Learning Goals

By the end of this lesson, students will be able to …

  • Participate in vocal warm-ups to enhance breath control and vocal resonance.
  • Understand and practice safe and efficient voice production techniques.
  • Explore how breath supports vocal expression.
  • Practice articulation exercises to improve clarity of speech.
  • Explore the expressive elements of inflection, pace, and pause.
  • Apply vocal techniques to suggest different character voices.
  • Collaboratively or individually prepare and present a short vocal performance piece.
  • Provide constructive feedback on vocal performance.
Materials
  • Open space
  • Various stimuli for vocal performance challenge (e.g., short, evocative poems; excerpts of famous speeches; short, dramatic monologue excerpts; abstractions like "Whispers," "Shout," "Echo")
  • Music player (optional, for background mood music)
  • Tongue twisters (written on board or handouts)
  • Short, character-neutral sentences for inflection practice (e.g., "I saw the dog today," "This is my pencil")
  • Whiteboard or chart paper
  • Comfortable clothing
  • Yoga mats or blankets (optional, for floor work)
  • Small, lightweight objects (e.g., feathers, paper strips) for breath exercises
  • Appendix 1 Commonly Used Drama Terms
  • PDF #1 General Teacher Anecdotal Recording Tool
  • PDF #2 General Creative Process Anecdotal Recording Tool 
  • PDF #3 General Drama Peer and Self-Assessment Tool
  • PDF #5 Creative Process Rubric
  • PDF #8 Vocal Performance Rubric
Terminology

Minds On

Whole Class > Physical Relaxation & Grounding

Ask students to find their own personal space in the room. 

Prompt: Stand with your feet hip-width apart, knees soft, spine tall but not stiff. Close your eyes if comfortable, or soften your gaze. Begin to scan your body from head to toe. Notice any areas where you're holding tension – your jaw, shoulders, neck, lower back. On an exhale, consciously try to soften and release that tension. Let your arms hang heavy. Gently roll your head side to side, then full circles if comfortable. Roll your shoulders back and down. Feel your feet rooted to the floor, connecting you to the ground. Imagine any tightness melting away with each exhale. Let your jaw hang loose, like it's unhinged. Feel the weight of your shoulders dropping. Are your knees locked? Gently soften them. Release the small muscles around your eyes.

Whole Class > Diaphragmatic Breathing 

Invite students to focus on their breathing.

Prompts: Place one hand on your chest and the other on your belly, just above your navel. Take a quiet, slow breath in through your nose, aiming to feel only your bottom hand rise. Keep your chest relaxed. As you exhale slowly through a gentle 's' sound, feel your belly gently contract. Try to make your exhale last longer than your inhale. Repeat, focusing on deepening that belly breath. Imagine your lungs are balloons filling from the bottom up. Is your chest moving? Try to keep it still. Can you send the breath all the way down to your fingertips and toes? Make that 's' sound long and steady, like a slow leak. Notice how much air you can quietly take in without effort."

Whole Class > Siren Slides

Continue the vocal exploration.

Prompt: Maintaining that deep belly breath, we're going to explore your vocal range. On an open 'ah' sound, slowly slide your voice from the very bottom of your comfortable range, all the way up to the highest note you can reach, and then back down again, like a siren. Don't push or strain. Keep the sound smooth and continuous. Feel your breath supporting the sound from your core. Let's do 3 slides together. Keep the sound connected; don't break it in the middle. Feel the breath pushing from your core, not your throat. How smooth can you make that transition from low to high? Explore the very, very top of your range without forcing. Relax your jaw and tongue; let the sound flow freely.

Whole Class > Quick Articulation Drills

Prompt: Now we'll wake up our articulators – lips, tongue, teeth. Repeat after me, focusing on clear, crisp sounds, making sure every consonant is hit precisely. Keep your breath support active.

Lips & Tongue:

  • Red leather, yellow leather, red leather, yellow leather. (Repeat 3 times quickly)
  • Betty Botter bought some butter, but, she said, the butter's bitter. (Repeat 3 times quickly)
  • Unique New York, Unique New York. (Repeat 3 times quickly)

Tongue & Teeth:

  • The tip of the tongue, the teeth, the lips. (Repeat 3 times quickly)
  • Thirty-three thirsty, thundering thoroughbreds.(Repeat 3 times quickly)
  • She sells seashells by the seashore.(Repeat 3 times quickly)

Prompt: Make those consonants pop! Is your tongue tired? Wake it up! Don't let the words mush together. Feel the precise action of your lips and tongue. Faster, but clearer! Speed with clarity.

Whole Class > Discussion

Invite students to reflect on the warm up.

Key Questions for Discussion:
  • What's one vocal challenge you're hoping to overcome or work on today?
  • How will you support your peers in their vocal performances?

Action

Individual/Small Group > Vocal Performance Challenge Prep

Students work individually, in pairs, or in small groups (teacher's discretion based on class size and time) to select a stimulus.

Challenge: Students create a short (1.5 - 2 minute) vocal piece that focuses on expressive voice and speech. This could be:

  • Choral Speaking: Group speaks a poem/text with varied vocal qualities.
  • Short Monologue: Individual performs an excerpt, focusing on vocal character.
  • Abstract Soundscape: Group creates a vocal soundscape based on a theme (e.g., "A Storm," "Busy City", “Basketball Game”).

Students must:

  • Ensure clear articulation and breath support.
  • Utilize inflection, pace, and pause for meaning/effect.
  • Explore vocal character or emotional quality where appropriate.

Teacher Prompt: 

  • Is every word landing clearly?
  • Where can you add more clarity?
  • How are you using your breath to support your projection and sustain your lines?
  • What vocal choices are you making to show emotion or character?
  • Are they distinct?
  • How do shifts in pace or pauses heighten the dramatic impact?
  • Listen to each other's voices – how can you blend or contrast effectively?

Individual - Small Group > Vocal Performance Showcase

Each individual/group performs their vocal piece for the class. Encourage a supportive and attentive audience

Consolidation

Whole Class > Vocal Reflection & Feedback

After each performance, the audience provides "Two Stars and a Wish," focusing specifically on:

  • Clarity of articulation and projection.
  • Effective use of inflection, pace, and pause.
  • Expressive vocal choices (character, emotion, storytelling).

Whole Class > Discussion

Invite students to reflect on their learning.

Key Questions for Discussion:
  • What did you learn about the incredible power and flexibility of the human voice today?
  • How will you continue to warm up and protect your voice in future rehearsals and performances?
  • What was your biggest personal growth in vocal expression this lesson?
Assessment for Learning (AfL)
  • Ongoing Teacher Observation & Targeted Side-Coaching: See PDF #2 General Teacher Anecdotal Recording Tool. Throughout this lesson, the teacher actively observes students' engagement in vocal warm-ups, their breath support, articulation clarity, and their willingness to experiment with vocal expression. Direct side-coaching prompts (e.g., "Feel that breath low in your belly," "Are your lips and tongue working hard for that consonant?", "How does changing your pace here affect the meaning?") are used to provide immediate, formative feedback and guide student exploration. Purpose: To continuously monitor student understanding of vocal techniques, identify specific areas for improvement in voice production and articulation, and adjust real-time instruction based on observed needs.
  • Vocal Performance Challenge Prep Observations: During the individual/group creation and rehearsal time, the teacher circulates, listening to students' vocal choices, observing their collaborative process (if applicable), and noting how they are planning to use vocal elements in their piece. Purpose: To provide formative feedback on their application of vocal skills to a performance context, offer targeted suggestions for strengthening their piece, and guide them in making expressive and safe vocal choices.
Assessment as Learning (AaL)
  • Daily Vocal Reflection Prompts: At the end of each period, students briefly share a new physical sensation, a challenge they overcame, or a discovery they made about their voice and breath. This could be a verbal share or a quick written note. Purpose: To encourage metacognition, prompting students to actively reflect on their own vocal learning process, identify personal growth, and articulate their experiences with specific vocal exercises.
  • Self-Assessment of Vocal Expressiveness: After activities like "Inflection & Meaning" or "Character Voice Exploration”, students are prompted to reflect: "Did my vocal choices clearly convey the intended meaning/character? What was effective, and what could be clearer?" Purpose: To encourage students to critically evaluate their own vocal manipulation and its impact, fostering self-awareness of their expressive capabilities and areas for refinement.
  • Peer Feedback (Two Stars and a Wish) on Vocal Performance: After the individual/group vocal performances, students provide specific, constructive feedback to their peers. This feedback focuses on clarity, expressive choices (e.g., inflection, pace, character voice), and breath support. Purpose: To develop students' critical listening and analytical skills regarding vocal performance, enabling them to evaluate others' work and apply those observations to their own vocal development.
Assessment of Learning (AoL)
  • Vocal Performance Challenge: See PDF #8 Vocal Performance Rubric. The culminating 1.5-2 minute individual or group vocal piece serves as a summative assessment. Students are evaluated on their ability to apply fundamental voice production techniques, clearly articulate, and use expressive vocal manipulation (pitch, pace, volume, inflection, character voice) to convey meaning or emotion. Purpose: To formally assess students' mastery and application of the key voice and speech concepts taught throughout the condensed lesson. This could be assessed with a rubric focusing on criteria such as: breath support, articulation/diction, vocal range/flexibility, expressive choices, and overall clarity/impact of vocal storytelling (e.g., out of 20-30 marks). 
  • Creative Process Assessment: See PDF #2 General Creative Process Anecdotal Recording Tool and/or PDF #5 Creative Process Rubric. A summative assessment of each student's consistent engagement in all vocal warm-ups and exercises, their willingness to experiment with vocal techniques, and their active contribution to individual and group work across the lesson. Purpose: To evaluate the student's overall commitment to the practical exploration and development of their vocal instrument, acknowledging that consistent participation is crucial for building vocal skills and confidence. 

What's Next?

You're off to a strong start! This unit can be followed by any unit of study and Scene Study is recommended as an excellent choice to follow the “First Five”. Consider these CODE resources for your next steps: