In week 5 and across the term so far, the whole-school has been practising some of the Elements of Drama - character, movement (facial expressions and body language) and voice.
PLC:
Our new Prep students have settled into Performing Arts classroom routines. We are learning to identify and perform emotions through body language and facial expressions. This week, the students rehearsed social stories about using manners, practising calm-down strategies, and solving conflict with hand-puppets as characters. It was heart-warming to see how students' voices changed to match the emotion of their hand-puppet character and the story's events.
SLC:
SLC investigated movement and voice using finger puppets and fairy tales. We followed the process of:

• Looking at the fairy-tale picture book's page and discussed what the characters are doing and saying 
• Acting out the page of the fairy-tale using character voices
• Turning the page and repeating the steps

This gave students the opportunity to identify each scene's emotions, the relationships of characters, and ensured that each scene was performed in detail instead of rushing to the end.
CLC:
CLC had a 'blast from the past' and created 30-second skits about Dora the Explorer. Their small-groups were provided with a Dora 'backpack' with 3 random items, and a problem-solving scenario to build a performance from. Students also practised being a respectful and supportive audience to a variety of 'Dora the Explorer' performances, which involved actors:

• Role-playing the problem (something is wrong)
• Opening the backpack and presenting the items (what can we used to help?)
• Choosing the most appropriate object
• Solving the problem with the chosen item

This gave CLC their first experience on stage in 2025 in front of an audience. Renee looks forward to supporting more experiences like this in Term 1 to build further confidence and inspire creativity. 
YYLC:
YYLC were immersed into the story of 'Belonging' by Jeannie Baker which has NO WORDS. Students created small-groups for their end-of-term performances, and which which window scenery they wish to to build their script around. Students used Jeannie Baker's window collages to:

• Analyse visual elements and symbols (e.g. picture frame, diary) to provide context to the main character's age
• Examine character situations e.g. likes/dislikes
• Scan how the background and characters link with the storyline and mood
• Infer character relationships and which supporting characters would also be involved in the performance.

As weeks progress, this investigation will come in handy for script-writing, stage directions, and rehearsals.

In Weeks 1-4, students explored our school’s CARE values – Collaboration, Achievement, Responsibility and Empathy. Through interactive games, students are introduced to a creative space to build essential life skills.
Collaboration: Many of our drama games encourage teamwork, requiring students to communicate effectively, listen actively, and support one another. Activities like ‘Name Chant,’ ‘Mirror Image’ and ‘Deer!’ challenge students to work together, ensuring their ideas about body language and facial expressions align with peers. These experiences teach the importance of trust and cooperation.
Achievement: Students build confidence and celebrate their progress. Improvisation challenges such as ‘Bus Stop Game’ give students opportunities to ‘think on their feet,’ make quick decisions, and trust their instincts. Each time a student steps into a role or shares an idea, they develop their voice, sense of accomplishment, and persistence.
Responsibility: Whether its actively choosing to contribute to class discussions, using our open space safely and sensibly, or recording ideas in our new workbooks, responsibility is a key component of drama. Exercises like ‘Muted Conversations’ and ‘Emotions Hokey Pokey’ encourage students to stay engaged and accountable for their learning choices. Also note-taking activities including exploring the definitions of the Elements of Drama.
Empathy: Drama allows students to literally step into a character’s shoes, fostering a deeper understanding of others' experiences and perspectives. Games like ‘Character Walks’ and ‘Moulder and Sculpture’ encourage students to express and interpret emotions, helping them connect with different viewpoints.
We look forward to seeing these skills flourish in the classroom and on the stage across Semester 1, and in their everyday lives!
Please view the images below of our C.A.R.E values in action!