Drama Unit Planner

Year _ Teacher Syndicate Suggested Duration ____

Unit/Topic/Theme

Within the frame of a Greek Legend, students explore ideas about obedience and the consequences of curiosity. / / /

The Big Question

How do we deal with making choices and facing consequences

Achievement Objective

Level

/ /

Elements

Practical Knowledge

/ Students will explore and use elements and techniques of drama for different purposes. / / Role
Time and Space

Developing Ideas

/ / Students will contribute and develop ideas in drama based on personal experience, imagination, and other stimuli. / / Action
Tension
Focus

Communicating & Interpreting

/ / Students will share drama through informal presentation and respond to elements of drama. /

Techniques

Understanding drama in context.

/ /

Students will identify drama as part of everyday life and recognise that it serves a variety of purposes.

/ /

Voice

Movement
/

/ / /

Gesture

Learning Outcomes

The students will be able to…
*In pairs, make freeze frame images showing curiosity and speak a line to add to the image.(PK)
*In groups, make freeze-frame images showing the moments before and after an event related to given title, link the moments and present them for feedback.(DI,CI);
*Speak from role as someone that knows Pandora and can give advice on her dilemma, using voice and gesture to interpret their role(PK,DI)>
*In groups, create and speak a chorus showing characters reflective thoughts (DI,UC). / /

Facial Expression

Conventions

Freeze frames

/ Teacher in role
/

Mime

Circular drama

/ Over heard conversations.

Summative Assessment Opportunities

Provide a list of questions to help the students to assess each other’s freeze frame images. Relate the questions to the students’ use of elements and techniques.
Video of presentations. / /

Essential Skill Development

Communication

Some strategies

/ Communication skills
Social and co operative skills
Problem solving skills
Physical skills / Working in groups to create a performance piece

Collaboration with Other Learning Areas

English: Oral and Visual Language: The students respond to ideas in a text, drawing on their personal experience and developing ideas with other people.
Health: mental health. The students work through a problem, considering different perspectives and possible consequences of different choices.
Social Studies. Time Continuity and Change. The students contrast life in ancient Greece with life in present day New Zealand /

Resources / Materials

Greek Legend. Pandora’s box

Teaching Learning Sequence

Key questions to guide formative assessment and/or develop the Drama

Ask the students in pairs to recall a time when they were forbidden to do something and the words that they were used to tell them this.
In pairs
Ask each person to say the sort of sentence that was used, imitating the way that it was said. Move around the pairs and over hear conversations.
Freeze Frame Imaging and thought tapping
Make a freeze frame image conveying curiosity. They need to decide what they’re curious about and make sure they’re both focusing on the same thing. Tap each student on the shoulder as a signal for them to say something expressing curiosity.
In groups of four
Make a freeze frame images for the made up title “The locked door”
They have to decide on two images- one just before the door is opened and one just after.
Ensure that the message is clear and that the transition as they move between the two images is smooth.
Groups present their images to the rest of the class for interpretation and then reshape and refine them.
Read story to
She quickly put the box back on the shelf and ran outside…
Circular drama and teacher in role.
Ask student who might Pandora go to for advice.
· Friends
· Family members
· Servants in her house (you may need to hint that her family is wealthy)
· Experienced people in the community
· Oracles and or gods. (This will be a useful group, and you may need to provide some more information about gods, oracles, temples. Offerings.
In groups
Students take on a blanket role. Teacher in role as Pandora coming to these groups for advice.
They need to decide where they will be and what they will be doing when Pandora comes to visit. (defining the space establishing different settings). Is if an informal or formal setting …
Reflection
Encourage students to reflect on what they have learned so far about drama and what it was like advising Pandora from within the role of a person from a different time and culture.
Freeze frame and mime
Complete the story and talk about how the Greeks portrayed their stories in statues and on carved panels and friezes.
Divide the class into groups, and tell them that they will each use their body shapes, facial expressions and gestures to tell an episode from the story in freeze frame image and mime. There are four episodes from the story.
*the box is delivered and stored on top of a cupboard, and Pandora is curious.
* Pandora is forbidden to touch it but, overcome by curiosity, she climbs up to open the box
*the creatures escape, the wildness follows, and Pandora Panics.
*Pandora is repentant and Hope escapes last.
*
The are all to be involved (if necessary, as objects such as the box). Ask them to start their image in stillness, then move to mime the story of the episode and to finish it stillness. Reflective circle / How many times have I told you that you are not to go there on your own?
Now, Pandora is really curious about the box. She knows she isn’t supposed to touch it, but she’s just bursting with curiosity. She’s in a real dilemma, and she wants to talk it over with a few people she can trust. Who do you think she might go to?
How did your relationship with Pandora affect the advice you gave her? How did you feel about telling Pandora to obey her husband?

Teaching / Learning Reflection

What went well

What needs to change

Where to next

Drama Unit Planner