Learning through Faith and Vision - The Curriculum Web viewBy the end of Year 2, students describe...

Learning through Faith and Vision

Drama PREP

Subject DANCE DRAMA MEDIA MUSIC VISUAL ARTS

Unit Title: The Imaginarium

Achievement Standard

By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Content Descriptions Elaborations

2.1 - Explore role and dramatic action in dramatic play, improvisation and process drama ● taking part in purposeful dramatic play focusing on experiencing

the roles and situations they create● exploring possibilities for role and situation when participating in

whole group teacher-led process drama and roleplay

2.2 - Use voice, facial expression, movement and space to imagine and establish role and situation ● communicating verbally by using the voice to explore and show


role and situation● communicating non-verbally by using facial expression and

movement to explore and show role and situation

Learning Framework

Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Links to other LA’s Health and Physical Education, Music

Learning and Teaching Experiences and StrategiesLearning and Teaching Resources Assessment


1 2.1 Game: Fruit Bowl. Put chairs in a circle. Supply every student with the name of a fruit e.g. apple, pear, banana. When you call that fruit, only the children whose fruit has been called swap places and try to find a new seat. Call Fruit Bowl for all to change. No one can change places with the person sitting next to them.

Imaginarium:1. Explain that the following activity will require them to follow a few guidelines. These

are: respect other peoples’ personal space; listen carefully to the teacher (so that they can hear what is happening); use your imagination.

2. Tell the students that you have a very special device - it’s an Imaginarium. The Imaginarium can change into any method of transport that we like, and when we hop out of it, it will have taken us on a very special adventure.

3. Ask them if they would like to see the Imaginarium. Point them in the direction. What do they mean they can’t see it? It’s right there! Oh, they need to use their imaginations if they want to see it. Tell them it might help them if they close their eyes. Describe to them some sort of device (what shape it is; what colour it is; what texture it is etc) - you can make this up yourself. Ask them who can see the Imaginarium now. Ask them if they would like a ride.

4. Walk over to the Imaginarium. All hop in. Sit down. Describe to them what it looks like inside. Press a button. Oh look! The Imaginarium has changed shape! It’s turned into…

5. A bus. Quick everyone, sit on the bus seats! What does a bus look like? How do you move on a bus (bump up and down etc)? Ask questions about where they think they might be going. Oh, we’re here. All file off the bus. We are at...

6. The zoo! Ask the children what it sounds like, looks like, smells like. Let’s walk over to the first animal enclosure. Let’s look inside. What is it? (Let children tell you). Ask them what it looks like, sounds like, smells like. Oh no! The children are all turning into the same animal in the enclosure. (Let them have time pretending to be this animal). Oh! Luckily you have this special wand from the Imaginarium that will turn

Wand Video

recording device (recommened)

It is recommended that each session be taped so that each student can be properly observed to check where their abilities fall on the checklist criteria.

Each week’s work is counted towards the summative assessment.


the children back (wave the wand) (Wand can be a real object or imagined). Do this a few more times.

7. Time to head back to the Imaginarium and go back to class. File into the Imaginarium, take your seat on the bus, bump along and press the button. Climb out of the Imaginarium and back to where the students sit in class.

8. Ask the class what their favourite part of the adventure in the Imaginarium was and why.

2 2.12.2

Game: Someone Moved. Have all players sit in a circle and then chose a person to be “it”. The “it” is to leave so that “it” cannot see or hear. Have one to four players move in the circle. When “it” returns he is to figure out who has moved in the circle.

Imaginarium:1. Remind them that the following activity will require them to follow a few guidelines.

These are: respect other peoples’ personal space; listen carefully to the teacher (so that they can hear what is happening); use your imagination.

2. It’s time for another trip in the Imaginarium! Who remembers what we did last time? Do you remember what the Imaginarium looks like? Close your eyes and remember (talk them through the different features). Open your eyes - look! There it is! Let’s go!

3. Climb into the Imaginarium. I wonder where we are going! I am going to press the button right here (or get a student to do it) and...whoa! We are…

4. In a submarine . Look out the windows! We have ocean all around us! What do you see (fish, sea weed etc)? What do you think it feels like out there? Look! The Imaginarium has left us scuba diving suits! Let’s go put them on. We have to put on these wet suits - oh, they are very tight! Squeeze into them! Next, let’s put on these flippers - gee, they’re big. And lastly, let’s put on these big bubble-like helmets. Are you ready to jump in for a swim? Let’s go…

5. Scuba-diving. Encourage the children to make swimming actions. What do we see?

Wand Video





(Have the children tell you what they see). Let’s go a little deeper (pretend to swim lower). It’s gotten a bit colder down here, hasn’t it? (Pretend to shiver slightly). Oh look! A sea snake. Look how it’s body moves! Oh no! The children are all turning into sea snakes too! (The children move around like a sea snake). Where is my magic wand? Where can it be? (Pretend that it takes a while to find). Here it is! (Wave the magic wand and children stop being snakes). Let’s swim a little higher again (pretend to swim higher). Eek! A shark! It’s got big teeth, and a big fin and it is swimming very fast! All the children are turning into sharks too! They are chasing the other shark away. Thank goodness! By turning into sharks you saved us! I will just use the magic wand and turn you back into children (use the wand). Wait a minute, what is that in the distance? It’s a whale. Look how gracefully it is swimming, turning gracefully in the water. Listen to that sound it is making? Oh! Here we go again! The children are all turning into graceful whales and making whale noises! Goodbye whale, it’s time to turn my students back into children (waves the magic wand). It’s time to head back to the Imaginarium and head back to class.

6. Children swim back to the Imaginarium and climb in. They take off their swimming suits and pretend to dry off. The teacher presses the button and they are back in their classroom. Climb out of the Imaginarium and back to where the students sit in class.


3 2.12.2

Game: Hula Hoop. Everyone stands in a circle holding hands. Have two people break hands and put their hands through a hula hoop and rejoin hands again. The hoop must be passed the whole way around the circle without breaking hands. Sometimes it goes over and sometimes under...doesn't matter. It is also fun to time the first try without telling the kids. Tell them at the end after discussing what helped and what made it difficult. Then try to "beat" the first "time".


Hula hoop Wand Video


It is recommended that each session be taped so that each student can be properly observed to check where their abilities fall on the





4. Shrinking smaller! Woah! Do you feel your body squeezing in tighter and smaller? (Teacher bunches up body, moves closer to the ground). I think that we must be shrinking! Aaaagghh! (Teacher suddenly sits up). It’s stopped. Let’s look outside the windows and see where we are (walk over to the windows). Hey! We are smaller and we seem to be in…

5. A kid’s bedroom! Let’s climb out and have a closer look. Gee, everything looks really big doesn’t it? Look how big the bed looks! (Look up at the bed). What else is looking big in here? (Take examples from the class). Hey, look at all of the toys! They are the same size as us! Let’s go over to that baby doll. Uh oh! Everyone is turning into a baby doll. Look how everyone is walking around the room like a doll! Listen to what they are saying as baby dolls. I had better pull out my magic wand an turn everyone back into himself or herself. (Teacher waves wand). Maybe we should go and look at a different toy – oohhh! A superhero action figure, I love super heroes…uh oh! Not again! Everyone is becoming a super hero action figure! Some of them can fly! Some of them have good fighting moves. I think I had better put a stop to this (waves magic wand). Hey, some toy cars. And they are just the right size for us to fit into! Should I wave my wand and we all go for a drive in a car? OK! Let’s do it. Everyone into a car (mime opening a door and getting in). Let’s buckle up our seat belts (mime), and turn on the car. Time to go for a drive around the room. Weeeee! This is fun! Uh oh! Look out for the marble spill on the floor! We’d better drive around that! Wait! What is that sound? I can hear someone coming down the hallway. Quick! Stop your car and get out! Oh no! It sounds like the person is coming into this room! We don’t want them to see us – pretend to be a toy! Quick – freeze! (Everyone freezes in toy position). Phew! That was

checklist criteria.



a close one! I think that it might be time for us to leave. Back to the Imaginarium.6. Climb in. Sitting down. I will press the button, woah! I can feel myself getting bigger

and going back to my normal size. Aaahh! That’s better! I feel like me again. Let’s climb out and go back to our places.


4 2.12.2

Game: Cross The Circle. Everyone is numbered around the circle as 1,2,3. Then you call their number, everyone must cross the circle in role as.....a ballerina..........a panther.........a moonwalker ........someone who’s stuck in the mud........a fashion model ..... whatever you can think of.





4. On a ship! Look at the waves, moving the ship up and down. Can you smell the salty sea air! Do you feel the wind whipping your hair around your face? What a wonderful day to be on the ocean. Look at how big the ship is! Look how high the mast is. Wait, what is that on the flag? It’s a skull and crossbones. Which must mean that we are on a…

5. Pirate Ship! Hey look – our clothes have changed (start incorporating a pirate accent into your sentences), and what is happening to my voice? I’m starting to sound like a

Wand Video





pirate me hearties. Talk to someone else nearby and make sure that you use your pirate voices – arrrrr! Now, this ship be looking filthy me hearties – it be time to swab the decks. On yer hands and knees and start scrubbing! Make sure that this ship be lookin’ like a mermaids smile a’fore we get to land. All righty me hearties, it is now time to do what we pirates do best. It be time to join the land lubbers, and look for our buried treasure. If you are going to join me, yell “Aye aye Captain” (give time for students to yell response). Time to walk the plank, balancing, balancing, careful, careful, jump onto the jetty and lets go! It be saying first that we need to climb over these rocks (mime climbing over rocks). Now we need to move through this thick jungle (mime pushing through branches and ducking under them etc). Next we have to climb up this very steep mountain (mime climbing, puffing etc). And on me map, it says this where the treasure be. Get your shovels out me hearties and start digging! (Mime digging). Did anyone else hear that clunking sound? I think that we have found our treasure! Pull it out me hearties! Pull! Pull! Let’s open this up and see what we have. What treasure have we found me hearties? (Have the children volunteer information on what is in their treasure chests). It’s time we hauled this booty back to the ship arrrr! Carefully carry it down the steep hill – make sure ye don’t slip me hearties. Back through the thick jungle. Back over the rocks. Across the jetty. Jump onto the plank. Careful, careful, easy does it. Onto our ship. It be getting late me hearties, it be time to getting back to class. Dump the treasure here and we might be comin’ back to it another day. Back to the Imaginarium.

6. Climb in. Sitting down. Hey – we’re not dressed like pirates anymore! And I don’t sound like a pirate either. I will press the button – and we are back in our classroom again. Let’s climb out and go back to our places.


5 2.12.2

Game: Anything Fabric – tell the children that this is no ordinary piece of material and that it is magic. It turns into something different for everyone who uses it (ie. Superhero cape, a

A piece of fabric

It is recommended that each session


shower curtain etc). Pass the fabric around the circle and children take turns turning it into something new (It’s a …). Group stands in a circle and the fabric is passed from person to person. Children are to act out the action/scenario that they have described.





4. On a rocket! We must be going into outer space! Quickly, do up your seat belt. Let’s do the countdown together – 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, blast off! Woah! Can you feel us moving higher and higher? Isn’t it bumpy! Wow, it isn’t bumpy any more – I feel as though I am floating! Let’s look out the windows – what do you see? (Give the students a chance to respond). It looks as though we are about to land on the moon. Ready? (Bump). I think we are here, I think we are on…

5. The moon! Before we go out, we need to make sure that we put on our space suits. Pull them on and zip up the front. Put your helmet on, which will ensure that we can breathe. Are you ready to explore? Let’s go! (Pretend to climb out). Wow. This is amazing. I feel as if we are as light as a feather. Everyone, try floating around. Feel how graceful you are. What’s that in the distance? It looks like aliens! They are waving at us – they must be friendly! Let’s go over and say hi to them. Oh dear, not again. You are all turning into aliens as we walk over. Look how your walk is changing! Look at how your head is waggling from

(approximately cot sheet size)

Wand Video


be taped so that each student can be properly observed to check where their abilities fall on the checklist criteria.



side to side! You are even talking a different language! Oh well – at least you will be able t to talk to the aliens for me. Can you all please say hello to the aliens for me? Please tell them that I am pleased to meet them. Tell them that I want to be their friends. Oh look, they want to give us hugs. (Mime hugging the aliens). They want us to dance with them. Can you guys please show me how to do the alien dance? (Do an alien dance). Please say thank you and goodbye to our new alien friends – it is time for us to go (say goodbyes). All right, let me wave my magic wand to turn you back into children (wave wand) – that’s better. Let’s head back to the Imaginarium and go back to class.

6. Climb in. Sitting down. I will press the button – and we are back in our classroom again. Let’s climb out and go back to our places.


6 2.12.2

Game: Who Stole the Cookie from the Cookie Jar? Keep the beat by patting knees/the floor etc with hands. Begin the rhyme with the class: “Who stole the cookie from the cookie jar? _______ (insert a child’s name) stole the cookie from the cookie jar.” The named child replies: “Who me? Couldn’t be!” The class continues: “Then who stole the cookie from the cookie jar? _______ (child’s name) stole the cookie from the cookie jar!” This continues until all children have had a turn at replying that it wasn’t them.




3. Climb into the Imaginarium. I wonder where we are going! I am going to press the

Wand Video



Each week’s work is counted towards the


button right here (or get a student to do it) and...whoa! We are…4. On a bus in the middle of the woods! What on earth could we be doing here? We are

dressed in our adventure clothes and we have some big nets to catch something in. It looks like we are going on a hunt. Look, we have packets of animal food and it says it is for bears. That must mean that we are going on…

5. A bear hunt! Time to get out of the bus guys, it is time to start. I know a really good song for a bear hunt that will help us on our journey. You have to repeat everything that I say. It goes like this: “We’re going on a bear hunt” (We’re going on a bear hunt). “We’re going to catch a BIG one” (We’re going to catch a BIG one). “I’m not scared” (I’m not scared). “What a beautiful day” (What a beautiful day). “Uh-oh” (Uh-oh). “Grass” (Grass). “Long, wavy grass” (Long, wavy grass). “We can’t go over it” (We can’t go over it). “We can’t go under it” (We can’t go under it). “We can’t go around it” (We can’t go around it). “We’ll have to go through it!” (We’ll have to go through it!) (Pretend to push through long grass). (This formula continues with “Uh-oh! A wall! A tall, wide, long wall. We’ll have to climb over it”; “Uh-oh! We’re lost! We’re lost and we will have to climb a tree to see where we are! We’ll have to climb up it!”; and “Uh-oh! A cave! A dark, scary cave! We’ll have to go in it!”) It’s very dark in here, isn’t it? I will use the magic wand to make some light in here (wave wand). That’s better. (Quietly) wait, what is that? It’s starting to move. It’s starting to come closer. Aaaggh! It’s a bear. I will quickly use my magic wand and turn it into a puppy (wave wand). Phew, that was close. Ooooohhhh. Look at the little puppy dog. Look, there’s more. Let’s all sit down and have a play with a puppy. It’s licking my face. So cute! I think that it is time for us to go though; we have a long journey back to the bus. Leave the puppies in the cave, and when we get out I will turn them back into bears. (Walk out of cave, wave wand). OK, now we need to climb back over this wall (climb over the wall), go through the long grass (go through the grass) and here we are back on the bus.



summative assessment.


7 2.12.2

Game: Catch a Story. Have a ball or a beanbag. Begin a story. Throw it to the person who must continue the story. This is better than dragging around the circle and shy people can get rid of the story after only one word.





4. Flying in the air like Superman! I don’t need a plane or wings and I am flying! Isn’t this feeling amazing. Feel the wind rushing past your hair! Look down – we are so high off the ground! This ability to fly must mean that we are…

5. Superheroes! Let’s land somewhere and see what other powers we have! All right, who knows some powers that super heroes might have? (Let students offer suggestions). Well then, who has the power to turn invisible? Show us how it is done! Hey, where has (name a student) gone? I know they were right here a moment ago! I’m going to wave my magic wand and have them come back (wave wand) – Oh there you are (children who were invisible)! I was beginning to be a little worried! What else can you guys do? (Have children offer super power suggestions and have them act them out for you). Very cool powers everyone! Now, what do you say we put our powers to the test? Let’s see how we can be helpful. Look over there! There are some children that don't have anyone to play with. Let’s fly over and show them that we care (fly over, start ‘playing’). Good job super heroes! Now, over there are some grannies and grandpas who look lonely and like they need cheering up.

Bean bag/ ball Wand Video





Let’s fly over and do that (fly over, cheer them up). Nice work super heroes! We have time for one last super hero deed – look! There are some people that don’t have any food to eat. Let’s use the magic wand, and give some to them. Hold out your hands (wave magic wand). There. Now we have some food. Let’s fly over and give it to them (fly over, hand over food). All right class, it is now time to go back to the Imaginarium. I will wave my wand and we will be there. 3, 2, 1 (wave magic wand). Here it is.



8 2.12.2

Game: Change the Action. The pupils must copy your PREVIOUS action every time you shout change, so: Teacher claps hands. Pupils sit still. Teacher shouts CHANGE and begins to pat her knees. Pupils begin to clap their hands. Teacher shouts CHANGE again and begins to click her fingers. Pupils now pat their knees. This is a good concentration builder.





4. In a private jet! Wow, we must be very important if we get to fly around in one of these! Feel how comfy the seats are to sit back in. Smell that lovely food that they are preparing for us. What do you guys smell? (Give them an opportunity to tell you what they

Wand Video





can smell). Look at this magazine cover – it has our photos on it and it says that we are rock stars! That is so cool! We must be about to land at the stadium to play…

5. A rock concert! Here we are. Let's get out of the Imaginarium – hey! Look at all of the photographers; they want to take our picture. Everyone, pose for the cameras (pose). And look over there – screaming fans that want our autograph. An autograph is when you write your name on something and people keep it because it is so special. Let’s go over and sign our autographs for our fans (sign autographs). I think it is time for us to go into the stadium and find our instruments. Here they are. Now, who plays the guitar? Pick one up and have a go at playing it (air-guitar). Sounds great guys. All right, who plays the drums? Have a go (air-drums). Awesome! Who plays the keys? Have your turn (air-keys). I’m beginning to see why our band is so famous – you all sound amazing! It’s time to warm-up our voices for singing in the band. Let’s do some vocal warm-ups (take them through some simple warm-ups like: la-la-la-la-la-la-la-la-la, going through a 5 key scale, changing octaves). It’s time to perform for our adoring fans, ready? Let’s go! (Play a song together on air instruments and singing. It could be a song that you have learnt throughout the year in class, a pop song or a nursery rhyme etc). Nice work team, but it is time for us to get back to the Imaginarium and back to class.




Assessment Performance TaskStudent Name:Year Level: PREPName of Task: The ImaginariumTeacher:

Learning Area/s: The Arts - DramaAssessed By: Classroom TeacherDate Commenced:

______/______/______Date Due:

______/______/______Type of Task: ☐ Performance ☐ Written ReflectionTask Conditions: ☐ In class ☐ Group/IndividualAssessed By: ☐ Teacher ☐ Self

Task Description You are to partake in various imaginative scenarios where you are required to take on a particular character role. You will express each role through space, facial expressions, voice and body movements.

Procedure1. Listen as the teacher guides you through the Imaginarium. You may be going by bus to the zoo or by submarine down into the deep, deep ocean. Each scenario presents different settings and characters.2. The teacher will prompt you to ‘imagine’ things that you will see and do while you are at your destination. You will need to participate by listening carefully and responding to the teacher prompts.3. Get into character – think about how the character might talk, how they might move and what they might say. Try out your character. Once you are confident enough with your character, begin interacting with others in the class. They may give you ideas on how to improve your own character.

Assessment Grid - Prep


Acquiring Consolidating Established

General: Follows rules/actively contributes to drama classes/works cooperatively with others.

Explore role and dramatic action in dramatic play, improvisation and process dramaAbility to stay in characterParticipating in various improvisationsAccepting of the various scenarios presented in each improvisationImaginative and creative improvisations (not just repeating what has been done)

Use voice, facial expression, movement and space to imagine and establish role and situationExplore different voices to express characters and situation in the improvisationsUsing their bodies to try and convey meaningMoves bodies in low/medium/high positions in the spaceMoves safely around the space (not running; waving arms about etc.)Face expresses the character and situationEasily understood when speaking (speaking sensibly and not screaming etc.)

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptors

being addressed

Learning and Teaching Strategies Assessment Strategies

Learning through Faith and Vision - The Curriculum Web viewBy the end of Year 2, students describe...

Documents

Transcript of Learning through Faith and Vision - The Curriculum Web viewBy the end of Year 2, students describe...