David

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4 Week Lesson Plan

VEL Strand: The Arts Level 9 Date: 1-11-2016 12-10-2016

Topic and Focus: Pre-modern Theatre. Japanese Noh theatre. Theory and performance
Year Level: Year 9
Class Size: 20 Students
Student Learning Objectives:

Super Objective:
To explore, identify and apply the theatrical conventions of Japanese Noh Theatre, culminating in performance of Noh play.
1. In practical form
2. In written form

Objectives:
By the end of the four-week block students will understand how to:

Approach rehearsal and character development using Noh Theatre conventions and techniques.

Break a script into units and beats

Adjust voice and movement choices to fit a range of character objectives and actions

Identify representational conventions within the text

Effectively warm up their voice

Work collaboratively as a group member

Identify the roles and responsibilities as an actor

Identify the roles and responsibilities of a director

Create a directorial vision with a specific intended audience impact

Answer questions from an actor/director perspective

Communicate the stylistic conventions of representational drama in written form

AUSTRALIAN CURRICULUM focus and outcomes:

Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and
performance styles (ACADRM048)

Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of
those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)

Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements (ACADRM050)

Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience(ACADRM051)

Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of
Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)

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Assessment/Means of Evaluation and Method Used

By the end of the three weeks, students will understand the basic elements/conventions/history of Noh Theatre.
Evaluation will be based on the students collaborative/creative work individually and within their groups, both in written and practical form.
Student Teacher Focus
Make sure students stay on task and are sharing the workload during their group work.
All students/groups to present their storyboard at the end of the lesson.
I will ensure that every student in the group explains two of the shots from their ten picture storyboard so every student shows applied knowledge.
Students Background Knowledge
After the three weeks the students will have:

Contextual understanding of the time, pace, culture, history, society, world event on which the play is based on, set around or written in response to

Information on the playwright and their influence (and how these might have influenced the writing of the play or performance)

Analysis of the performance

Summary of key characters, narrative

Understanding of conventions, elements, character and traditions.

Describing, responding, making and creating theatre based on play-text, ideas, traditions etc.

Following on from these three weeks, students should be able to call on this prior knowledge and understand the aspects that are needed to perform a Noh play. After studying the conventions,
history and stage elements, the students recognise the use of collaborative group work. It takes a huge collaborative effort to learn and perform a play from scratch, so the students need to
recognise this and apply it in their class work. Reigning in this knowledge the students will then be fully prepared to perform a Noh play.
Resources and Materials

source two or three different Noh plays on-line that the students can watch.

A hand-out of sample storyboards to give to the groups for inspiration/guidlines

2-3 fans for students to practice.

Masking tape to create noh stage

Noh stage model

plain masks and paints/markers

handouts of Noh Theatre plays

Classroom Organisation
The classroom will be as uncluttered as possible. Any tables and chairs will be stacked away so we have the full room to work with. Students will sit in the middle of the room on the floor where I
will conduct the class. Students will organise themselves into groups of five.
Closure
Students now understand the basic elements of Noh Theatre and can reflect on this prior knowledge when studying other pre-modern theatre in the next term.

Week 1 lesson plan

PREPARE

What do my students need to know, understand and be able to do?

How will I cater for the needs of all my students?
What powerful instructional strategies will be incorporated into this
learning?
What is the purpose of the learning and has it been clearly
communicated to the students?
How have I ensured that student effort is central to this learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend in this stage?

At the end of the lesson students will understand the basic elements
of Noh theatre
This lesson will also scaffold students understanding of some of the
characters and character transformation techniques they will use in
further study of Noh theatre
Teacher clarifies students understanding before progressing by
using handouts and involving group learning.

Time
allocation

Resources

10min

Mind map/brainstorm
on prior knowledge
Noh video (3min)
Powerpoint of noh
theatre space, fan
technique and
characterisation
Handout of noh
theatre stage

CONNECT

How am I explicitly connecting this learning to what we have previously

learnt?
How am I activating the prior knowledge of the students?
What strategies will I use to hook students into the learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend on this stage?

Will connect this to previous learning by comparison/differences to

the work done on Elizabethan theatre
Will also connect to prior learning by relating to voice and
movement classes from the last class
Class will map out a noh stage with tape
We will move on when every student can recognise the different
points of noh stage, such as entrance and exit points by filling in noh
stage handout.

10min

SHOW

15min

Masking tape to create

noh stage

Which powerful instructional strategies will I use in my direct

instruction?
How will I instruct in a manner that accommodates the varied
learning styles within my classroom?

Teacher will present visually by demonstrating noh stance and

walk.
Students will demonstrate noh stance and walk.
Teacher will demonstrate 5 different emotions portrayed with
the noh fan
Students need to show concentration and focus in order to
demonstrate movements.

2-3 fans for students to

practice

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How will I show students what effort looks like in this piece of
learning?
Have I connected what I am showing to the purpose of the
learning?
How do I know we are ready to move to the next stage of
learning?
What resources do I need?
How long will I spend on this stage?

STRENGTHEN
How will I guide and support students in their practise of new skills?
Which instructional strategies will I use to maximise the effectiveness of
the student practice?
What strategies will I use to provide timely and specific feedback to
students as a class, groups and individually?
How am I recognising and developing student effort?
How will I ensure all students are active participants in their learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend on this stage?

All students will participate in activities with teacher

Students will play various roles as they watch their peers
practice, such as audience, musicians etc
With basic understanding of noh, we will collaboratively
brainstorm ideas for an original noh piece, so students can
relate and connect to lesson

10min

5min

hagaromo handout

CONSIDER
What levels of understanding have the students demonstrated?
How can I further extend each students understanding and how can I
further support students who are unsure?
How do I know we are ready to move to the next stage of learning?
How does this piece of learning inform what we do next?
How have I modelled, recognised and celebrated effort throughout the
learning?
What resources do I need?
How long will I spend on this stage?

Students can now recall some of the techniques used in noh

theatre production
Students now know the basic elements and characters of noh
theatre
Give them a handout of the noh play hagaromo to read and
become familiar with for next lesson

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Week 2 lesson plan

Time
allocation

Resources

Students need to understand and recognise the characters and

conventions of noh theatre.
I will cater for all students through group work and give
handout that all students will fill in so as to cement the
learning.
The purpose of this lesson is to start talking about noh play
hagaromo that the students will be presenting.
The lesson is designed for the students to work towards the
staging of a play. The skills learned during this lesson will aid
them in rehearsals therefore help them refine their play
making techniques and overall performance

20min

This lesson will connect to previous lesson by getting students

to use noh conventions we talked about and put them into
practice to get a grasp on hagaromo
Using noh stage model to show how we will form a basic
structure of the play.
will be clearly communicated by explanation of group
presentation and getting all students to participate in roles.

20min

As a group we will discuss and play with ideas for concept of

hagaromo
I will ensure all students
This lesson will form a skeleton of the play so students have a
firm grasp of where we are headed

30min

PREPARE

What do my students need to know, understand and be able to do?

How will I cater for the needs of all my students?
What powerful instructional strategies will be incorporated into this
learning?
What is the purpose of the learning and has it been clearly
communicated to the students?
How have I ensured that student effort is central to this learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend in this stage?

Noh theatre fill-in-theblanks handout.

CONNECT
How am I explicitly connecting this learning to what we have previously
learnt?
How am I activating the prior knowledge of the students?
What strategies will I use to hook students into the learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend on this stage?

SHOW

Which powerful instructional strategies will I use in my direct

instruction?
How will I instruct in a manner that accommodates the varied learning
styles within my classroom?
How will I show students what effort looks like in this piece of learning?
Have I connected what I am showing to the purpose of the learning?
How do I know we are ready to move to the next stage of learning?

Noh stage model

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What resources do I need?

How long will I spend on this stage?

STRENGTHEN
How will I guide and support students in their practise of new skills?
Which instructional strategies will I use to maximise the effectiveness of
the student practice?
What strategies will I use to provide timely and specific feedback to
students as a class, groups and individually?
How am I recognising and developing student effort?
How will I ensure all students are active participants in their learning?
How do I know we are ready to move to the next stage of learning?
What resources do I need?
How long will I spend on this stage?

Ask students what they feel they achieved today.

I will clarify students understanding before progressing.
I will get the students to engage in conversation over what we have
learnt. I will encourage questions and get the students to play out
what we have learned
I will frequently encourage learners to think about what they
already know when entering a new phase of the lesson..

20 min

All students will understand the basic structure we will use in

presentation of hagaromo
I will aide the students understanding of the necessity of rehearsals.
The students will learn that it is also important to portray the mood
of their character.
I will celebrate effort by explaining what they have achieved after
the lesson ended by doing a quiz.

10 min

CONSIDER

What levels of understanding have the students demonstrated?

How can I further extend each students understanding and how can I
further support students who are unsure?
How do I know we are ready to move to the next stage of learning?
How does this piece of learning inform what we do next?
How have I modelled, recognised and celebrated effort throughout the
learning?
What resources do I need?
How long will I spend on this stage?

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Week 3 Lesson Plan

Time
allocation

PREPARE

10min

What do my students need to know, understand and be

able to do?
How will I cater for the needs of all my students?
What powerful instructional strategies will be
incorporated into this learning?
What is the purpose of the learning and has it been
clearly communicated to the students?
How have I ensured that student effort is central to this
learning?
How do I know we are ready to move to the next stage
of learning?
What resources do I need?
How long will I spend in this stage?
CONNECT

How am I explicitly connecting this learning to what we

have previously learnt?
How am I activating the prior knowledge of the
students?
What strategies will I use to hook students into the
learning?
How do I know we are ready to move to the next stage
of learning?
What resources do I need?
How long will I spend on this stage?

SHOW

This lesson will aim to develop students

awareness of how to approach rehearsals and the
use of teamwork
By the end of this lesson students will better
understand noh characters through painting of
masks and exploration of movement.
Students effort will be central to this learning as
they will all devise/brainstorm what their
allocated character is doing for upcoming
performance.


I will connect to previous lessons by revising noh
walk and the importance of voice and movement
and showing hagaromo video
I will hook students by getting them to create a
space to rehearse their performance and getting
them to allocate roles/cast.
a further hook will be getting students to create
their own noh mask.
When masks are finished we can move on to
using them in the rehearsal space.

Resources

40min

20min

Noh mask
Paint/Markers
Masking tape to
create space
Youtube vid of
hagaromo

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Which powerful instructional strategies will I use in my

direct instruction?
How will I instruct in a manner that accommodates the
varied learning styles within my classroom?
How will I show students what effort looks like in this
piece of learning?
Have I connected what I am showing to the purpose of
the learning?
How do I know we are ready to move to the next stage
of learning?
What resources do I need?
How long will I spend on this stage?

STRENGTHEN

How will I guide and support students in their practise of

new skills?

Which instructional strategies will I use to maximise the

effectiveness of the student practice?
What strategies will I use to provide timely and specific
feedback to students as a class, groups and
individually?
How am I recognising and developing student effort?
How will I ensure all students are active participants in
their learning?
How do I know we are ready to move to the next stage
of learning?
What resources do I need?
How long will I spend on this stage?

CONSIDER
What levels of understanding have the students
demonstrated?

I will ensure all students are participating by making

every student reliant on each other in creating the
upcoming performance.
Students will create a chant and musical beat which
will be incorporated into their upcoming
performance.

I will support with positive reinforcement. I will also

explain to students the need to rehearse and help
refine work where needed.
Students will explain why they chose the
color/character for their mask and how it influenced in
creating their movement.
We will be ready to move on when students show

Students understanding of the importance of the

rehearsal process by showing teacher what they
have devised.

20min

10min