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MUS2 STORM SERIES

PD/H/PE V1-V6, ALS2.6, GDS2.9, SLS2.13, PHS2.12, COS2.1, INS2.3Įnglish – Speaking and Listening (communicating) EN2-1A, EN2-6B OUTCOMES STAGE 3Ĭreative Arts – Drama DRA S3-1, DRA S3-2, DRA S3-3, DRA S3-4

In this fun energetic lesson students learn amount of water, sleep, exercise, fruits and vegetables they need to maintain a healthy body and mind.

Students discuss how Bazza can improve health.

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The character Bazza (played by the class teacher) is making a series of unhealthy choices in regards to drinking, eating, sleeping, exercise, lifestyle, students through music, drama learn how this affects Bazza’s body internally.Students dress up in costume as either neurons in the brain, oxygen molecules in the lungs, red and white blood cells in the circulatory system, gastric stomach juices in the digestive system. Various drama techniques are utilised including mime and movement. The purpose is to learn about healthy lifestyle choices and how poor choices can negatively affect internal organs.

FBI agents are shrunk down to size as take a journey inside the human body entering via the nostril.

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Students dramatise being FBI agents, full body investigators.

Students explore various dramatic devices to bring their characters to life.Ĭreative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4 Music MUES1.1, MUES1.3 Dance DAES1.1, DAES1.2 PD/H/PE V1-V6, COES1.1, INES1.3 English – Speaking and Listening (communicating) ENe-1A, ENe-6B OUTCOMES STAGE 1Įnglish – Speaking and Listening (communicating) EN1-1A, EN1-6B

The teacher will narrate the story and each child will wear a character costume, either emu, kangaroo, cockatoo, kookaburra, frilled neck lizard, wombat or koala.

Students will explore using their bodies to create various animals.

Students will have opportunity to explore the physicality of the different animals in the story.

During the lesson students and the teacher will re-tell perform the Dreamtime story using puppets, costumes, clapping sticks and music.

Students will discuss the Aboriginal Dreamtime and that Tiddalick the Frog is a Dreamtime story.

Students work towards confidently performing in front of the class.Ĭreative Arts – Drama DRA ES1-1, DRA ES1-2, DRA ES1-3, DRA ES1-4Įnglish – Speaking and Listening (communicating) ENe-1A, ENe-6B OUTCOMES STAGE 1Ĭreative Arts – Drama DRA S1-1, DRA S1-2, DRA S1-3, DRA S1-4Įnglish – Speaking and Listening (communicating) EN1-1A, EN1-6B OUTCOMES STAGE 2Ĭreative Arts – Drama DRA S2-1, DRA S2-2, DRA S2-3, DRA S2-4Įnglish – Speaking and Listening (communicating) EN2-1A, EN2-6B.

Drama teacher reinforces the need to use whole body/face and vocal range in order to achieve meaning to the action of the drama and to introduce the element of tension. Students work towards working collaboratively in groups, utilising facial and vocal expression and body language. Characters go on a journey to find the cauldron where they are able to reverse the spell.

Students have opportunity to explore characterisation techniques and engage in the storyline by using their imagination.

Each student wears a costume, either pigs, wolves, cats, mice, dwarves, witches or dragons.

Students use their imagination, move through a dream tunnel to fairyland, where they discover a mischievous witch has cast a back to front spell.

Students will be immersed in wide range of music and experience how music affects mood/atmosphere.

Throughout the lesson students will respond to various elements of drama.

Students discuss characters, setting, orientation, problem, resolution. In this lesson students further consolidate their understanding of structure and features of a narrative. Students embark upon a fairy tale adventure.

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