PERFORMING ARTS LOCKDOWN LESSONS T4W1

VOICE AND MOVEMENT WARM UPS FOR ALL LEVELS

PREP

LI: To practise a range of dance moves for my Prep Prom dance

SA

Identify types of dance

moves

SC

Combine dance moves DA

Apply dance moves in

a sequence

DC

Theorise extended

dance sequences

Hello, wonderful preps!

1 - This term you will be performing in the Prep Prom, a celebration to finish off your first year of

primary school. Later this term, we will begin rehearsing singing and dancing a different song for each

prep class.

2 - Below you will see many dance moves that we will be practising together in the Performing Arts

room very soon. Some of them will need walking space and others you can do on the spot. Try all of the

different moves.

3 - Choose three favourite moves and write them in your book. If you have a dance move of your own,

you can add it as well. Remember the dance moves you chose. Listen to the ‘Freeze Dance’ song below

and each time you unfreeze, try a different dance move.

Freeze Dance | Freeze Song | Freeze Dance for Kids | Music for Kids | The Kiboomers

4 - You will be working together with your classmates to create a dance that everyone will perform at

Prep Prom. Consider which dance moves you enjoy the most. Why do you like them?

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YEAR 1 & 2

LI: To use body language, gesture and facial expressions to present an idea

SA

Identify a mime

performance example

SC

Describe how the

performer uses

movement and

expression

DA

Apply movement and

expression to convey

meaning

DC

Create an original

performance

Hello, brilliant Year 1s and 2s!

1 - Today, we continue with our study of movement and how it is used in drama to share ideas. In term

One, we looked at Marcel Marceau, a French actor and mime artist most famous for his stage persona,

‘Bip the Clown’. He was a master at using his body to tell both dramatic and comedic stories rather

than using his voice. View the video, ‘Bip as a Skater’ and write down three rules Marcel is following as

a mime.

✅Marcel Marceau I Bip As A Skater [1975]

2 - This term, we are working on miming, and Grade 1-2 students will be performing a mime in class

once we return to learning at school. Here are five things to remember when performing a mime:

1. Facial Expression

Facial expression is really important when performing a mime because otherwise, we don’t know how

the character is feeling about the events in the mime. The facial expression could be happy, sad, angry,

confusion, annoyed, worried, or scared. By understanding these emotions we understand more about

how the character is feeling and what is happening in the story.

2. Clear Actions

Clear hand gestures are vital for our understanding of the mime. Actors need to make sure it is clear

what they are holding and when they pick it up/put it down. It’s difficult to understand what a mime is

about if the actions aren’t clear. Students could practise peeling a banana to help develop clear actions.

3. Beginning, Middle, End

A mime is usually a little story in itself. It helps if the mime has a beginning, middle and end + a

problem that gets resolved by the end of the mime. A simple storyline helps the audience keep track of

what is happening.

4. Directing Action to Audience

When miming we tend to use the majority of the stage but it’s important to direct the action to the

audience. An important moment (such as falling over or dropping ice cream) is performed in the middle

of the stage and facing the audience so we can clearly see what has happened.

5. No Talking

This one is the easiest to remember but sometimes little sound effects can creep into our

performances. Try not to mouth words in a mime – clear actions and facial expressions should be able to

explain what you are thinking or feeling instead of mouthing words like “No!” or “Stop!”

3 - Here are a list of locations. Choose one location and create a short mime that conveys the idea of a

person interacting with this setting. Try to use the five rules to guide the mime you create. In your

meeting, you can share your mime with your class and have them guess where you are and what your

character is doing.

High school

Primary school

Daycare centre

Library

Gymnasium

Principal’s office

Theatre

Amusement park

Playground

Movie theatre

Dance studio

Hair salon

Clothing store

Dressing room

Bank

Courtroom

Hospital

Retirement home

Restaurant

Bathroom

Kitchen

Dining room

Shed

Garage

Swimming pool

Beach

Tent

Water park

Mountaintop

Under the sea

Forest

Desert

Jungle

Campground

Farm

Science lab

Car

Bus

Train

Luxury yacht

Inflatable raft

Fishing boat

Cruise ship

Airplane

Hot air balloon

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YEAR 3 & 4

LI: To explore monologues

SA

Identify common

monologues

SC

Describe the skills

required within a

monologue

DA

Apply voice,

movement to deliver a

monologue

DC

Create an original

monologue script

Hello, talented Year 3s and 4s!

1 - Today, we are returning to our Term One exploration of scripted performance. Because you will be

learning independently, there is a perfect type of scripted performance that you can hone and master

during the first part of this term - MONOLOGUES! What is a monologue? You probably know that it a

speech performance by a single actor, but the video below goes into more depth with what an actor can

do to choose the right script and ‘upgrade’ their monologue performance.

Kids Drama Lesson: Monologues Grade 3 to 6.

2 - See the monologue below, titled ‘A Seagull’s Struggle’. Read the monologue once in your head, then

out loud. The third time you read, consider how you can use gesture, body language, voice and facial

expression to create the character of the seagull.

3- Watch the video performance of ‘A Seagull’s Struggle’. What FB/FF would you give this actor?

I am a SEAGULL! | Acting monologue | DramaNotebook.com

4 - Choose a different 1-minute monologue to rehearse and perform from this list on ‘Drama Notebook’.

You might want to edit the monologue to make it shorter if you wish and you are welcome to record and

share a performance of your monologue with your class. If you wish, you can also write your own

original monologue.

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YEAR 5 & 6

LI: To use problem solving skills within an improvisation

SA

Identify

improvisational

guidelines

SC

Combine occupations

with scenarios

DA

Apply improvisational

skills to make a silly or

serious scene

DC

Create a collaborative

problem-solving

roleplay

Hello, wonderful Year 5s and 6s!

1- Today, we will be continuing with our improvisational learning from Term One. Can you recall the key

rules for improvisation? Fill in the blanks:

SAY Y___ A___ NEW I___________

M____ STATEMENTS, LESS Q_________ STAY IN THE M_____

2 - Choose an occupation. Consider an occupation that nobody in your class will probably think of- the

more unique, the better.

Actor

Director

Writer

Editor

Dancer

Choreographer

Composer

Musician

Chef

Lifeguard

Post Officer

Producer

Service Assistant

Bricklayer

Usher

Teacher

Professor

Principal

Pastry Chef

Restaurant Server

Restaurant Host

Bartender

Dishwasher

Housekeeper

Childcare Provider

Babysitter

Personal Shopper

Cashier

Lawyer

Judge

Librarian

Truck Driver

Biologist

Chemist

Physicist

Dentist

Electrician

Plumber

Doctor

Nurse

Surgeon

Pediatrician

Anesthesiologist

Paramedic

Tailor

3 - Choose one of the following problems:

a) on a sinking boat

b) trying to change a dirty nappy

c) bear is chasing you

d) create your own unique problem

4 - You will need to use the unique skills of your character’s occupation to solve the problem. For

example, if the scenario is that the brakes on the car are not working, the lifeguard could use their

whistle to get the attention of other drivers on the road, the engineer could design a new device that

melts the wheels to slow the car, and the chef could huge amounts of sponge cake to act like an airbag.

Brainstorm a silly or serious scene but you can’t just say something like, “I’m a doctor and I’m jumping

out of the moving car!”

5 - Try different combinations of jobs and scenarios until you find one you are happy with. Share your

scenario with your class by making it a group activity in your meeting. Have the teacher provide a

scenario (problem) each student will volunteer to share how they can combine efforts to solve the

problem with their job.