will be told a 4
country and told to walk around
the class making sounds and
movements that could describe a
food that comes to their mind
when hearing the name of a
country.
Four pairs of students will then
volunteer for the next activity,
“The Painter”. They will work in
pairs to paint a picture of a
kitchen of a given country using
other students who must accept
their offers.
Students will develop their Formative assessment
German accents through a occurring through observation
voice/body warm up activity. and reflection. Ensure
Students will then choose a positive feedback is given.
partner, one partner (A) will be an
animal, but the other (B) will not Looking for students to build
know what animal. (A), with on previous learning to create
closed eyes will picture a scene in a clear, simple scene through
their head where the animal the use of movement and
would live and (B) can ask voice, without having to
questions relating to the specifying the scene
surroundings. (B) can also ask specifically. Carefully assess
about the emotions of the animal, student plays and provide
but (B) can ask nothing else. individual feedback and
After 3-5 minutes (B) will guess guidance to any students who
the animal and the roles will may be struggling.
reversed. They will both do this
twice. This activity will help Homework: Group 4 creates
students to understand how to voice/body warm up for week
create a scene, and how to use 5
emotion to create tension.
Groups of 5-6 will be created and
they will prepare and perform a
 small play. The play will build
upon the previous activity and
lesson as they will create a scene
through dialogue and actions.
Each group must base their play
in a particular country and they
will act as the native animals.
They must create tension through
their expression of emotion.
5 Culture of different New Zealand voice/body warm up Students will develop their New Formative assessment
countries and (homework). Zealand accents through a occurring through observation
Tourism Brainstorm what is culture? How can culture voice/body warm up. and reflection. Ensure
Mood be created through mood? What is our Students will then brainstorm positive feedback is given.
Emotion classroom mood and culture? what culture means to them and
Trust The curious tourist activity. how culture is created. Looking for students to
Being in the moment Reflection. This flows into the next activity express emotion and
Trust activity, “trains”. where students in pairs will be demonstrate a firm
Reflection conversing with one another. understanding of how different
“Chair hunting”, being in the moment activity. Person (A) will be a local; person moods can be created through
Reflection (B) will be a tourist. Person (A) drama.
GC Links: Critical and creative thinking, will not understand the person (B)
intercultural understanding, ethical behaviour, very well, causing (B) to become Homework: Group 5 creates
literacy. stressed, building on the tension voice/body warm up for week
CCP Links: Asia and Australia’s engagement activity from week 4 and creating 6.
with Asia. mood. Information/consent forms to
Links to other subject areas: English, Students will reflect on this be sent home to parents about
Languages, Humanities and Social Sciences. activity, and then move into week 6’s guest presentation.
groups of 3 or 4 to complete
“trains”, activity, showing them
what it may be like to experience
the uncertainty of facing a
different culture for the first time
(front person), and what it may be
like to have all the cultural
knowledge, and the ability to lead
(leader of the train at the back).
This doubles as a trust building
activity.
These factors will then be
discussed.
Finally, the “chair hunting” activity

6 Indigenous Australian Chinese voice/body warm up (homework).
Drama Performance Special guest presentation.
Class discussion in the way in which the
indigenous guests used dance and drama to
portray their dreamtime story. Consider what
has been discussed in previous classes
(particularly animals).
GC Links: Critical and creative thinking,
intercultural understanding, ethical behaviour.
CCP Links: Asia and Australia’s engagement
with Asia, Aboriginal and Torres strait Islander
Histories and Cultures.
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
7 Australian Culture Indian voice/body warm up (homework).
Being in the moment Students will play a modified version of
Role “Whoosh” as an in the moment activity.
Voice Reflection.
Improvisation Timeline of Indigenous Australia
Situation improvisation/body language/voice/movement
Emotion activity.
Reflection.
Body language
Students to create and perform a “true blue
Movement
Aussie” play in small groups, which will be
assessed.
Feedback.
GC Links: Critical and creative thinking,
literacy.
will be used to emphasise the
difficulties of finding your way
around new areas and cultures
that are unfamiliar, where
everyone else has more certainty
and control.
Students will build upon their No assessment applicable
knowledge of Chinese accents
and other Asian accents. Homework: Group 6 creates
Students will build on their voice/body warm up for week
knowledge of all previously 7
discussed dramatic techniques
when they witness a play done
by professionals (Indigenous
Australians).
Students will gain ideas for their
own plays.
Students will be introduced to
their major assessment at the end
of this lesson, and will be asked
to bring their scripts (created in
English earlier in the year) to
class for following lesson. They
will be put into groups this lesson
of 4-5 people, identical to the
groups used to create the script in
English class.
Students will develop their Indian Formative assessment
accents through a voice/body occurring through observation
warm up. and reflection. Ensure
Students will then play a modified positive feedback is given.
version of whoosh, which will use
appropriate Australian slang Looking for a growth in the
terminology, instead of the improvisation of students.
generic terms used in whoosh.
This will ensure students are in Summative Assessment:
the moment before partaking in Refer to attached rubric for
an activity where they will act marking criteria for the “true
out historic events in blue Aussie” play.
Aboriginal history with groups
of a varying number (different Homework: Group 7 creates
 CCP Links: Aboriginal and Torres strait
Islander Histories and Cultures.
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
8 Play Preparation American voice/body warm up (homework).
Lesson Brainstorm.
Students to create Assignment groups come together to change
invitations to bring their scripts.
home to their Groups will practice their plays.
parents regarding Feedback on what the teacher has noticed.
their final GC Links: Critical and creative thinking,
performances in intercultural understanding, literacy.
visual art class this CCP Links: Asia and Australia’s engagement
week. with Asia (For particular groups).
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
9 Being in the moment Jamaican voice/body warm up (homework).
Play preparation Being in the moment activity “electric line”.
Naming things Reflection.
Accepting offers Being in the moment/naming things activity.
sized groups for different parts
of the activity).
Students will then be creating a
small role-play in groups of 5-6.
This will be assessed and
weighted 20% towards this unit
of work, and will serve as good
practice for their major play. 5
role-plays of 1 minute should
be presented based on a
selection of the historic events
used in the previous activity.
The class will be asked to give
feedback after the
presentations.
Students will develop their
American accents through a
voice/body warm up.
Students will then brainstorm
what has been learnt so far in
terms of how performance can be
influenced by dramatic
techniques.
Following this, groups will
consider how they can change
their scripts to create mood,
tension, emotion etc. For
example by adding hand
gestures, accents, and extra
dialogue.
With any spare time, students will
practice presenting their scripts in
a dramatic way, trying to put
emphasis on dramatic techniques
learnt.
Students will develop their
Jamaican accents through a
voice/body warm up.
Students will then form two
voice/body warm up for week
8.
Formative assessment
occurring through observation.
Ensure positive, yet critical
feedback is given.
Looking for students to work
as a team. Make sure
students work together but
take note of students who are
clearly struggling or
dominating, and talk to them
individually.
Homework: Group 8 creates
voice/body warm up for week
9.
Students to bring home parent
invitations. Students should
consider ideas for their scripts
and practice their lines.
Students to create any props
they may need.
Formative assessment
occurring through observation
and reflection. Ensure
positive feedback is given.
 Movement Reflection.
Final preparation for the play.
GC Links: Critical and creative thinking,
intercultural understanding, literacy.
CCP Links: Asia and Australia’s engagement
with Asia (For particular groups).
Links to other subject areas: English,
Languages, Humanities and Social Sciences.
10 Final performance Irish voice/body warm up (homework).
and summative Present plays.
groups and sit in two straight
parallel lines, and proceed with Looking for students who can
“electric lines” activity, where they remain focused and have a
will hold the shoulder of the positive influence on the
person in front. The teacher will direction their final play is
be at the back of the line tapping heading in. Mention to
the final students on the shoulder students dramatic techniques
who will proceed to squeeze the that they may have forgotten
shoulders of the people in front about and see how they use
until the front person feels their these techniques to add to the
shoulder being squeezed. The final performance.
front person will grab a
whiteboard marker and hold it Homework: Group 9 creates
above their heads, and the line voice/body warm up for week
that does this first will win a point. 10. Students to practice their
This teaches students to be scripts and finalise any props.
prepared and ensures that they
are in the moment, something
that needs to be emphasised in
the final weeks.
The following activity also
ensures students are in the
moment. They will form a circle.
The teacher well say a word, and
then point to a student, who will
make a BIG ACTION whilst
yelling out the first word which
comes to their mind in a new
accent they have learnt. They will
then point to another student and
this cycle will continue. This
activity brings together voice,
movement, and over-
exaggeration, whilst ensuring
students are in the moment.
Students will reflect on both of
these activities before revisiting
their groups and finalising their
plays.
Students to meet in the hall for Summative Assessment:
this lesson. Refer to attached rubric for
 assessment Feedback. Students will develop their Irish marking criteria for the
GC Links: Critical and creative thinking, accents through a voice/body students’ final play.
intercultural understanding, literacy, ethical warm up.
behaviour. Students will then have a small No homework
CCP Links: Asia and Australia’s engagement amount of time to prepare for
with Asia. their plays, whilst guests enter
Links to other subject areas: English, the hall, before presenting their
Languages, Humanities and Social Sciences. plays. Students will be
assessed with the rubric
attached at the end of this
document.
Resources:
Lesson 1: Access to whiteboard and whiteboard markers, students to have drink bottles, internet access, access to big screen/projector/laptop to show youtube
clip, link: https://www.youtube.com/watch?annotation_id=annotation_175155&feature=iv&src_vid=dABo_DCIdpM&v=riwKuKSbFDs
Lesson 2: Access to whiteboard and whiteboard markers may be required, students to have drink bottles.
Lesson 3: Access to whiteboard and whiteboard markers, students to have drink bottles, large map of the world.
Lesson 4: Access to whiteboard and whiteboard markers may be required, students to have drink bottles, chairs.
Lesson 5: Access to whiteboard and whiteboard markers, students to have drink bottles, chairs, consent forms for students to take home for parents.
Lesson 6: Access to Gymnasium/Hall, Indigenous guests, access to whiteboard and whiteboard markers may be required, students to have drink bottles.
Lesson 7: Access to whiteboard and whiteboard markers may be required, students to have drink bottles, rubrics, 5 different scenario sheets for students to base
their role-plays around.
Lesson 8: Access to whiteboard and whiteboard markers may be required, students to have drink bottles, students must have a new copy of their scripts printed
and ready from earlier in the year, 1 copy per person, students to be notified of this requirement in lesson 6, students will need stationary and workbooks.
Lesson 9: Access to whiteboard and whiteboard markers, students to have drink bottles, scripts/props that students should have, students will also need
stationary and workbooks.
Lesson 10: Access to Gymnasium/Hall, scripts and any props that students may have made, rubrics, students to have drink bottles, seating for guests must be
arranged, stage to be set up for students.
Adjustments for the Learning Needs of Students: differentiation- students with disabilities, different learning needs, abilities etc.
As there are 6 indigenous students, this unit gives them an opportunity to take leadership roles, particularly during lesson 7 when there is a play
where students must act as indigenous people in given scenarios. I have to be careful when describing these activities to make sure students
recognise how sensitive such topics may be, and realise that they must portray the indigenous people in a positive light, although since these
scenarios had been previously discussed in HASS class, this should be prior knowledge. It would be helpful to have at least one indigenous student
in each performance group for the first summative assessment, as their experience in indigenous culture may elevate the knowledge of other
students through these performances. As there are several students with language backgrounds other than English, I would try to avoid using their
language in accent warm up activities. Students create these activities and therefore there is a chance that students of the language background
being displayed may feel racially vilified if their peers portray the language in a negative manner. There are many other accents I can chose from for
this activity, and it will be helpful for students if they are not presented an accent that they are familiar with, to ensure every single student is learning.
Students with behavioural contracts will be split up between groups when group activities are being undertaken. During individual work these
students will be spread throughout the classroom as widely and subtly as possible to avoid confrontation and conflict. The student with dyslexia and
dysgraphia should not have major issues, although for the final activity when students are in charge of their own scripts it will be important to talk to
the group who has this student with them about reducing the lines for this person. The groups are to be made earlier in the year in English class, and
therefore it is important that during this English class, the student with dyslexia and dysgraphia is placed in a group of students who they feel
comfortable with, as they may have to share their learning disability at some point to ensure students understand why the dyslexic student is not
reading as many lines as the rest of them. Depending on the severity, the teacher could give the students with dyslexia the option of being non-
speaking characters, and assessment may have to be adapted to cater for this. The student who has Auditory Processing Disorder, depending on the
severity, may need instructions written on the board. It will be important that the teacher faces this particular student, when describing tasks, and
uses hand gestures to accompany the speaking, so the student can visually process the task. This is similar to the way the student with difficulties
listening and attending to information can be catered for. For this student though, it will be important that when possible, group activities are done
away from other groups, in order to reduce background noise, for example the group with this student may be allowed to prepare their plays in week
7 outside of the classroom, and this may require extra supervision, depending on the set up of the classroom. It will be important to ensure all
students are completely silent when the teacher is speaking, and the teacher should not be speaking for more than two minutes at a time, so that this
student stays engaged. For the student with low self-esteem due to speech and language, it will be important to emphasise that in all activities, every
student is doing the activity for the first time and the whole class will be embarrassing themselves together in some activities. This may help relax
the student and to allow them to feel that they are not alone. A similar strategy can be used for the students with anxiety and social difficulties.
Subtle prompts may also be useful for these students. For the student with ASD, ADHD, and Dysgraphia, it is important that the lessons have a
structure, which is why every lesson will begin with a voice and body warm up game given by students. It is important also to keep activities
relatively short, particularly activities that may be repetitive, to ensure the student remains attentive, and this is important for all students.
Additionally, this student may struggle with imagining and improvising, so it may be helpful to give this student a prompt occasionally, although
prompts shouldn’t directly target this student. For example in the painting a kitchen game, for an Italian kitchen, if the student gets stuck you could
say to this class, “Italian’s like pizza, what would you put on a pizza?” Such cues may help this student participate. Similar techniques can be used
for the student with just autism. Due to the dysgraphia of this student, it will be important to avoid having this student in the same group as the other
student with dysgraphia. For the student easily distracted by environmental sounds, it will be important that activities are short, so the student does
not become overly disengaged. Additionally this student should be kept in the middle of the classroom, away from windows. It is important that the
student with anger issues is kept away from students that habitually provoke other students to get annoyed. Students are unlikely to provoke other
students when a teacher is nearby and therefore ensuring the teacher is nearby during individual activities will be important. Additionally, this
student should be put in groups with at least one friend, if possible, who may have a good understanding on how to distinguish any potential flaring
of anger. For the student who attends drama classes, it is important to discuss with her individually what kind of role she would like to play in the unit. She may
want to take a leadership role, and this can be organised through the group activities, although she may potentially not want to take a leadership role at all. It is
important that all students are assessed on their growth, and therefore for this student an alternative assessment plan may be required, which can be discussed
with parents before the unit gets underway. As some groups will have students who are unable to speak a large number of lines in their final plays, this student
may be able to take on a few more lines and actions as an extension.
 Teacher reflection:
Did this unit allow all students to grow their drama knowledge and abilities from one lesson to another?
Were there lessons or a section of lessons where student growth plateaued, which could be built upon for next year?
How did it work allowing students to come up with the voice warm ups which could have potentially been sensitive to their peers?
Did all students grow noticeably throughout this unit?
Did I allow enough time for students to prepare for there final play?
Did I need a lesson than looked more closely at characterisation?
Were there any dramatic techniques that needed more emphasis?
Did students show active engagement and enjoyment throughout the unit?
Could I have done more to avoid negative racial undertones?
Did I find a good balance of individual, paired, group, and whole class work?
Appendix 1: Rubric. Note: Characterisation and flow & engagement will only be assessed during the presentation in lesson 10, not lesson 7.
Other rows will be assessed during presentations in lesson 7 and 10.
Name:
Beginning
Preparation and group Students showed little
cooperation preparation, and this student
disagreed with group
members at times, without
resolving the problems.
Number of dramatic Very few dramatic
techniques used techniques were used.
Effectiveness of dramatic Dramatic techniques were
techniques used sometimes used effectively,
but were often used with
minimal thought.
Structure of the play and At times the role-play was
improvisation messy and students forgot
their roles and lines. This
student was not able to
improvise to get the play
back on track.
Emotion, mood, and Student was unable to
tension create mood with their
drama.
Characterisation Audience did not understand
the role of the student’s
character until the end of the
role-play.
Flow and audience Flow of the play disengaged
engagement the audience.
Feedback:
Date:
Growing Steadily
Groups showed some
preparation, and any
disagreements that this
student had were solved
with the help of the teacher.
4-5 dramatic techniques
were used.
Dramatic techniques were
used effectively.
At one point the role-play
went of track, although the
improvisation of other
students allowed the groups
role-play to continue with
little confusion.
Student was at times able to
add mood, or change the
mood of the role-play.
Audience at times second-
guessed the role of the
student’s character.
Flow of the play helped
maintain audience
engagement.
Very Good
Groups showed very good
preparation, and
disagreements that this
student had were solved
independently.
6-7 dramatic techniques
were used.
Dramatic techniques were
used effectively, and the
timing of when the dramatic
techniques were used was
considered.
Structure of the role-play
was logical. This student
improvised to help the play
flow when other group
members forgot their lines.
Student was able to show
different emotions, and
create some tension during
the role-play.
Student clearly
demonstrated the role of
their character.
Flow of the play was very
good and ensured the
audience enjoyed the play.
Exceptional
Groups prepared
exceptionally, and there
were no arguments or
disagreements with this
student.
More than 8 dramatic
techniques were used.
All dramatic techniques
were used exceptionally and
thoughtfully throughout the
entirety of the role-play.
Structure of the role-play
was logical and a plot twist
was added. This student
improvised if any other
students seemed to be
struggling throughout the
play.
Student’s character was vital
in creating emotion and
tension in the role-play.
Student clearly showed the
role of their character, and
helped to emphasise the
role of other characters.
Play flowed exceptional, and
the audience was always
excited to know what
happens next.
Appendix 2: Consent Form

Dear parent/caregiver,

In the drama lesson of Friday week 6, your child’s class will be viewing a play by a group of
Indigenous Australian guests in the hall. This is part of the schools drama curriculum, in which
students are currently studying different cultures of the world. Your son/daughter will follow this
performance by creating and performing their own plays about an important scenario in Indigenous
Australian history, and therefore this guest presentation is an important part of their learning. For
more information please email me on my school email, ajf@school.edu.au, or call the school on
80000000.

Kind regards,

Mr Farquharson.

I give permission for my son/daughter to view this play as part of their

learning.

Signed: Date:
Appendix 3: Scenario Sheet

Scenario 1 – Captain Cook arrives:

In 1770, Captain Cook arrived on Australian shore. No European had ever been to Australia before.
Captain Cook decided that Britain now owned part of Australia, instead of the Aboriginal people.
Europeans began living in Australia, and Aboriginal people did not like the way that the Europeans
were treating them, and the land that was rightfully theirs. Europeans began hurting Aboriginal
people, and making them slaves. As a group, put yourselves in the shoes of the Aboriginal people
that lived in this period of time. How would you have felt if you were in their shoes? Would you let a
stranger boss you around in your own home? Create a 1-minute role-play showing your group as a
group of Aboriginal people in 1770, talking about what has just happened. Remember, try and use
all of the drama techniques that we have learnt in the last 6 weeks, such as big actions, tension,
emotion, clear voices, and more.

Scenario 2 – The First Fleet arrives:

In 1788, the First Fleet arrived in Australia. This was a boat full of prisoners that the British people
did not want in Britain. They were sent to Australia, and in 1788 when they arrived, many of the
prisoners began fighting with Aboriginal people. Many Aboriginal people were hurt during these
fights as the prisoners had much better weapons. As a group, put yourselves in the shoes of the
Aboriginal people that lived in this period of time. How would you have felt if you were in their
shoes? Would you want hundreds of prisoners arriving in your home? Create a 1-minute role-play
showing your group as a group of Aboriginal people in 1788, talking about what has just happened.
Remember, try and use all of the drama techniques that we have learnt in the last 6 weeks, such as
big actions, tension, emotion, clear voices, and more.

Scenario 3 – The Australian Government announces they are taking the children of Indigenous
people:

Between 1869 and 1915, different states of Australia decided that they would take Aboriginal
children away from their parents. Europeans thought that by doing this they could make Aboriginal
children more like them, and did not let these children see their parents. But Aboriginal children
did not want to be like the Europeans, they wanted be raised by their own parents and be part of a
family. As a group, put yourselves in the shoes of the Aboriginal people that lived in this period of
time. How would you have felt if you were in their shoes? What if you had a child and were told you
would never get to see them grow up? Create a 1-minute role-play showing your group as a group
of Aboriginal people in this time, talking about what has just happened. Remember, try and use all
of the drama techniques that we have learnt in the last 6 weeks, such as big actions, tension,
emotion, clear voices, and more.

Scenario 4 – Indigenous people come back from war, rejected by white Australians, and not allowed
to be citizens of the country that they had fought for:

In 1918, many Aboriginal people came home after fighting for Australia in World War 1. Because
they had darker skin compared to other Australians, they were told that they were not citizens of
Australia, even though they fought for the country. They weren’t allowed to vote for Prime
Ministers, they couldn’t buy their own homes, and they were not allowed many other human rights.
As a group, put yourselves in the shoes of the Aboriginal people that lived in this period of time.
How would you have felt if you were in their shoes? Imagine being part of a large group of friends
who suddenly decide they don’t want you to be part of the group because you are a tiny bit
different, even though you started the group in the first place? Create a 1-minute role-play showing
your group as a group of Aboriginal people in 1788, talking about what has just happened.
Remember, try and use all of the drama techniques that we have learnt in the last 6 weeks, such as
big actions, tension, emotion, clear voices, and more.
Scenario 5 – The National Apology:

In 2008, Kevin Rudd, the Prime Minister of Australia, apologised to all Aboriginal people for the
stolen generation, and the other harm they had been put through by white Australians over many
years. Many Aboriginal people felt differently about the apology, some felt that it was to late to say
sorry, and some were extremely grateful. As a group, put yourselves in the shoes of the Aboriginal
people that lived in this period of time. How would you have felt if you were in their shoes? How
would you feel if someone said sorry to you when you were 90 years old, and this person had been
bullying you throughout your whole life? Create a 1-minute role-play showing your group as a
group of Aboriginal people in 1788, talking about what has just happened. Remember, try and use
all of the drama techniques that we have learnt in the last 6 weeks, such as big actions, tension,
emotion, clear voices, and more.