K-6+Creative+Arts

- watch a video of a processional doing a mime [|Mime- Driving a car] - discuss what is the purpose of mime? (to tell a story without talking) - discuss where might you see mime?
 * Week || Outcome || Content || Learning Plan ||
 * 3 ||  ||   || - Discuss what is mime?

- Ask the students to demonstrate a range of facial expressions. - Get students to choose a facial expression to the class and the class can guess what it is.

students work in groups. When the teacher asks them to make an object, shape etc they use their bodies to do so || - Get students to find a space in the classroom and ask them to mime doing everyday activities eg washing the dishes, making a sandwich. - Students work in groups and make up their own everyday mime. - Students perform to the class and the audience has to guess what they are doing. || students work in small groups to practise an everyday mime and then share with the class. ||
 * 4 ||  ||   || Revise- what is mime? what is the purpose of mime?
 * 5 ||  ||   || practise movements- students need to pretend they are in a box, climbing a tree, washing up, setting up a picnic etc
 * 6 ||  ||   || mirror exercise- copy the person across from you movements and expression

follow the leader- all players except one are in a cicrle. The middle player closes their eyes and the rest of the group quietly chooses a leader. The middle player opens their eyes and tried to guess the leader. The group follows the leader in everything they do.

[|mime activities] || Drama - Focus- Mime and Movement Outcomes- ES1 S1 S2 S3
 * 7 ||  ||   ||   ||
 * 8 ||  ||   ||   ||
 * 9 ||  ||   || A movement exercise for the whole group. Move around the room, filling up the space, changing pace, changing direction, being aware of other people but not touching them. Now become aware of your nose. Let your nose lead you around the room. Follow it wherever it goes! Develop this by focussing on different parts of the body, so that participants begin to discover new ways of moving. Very useful for dance or physical theatre, or simply for discovering movement ideas for characters. Try being led by your stomach, your little toe, your knee, your back and so ||
 * DRAES1.1 **Uses imagination and the elements of drama in imaginative play and dramatic situations.
 * DRAES1.3 **Dramatises personal experiences using movement, space and objects.
 * DRAES1.4 **Responds to dramatic experiences
 * DRAES1.1 **Uses imagination and the elements of drama in imaginative play and dramatic situations
 * DRAES1.3 **Dramatises personal experiences using movement, space and objects.
 * DRAES1.4 **Responds to dramatic experiences.
 * DRAS1.1 **Takes on roles in drama to explore familiar and imagined situations.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.2 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Appreciates dramatic work during the making of their own drama and the drama of others
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Takes on roles in drama to explore familiar and imagined situations.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.2 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.3 **<span style="font-family: Arial,sans-serif; font-size: 11pt;"> Interacts collaboratively to communicate the action of the drama with others.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Appreciates dramatic work during the making of their own drama and the drama of others.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS1.3 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Interacts collaboratively to communicate the action of the drama with others.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Responds to, and interprets drama experiences and performances
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.2 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Builds the action of the drama by using the elements of drama, movement and voice skills.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.3 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Sequences the action of the drama to create meaning for an audience.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS2.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Responds to, and interprets, drama experiences and performances.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Develops a range of in-depth and sustained roles.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.2 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.3 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Devises, acts and rehearses drama for performance to an audience.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Responds critically to a range of drama works and performance styles.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.1 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Develops a range of in-depth and sustained roles.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.2 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.3 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Devises, acts and rehearses drama for performance to an audience
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">DRAS3.4 **<span style="font-family: Arial,sans-serif; font-size: 11pt;">Responds critically to a range of drama works and performance styles.

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Movement involves nonverbal communication across space to portray roles and situations. Body awareness through movement is fundamental to the portrayal of role, for example, portraying ‘tiredness’ and using non-clichéd expression. Movement can also be used to convey abstract ideas and feelings such as ‘the wind’ or ‘anger’. Music and sound may be used as a stimulus to structure works in movement. A safe space for movement is essential. Warm up and cool down movement activities can be undertaken as Dance learning. Movement is a requirement for mime, mask and clowning. <span style="font-family: Arial,sans-serif; font-size: 11pt;">Mime is a silent enactment involving visual communication through gesture and action. It is distinct from movement in that mimed expression is conveyed within minimal space. When travelling through space is required in mime, using the ‘mime walk’ slows the action down. Dramatic moments from stories, everyday action of people and role and in-role interactions can be developed through the use of mime. Mime is a requirement for mask and clowning.
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">Movement **
 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">Mime **

__**Content**__ ES1 <span style="font-family: Arial,sans-serif; font-size: 11pt;">engaging in the basic elements of drama such as tension, contrast (loud/soft, fast/slow) and symbol <span style="font-family: Arial,sans-serif; font-size: 11pt;">• sharing their drama with others <span style="font-family: Arial,sans-serif; font-size: 11pt;">• depicting everyday situations in dramatic contexts S1 <span style="font-family: Arial,sans-serif; font-size: 11pt;">engaging in the elements of drama to develop the action of the drama <span style="font-family: Arial,sans-serif; font-size: 11pt;">making decisions about role, situation, space, voice and movement <span style="font-family: Arial,sans-serif; font-size: 11pt;">viewing character relationships in live performances and screen drama S2 <span style="font-family: Arial,sans-serif; font-size: 11pt;">• interpreting everyday situations through a range of drama elements (eg tension, contrast, symbol, time, space, focus, mood) <span style="font-family: Arial,sans-serif; font-size: 11pt;">• making decisions and asking questions which help to develop in-role depth and dramatic responses <span style="font-family: Arial,sans-serif; font-size: 11pt;">• acting in and devising drama from the perspective of drama maker and audience S3 <span style="font-family: Arial,sans-serif; font-size: 11pt;">• interpreting the personal, social and cultural aspects of everyday situations through a range of drama elements (eg tension, contrast, symbol, time, space, focus and mood) <span style="font-family: Arial,sans-serif; font-size: 11pt;">• exploring traditions associated with different forms of drama (eg movement, mime) <span style="font-family: Arial,sans-serif; font-size: 11pt;">• devising and acting in drama for an audience <span style="font-family: Arial,sans-serif; font-size: 11pt;">• appreciating drama by viewing others’ performances and acknowledging how this can change their own drama practice

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Drama elements- <span style="font-family: Arial,sans-serif; font-size: 11pt;">(eg tension, contrast, symbol, time, space, focus and mood) <span style="font-family: Arial,sans-serif; font-size: 11pt;">contrast (loud/soft, fast/slow)