Acting

Learning intentions

  • We are learning to use props and costumes to create meaning and develop action.
  • We are learning to develop characterisation through the use of voice, movement, gesture and facial expression.

What to look for

  • Pupils introducing and describing their props
  • Pupils developing a role
  • Pupils describing their characters
  • Pupils answering questions about their characters

Learning activities

Introduce the pupils to a prop and ask them to imagine different ways they could use it, for example:

  • a pole could represent:
    • a flag;
    • a javelin;
    • an oar;
    • a magic wand; or
    • a fishing rod;
  • a large piece of material could represent:
    • a wizard’s cloak;
    • a sail;
    • a pond;
    • a magic carpet; or
    • a baby.

Have each pupil select a character from a list, for example:

  • a mad scientist;
  • a very old man;
  • a shy rock star;
  • a polar explorer; or
  • a sad angel.

Ask them to develop their characters’ roles as appropriate, giving them:

  • a name;
  • an age;
  • a background;
  • a family; and/or
  • a job.

Set the scene: all of the characters are invited to a party, and one of them is the host. Play music and ‘provide’ imaginary drinks and food.

Ask them to introduce themselves to the others.

Playing the role of a journalist, interview the pupils and take group photographs. Ask questions based on how they are interpreting their characters, for example:

  • if the scientist is wearing his/her glasses on the top of his/her head, ask why; or
  • if the polar explorer is wandering around, ask what he/she is looking for.