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PRESENTING: Performance Skills

After creating a breakdown of performance skills which are represented on a mind map (see above), I have chosen to specifically focus on the aspect of self-confidence. Attached below is a lesson plan which focuses on building up the self-confidence of pupils in the area of drama.

This aspect was selected as a child’s self-confidence is an incredibly important part of their whole being. To have self-confidence means that a person believes in themselves – in their own abilities, qualities and decisions. As such, they are often assertive, positive and self-reliant. However, self-confidence is a fragile thing and needs to be nurtured in order to help a child feel able to express themselves which, in turn will help them survive and hopefully succeed in life. Equally, it is important not to damage a child’s self-confidence as this could also have major repercussions, making them feel worthless, withdrawn and unable to face challenges in later life. This aspect is obviously important in the area of drama but it is also clearly a crucial skill which can support pupils in their wider lives. Having self-confidence can help a person feel like they can take on or face the world with energy and determination and this in turn, can result in better relationships, help with getting a job and ultimately a more secure, settled life.

The lesson plan outlines a lesson which focuses on students developing self-confidence by encouraging the pupils to express themselves verbally and physically in front of their peers. Activities for this include games, role-playing and the presentation of short group improvisations. The games activity was introduced at the start of the lesson to try and make the pupils relax and loosen up so that they felt more at ease when speaking in front of the class. Having the games at the beginning also helps to start the lesson off on a high note with something fun, involving a lot of laughter and smiles. Likewise, the role-playing and presentation of improvisations were done in groups to avoid pupils feeling uncomfortable and under too much pressure if they had to perform by themselves. Using groups for the first lesson will then provide a stepping-stone for more drama lessons or productions with individual work to come.

Below is the lesson plan:

Individual Lesson Plan Format (Primary)


Class/Group: …class…lesson……  Lesson: …Drama…………        Date: ………..…


Previous Experience



Working towards outcomes of a Curriculum for Excellence

I have experienced the energy and excitement of presenting/performing for audiences and being part of an audience for other people’s presentations/performances. (EXA 2-01a)

I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. (EXA 2-14a)

Responsibility of all – Literacy/Numeracy/ICT/HWB (where appropriate): Expressive Arts – Drama
Learning Intentions Success Criteria
(we are learning to)We are learning to role play short scenes
(what I’m looking for)-       Voice projection and expression-       Awareness of audience-       Awareness of other actors/actresses

–       Spatial awareness

Resources Chairs, backstage description group cards
Timing 1 hour Assessment methods



0 – 5


5 – 15






15 – 30














30 – 45















45 – 55





55 – 60




Setting the context/Beginning the lesson (Introduction)

How confident do you feel performing to the class in a group?
fist of 5

Class spaced out standing in a circle

Game of Splat

Game of Zip, Zap, Boing


Teaching the learning intentions (Development)

Park Bench Activity

– Class sit down on carpet

– two chairs put on stage area

– one volunteer (teacher join in with example)

Aim of the exercise is to try and force the other person to leave the park bench.
Explain that no pushing off chairs is allowed but it must be done with their acting skills.
For example

one pupil pretends to start chewing gum very loudly with mouth open right next to the volunteer’s ear. Takes gum out and puts it under the bench. Finds two pieces of used gum underneath the bench, asks volunteer if they want a bit. Puts used gum in mouth.

The volunteer would have to be honest and decide whether this would make them leave the bench or not.

This game would carry on getting a new volunteer every time the person leaves the park bench.


Group work

Split the class into 9 groups // approximately 4/5 per group (depending the size of the class)

Each group are given a card – depending on size of class, groups may be given two cards.
The cards as listed below:
1. Be a good audience
2. If you can see the audience, then they can see you.
3. Speak loudly and clearly onstage
4. Do not upstage your fellow actors
5. Make sure your body is open to the audience (same for feet).
6. Do not block your fellow actors.
7. Stay focused and in character on stage.
8. Silence in the wings
9. Keep quiet whilst the director is giving notes.

Each group must act out what is on their card. They have the choice of either acting out a short scene demonstrating what the card says, creating a still image or acting out a mime.

The teacher will go around each group and will discuss what each card means to make sure the groups are on the right track.

Each group will demonstrate what they have created to the class.
The cards will be up on the board.
The audience’s job is to figure out what card each group is performing.


Ending the lesson (Plenary)

After our lesson are you feeling more confident performing in front of the class?
showing of:
– thumbs up
– thumbs in the middle
– thumbs down


Observation of how many fingers from each student


Observation of participation, big arms, loud voices




Observation of listening skills








Observation of volunteers



Observation of creativity








Observation of teamwork skills






Observation of who is being a good audience


Observation of group work and confidence within the performances




Observation of thumbs to see if there has been improvement after lesson


Art & Design

Children, architecture and the urban environment

This TDT will explore Dundee University’s campus, which is a close-knit campus with everything that a student might need within a 5-minute walk. In particular, the TDT will focus on the main student library.

The main student library is positioned in the very middle of campus. It was creatively planned in this way to enable easy access for every student, no matter what course they were studying. Therefore, by positioning it in the centre of campus, it means students can easily access the building and make full use of it. This central position also reinforces and perhaps symbolizes the importance of reading and research which lies at the heart of university study. Having the library positioned close to the student Union and the Premier is also convenient for students whether they are needing to buy snacks, paper or need a change of scenery for a lunch break.

External Appearance

The library has a very open, inviting feeling to it created by the use of the big glass windows and glass doors. Indeed, the majority of the left side of the building is formed of glass, meaning that light floods in, giving the library a bright, uplifting atmosphere which captures the sunshine. Although the majority of the library walls are glass, the remainder of the building has been built with stone and a wood-like material. This ensures that the building blends in well with its surroundings and the neighbouring buildings close by.

Although the creation of the library does not appear particularly decorative from its external appearance, the building does suit its function. Indeed, if there was too much décor or if the construction and architecture of the building were too extreme, then it would not fit in with its surroundings. This could also look rather off-putting, which potentially would have a far less warm, inviting feel to it, meaning that students would be less inclined to enter. Thus, the current external appearance is simple yet effective. However, inside is where the appearance of the library comes to life, providing many different rooms/floors depending on the different functions required.

Ground Floor

The bottom floor of the library provides a group study area which is suitably furnished with large tables to allow and encourage group discussions. This floor also permits people to talk out loud to their peers, thus providing students with the option of working in an area of ‘quiet noise’, as well as the option of working in groups. The floor also contains several group rooms or pods, each representing a different continent of the world (eg. Asia, America, Australasia etc.). The individual illustrations in each pod room provide distinctive colours, making the rooms more eye-catching and distinctive and therefore easy to identify. These rooms are also well lit, which allows people to work, yet the lighting is quite subtle and not harsh which creates a welcoming atmosphere. As a result of the environment, these pods have become extremely popular and are a favourite place for students to meet and discuss their studies.

The library café is also on the ground floor. The location of this function actually within the library makes it convenient for students to eat main meals or snacks without having to leave the building. Likewise, the positioning of the café by the glass windows creates a very open area with lots of natural light streaming in. This encourages a feeling of relaxation.

First Floor

This floor has recently been remodelled and decorated. Now, the decorative items for this area of the library follow the theme of a rainforest, with a green, pastel yellow and white colour scheme. This is actually my favourite floor as the nature theme creates a feeling of relaxation, peace and tranquillity. As such, it provides a positive atmosphere for students who are trying to study, making this floor fit for its purpose.


Second Floor

The second floor is the top floor of the library and is a completely silent area to work in. This floor is very basic with single desks spread out. Likewise, the colour scheme is a basic brown and white. Whilst not particularly aesthetically pleasing, it does create a business-like, no-nonsense type of environment where there are no distractions. This is also fit for purpose as it is useful for some students because it helps them to focus on the study task.



Overall, the main library, although a basic shaped building on the outside, strategically uses a lot of large glass windows. This allows natural light in to keep it bright, giving it a modern, airy feel yet still fitting in well with the rest of the university campus.

Completing this art TDT has made me realise the numerous classifications which come under the area of ‘Art’ and how much it relates to the modern-day world and our every-day surroundings.

What is reflection?

Write and Reflect on your understanding of reflection in your e-portfolio


Reflection is an important way of learning. It only works if you are honest and truthful about yourself. Reflection is a self-assessment after the task is completed of what you have done well and what you need to improve on. It is a useful way to correct yourself and can help to develop and improve your weaknesses. You should always self-reflect on your own work and you can also get other people to help reflect on your own work.  This is helpful if you would like some of their advice on what they think you should improve on and what is positive about your work.

Welcome to your WordPress eportfolio

Welcome to your eportfolio. This is where you will document and share your professional thoughts and experiences over the course of your study at the University of Dundee and beyond that when you begin teaching. You have the control over what you want to make public and what you would rather keep on a password protected page.

The eportfolio in the form of this WordPress blog allows you to pull in material from other digital sources:

You can pull in a YouTube video:

You can pull in a Soundcloud audio track:

You can pull in a Flickr page

Teacher, Lorraine Lapthorne conducts her class in the Grade Two room at the Drouin State School, Drouin, Victoria

You can just about pull in anything that you think will add substance and depth to your writing.