| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Drama |
| What topic | Frantic Assembly approach |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Frantic Assembly Approach
Suitable for all grades (doesn't matter)
Drama
20 students
This lesson aligns with the Australian Curriculum: Drama where students explore and respond to drama practices and develop skills in both performance and collaboration.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Frantic Assembly | 5 min | Briefly explain the Frantic Assembly approach, its origins, and key techniques. |
| 2 | Warm-up Activity | 5 min | Engage students in a physical warm-up to prepare their bodies for movement and expression. |
| 3 | Group Dynamics Activity | 10 min | Divide students into groups. Assign a simple task that requires physical cooperation. |
| 4 | Printable Cards Distribution | 3 min | Hand out cards to students that they will fill out during the lesson. |
| 5 | Physical Expression Exercises | 5 min | Lead students through exercises focused on physical expression and movement. |
| 6 | Reflection and Card Filling | 5 min | Allow time for students to fill out their printed cards based on the lesson's exercises. |
| 7 | Homework Assignment | 2 min | Explain the homework task and its objectives. Ensure all students understand what is required. |
| 8 | Card Collection/Check | 5 min | Collect the cards for review or conduct a random check for completion without presentations. |
This 30-minute lesson on the Frantic Assembly approach combines physical activities with reflection, encouraging creativity and collaboration among students. The structured steps ensure that the class remains focused while also allowing for individual expression and team dynamics.
"Good morning, everyone! Today, we are diving into the exciting world of Frantic Assembly, a physical theatre technique that brings movement and collaboration together. This approach focuses on the power of physicality in performance, originating from the innovative company Frantic Assembly, known for their dynamic and engaging productions. Throughout this lesson, we will explore key techniques and develop our teamwork skills. Are you ready to get started?"
"Let's get our bodies moving and ready for action! Please stand up and form a circle. We're going to engage in a quick warm-up activity to loosen up. Start with some gentle stretches—reach your arms up high and take a deep breath in. Now let's roll our shoulders back and forward. Great! Now, let’s do some simple movements together. I’ll call out a movement, and you will mirror me. Ready? Jump, clap, spin! Excellent job! Remember, the goal here is to feel your body and connect with your movements.”
“Now, I’d like to split you into groups of four. Once you're in your groups, I have a simple task for you: create a short sequence of movements that show a specific emotion—like joy, sadness, or surprise. You'll have 10 minutes to collaborate and come up with your sequence. Remember to communicate and help each other. You might want to use your bodies to express your chosen emotion without any words. Ready? Go!"
"Let’s gather back together! Now, I’m handing out these printable cards. On these cards, you'll be filling out your reflections based on today’s activities. Take a moment to look them over so you know what you’ll be writing about later. This will help you articulate your thoughts on the physicality of performance and your experience today.”
"Next, we’re going to focus on our physical expression. I want you to find a space in the room where you can move freely. First, let’s start with some basic poses. Think about how you can express your feelings through your body. We’ll explore a few different situations: show me being excited, now being tired, and now show me how you would react to a surprise! Remember, it’s all about how we use our bodies to convey a message.”
"Now it's time to take a moment for reflection. I want you to return to your seats and think about what you experienced today. Fill out your cards with your reflections on the exercises and what you learned about movement and teamwork. How did it feel to express yourself physically? Take about 5 minutes to write down your thoughts."
"Alright, class, let’s finish up strong! For homework, I want you to create a short piece of physical theatre on your own or with someone at home. It can be about any theme of your choice! Think of how you can combine movement with storytelling, and be prepared to share it with the class in our next lesson. If you have any questions about the assignment, please ask!"
"Finally, can I please have all of your printed cards? I’ll be reviewing them to understand what you’ve learned today. If you’re not finished, don’t worry; you can hand them in later. I’ll just do a quick check—please raise your hand if you’ve completed your card so I can note who still needs a little more time. Thank you all for your participation today!"
Reflect on today's warm-up activity. How did the physical movements help you connect with your body? Write a short paragraph about your experience.
In your groups, you created a sequence representing an emotion. What challenges did you face while collaborating? How did you overcome them?
Choose one of the emotions you worked with in your group activities. Describe how you could express that emotion through movement in a solo performance.
List three physical expressions you created during the physical expression exercises. How did each one convey its intended message?
Think about the importance of teamwork in the creation of physical theatre. Write a few sentences on how effective communication among group members contributed to your process today.
For your homework assignment, outline your plans for the short piece of physical theatre you will create. What theme will you choose, and what movements do you envision using to tell your story?
After reflecting on today's lesson, how do you feel about performing physical theatre? What excites you and what challenges do you anticipate?
Create a list of at least five different movements or gestures you plan to incorporate into your homework piece. Next to each movement, note the emotion or message you want it to convey.
Describe an example from your life where you communicated an emotion without using words. How can you incorporate a similar idea into your physical theatre piece?
Finally, do you have any questions or concerns about your homework assignment? Write them down so they can be addressed in the next class.
| Question | Answer |
|---|---|
| What is Frantic Assembly known for in physical theatre? | |
| How does physicality play a role in the performances created by Frantic Assembly? | |
| What was the purpose of the warm-up activity at the beginning of the lesson? | |
| In the group dynamics activity, what emotions were students asked to express through movement? | |
| How can teamwork enhance the creation of a physical theatre piece? | |
| What types of reflections were students prompted to write about on their cards? | |
| How did the physical expression exercises challenge students to convey emotions? | |
| What is the main goal of the homework assignment related to physical theatre? | |
| Why is it important for students to share their homework creations in the next lesson? | |
| What did the teacher ask for at the end of the lesson regarding the printed cards? |