The Arts · Foundation · Characters and Imaginary Worlds · Term 2

Character Transformation: Voice and Costume

Using costumes and voice changes to become someone or something else.

• ACARA Content Descriptions
• AC9ADRFE01
• AC9ADRFE02

About This Topic

Stepping Into Shoes is an introduction to characterization and role play in Drama. Foundation students explore how to transform themselves into different characters using simple tools: their voices, their bodies, and basic costume pieces. In the Australian Curriculum, this topic focuses on developing empathy and imagination as students 'become' someone else, whether it's a character from a Dreamtime story, a community helper, or a fictional creature.

Students learn that a character isn't just about what you wear, but how you move and speak. A giant might have a deep, slow voice and heavy footsteps, while a mouse might have a high, fast voice and tiny movements. This exploration of 'role' is the foundation of dramatic performance. Students grasp this concept faster through structured role plays and peer-led character interviews where they can practice staying 'in character' while interacting with others.

Key Questions

1. Analyze how vocal modulation transforms a character into an 'old giant'.
2. Evaluate the choices a performer makes to embody a feline character.
3. Explain how wearing a specific hat influences one's gait and posture.

Learning Objectives

• Demonstrate how changing vocal pitch and pace can transform a character.
• Explain how a costume piece, such as a hat or scarf, influences a character's posture and movement.
• Compare the physical and vocal characteristics of two different imagined characters.
• Analyze how specific choices in voice and costume create a distinct character.
• Create a short performance embodying a character using voice and costume elements.

Before You Start

Body Shapes and Levels

Why: Students need to understand how to use their bodies to create different shapes and levels (high, medium, low) before they can add voice and costume to create a character.

Exploring Sound and Voice

Why: Familiarity with making different sounds and using their voices in varied ways will help students adapt their voices for character transformation.

Key Vocabulary

Vocal Modulation	Changing the pitch, volume, or speed of your voice to create a specific effect or character.
Posture	The way you hold your body when you stand or sit, which can communicate a character's personality or mood.
Gait	A person's manner of walking, which can be altered to show if a character is heavy, light, fast, or slow.
Embody	To give a tangible form to an idea, spirit, or character; to act as a physical representation of a character.

Watch Out for These Misconceptions

Common Misconception

You need a full costume to be a character.

What to Teach Instead

Students often think they can't 'be' a character without a mask or outfit. Use 'body-only' challenges to show how a simple change in posture or facial expression is more powerful than any prop.

Common Misconception

Acting is just 'showing off.'

What to Teach Instead

Young children might just want to be silly. Frame drama as 'telling a story with your body,' which helps them focus on the purpose of their movements and choices.

Active Learning Ideas

Role Play: The Magic Wardrobe

Place a single item (a hat, a cape, or a pair of glasses) in a box. Each student takes a turn putting on the item and must immediately change their walk and voice to match the 'character' the item suggests.

20 min·Whole Class

Think-Pair-Share: Character Voices

Students choose a character (e.g., a robot, a frog). They practice saying 'Good morning' to their partner in that character's voice, and the partner has to guess who they are pretending to be.

15 min·Pairs

Simulation Game: The Character Parade

The class walks in a circle. The teacher calls out different 'shoes' they are wearing (e.g., 'heavy boots,' 'flippers,' 'ballet shoes'). Students must adjust their entire body movement to match the imaginary footwear.

15 min·Whole Class

Real-World Connections

• Actors in theatre and film use voice and costume changes extensively to portray a wide range of characters, from historical figures to fantastical creatures, making audiences believe they are seeing someone else on stage or screen.
• Animators and voice actors for animated movies, like those produced by Disney or Pixar, carefully craft unique voices and movements for each character to make them memorable and relatable to children and adults.
• Costume designers and dialect coaches work together to ensure that a performer's appearance and voice accurately reflect the character they are playing, whether it's a gruff pirate or a delicate fairy.

Assessment Ideas

Quick Check

Ask students to stand up and pretend to be a very old giant. Observe if they naturally lower their voices and move with heavy steps. Then, ask them to pretend to be a tiny, quick mouse, noting changes in voice and movement.

Exit Ticket

Provide students with a picture of a character (e.g., a king, a robot, a cat). Ask them to draw one costume item (like a crown, a metal plate, or whiskers) and write one sentence describing how they would change their voice to become that character.

Discussion Prompt

Show students two different hats. Ask: 'How might wearing this hat change how someone walks or stands? How might it change how they speak?' Encourage students to share their ideas about how the hat influences the character.

Frequently Asked Questions

How can active learning help students understand characterization?

Active learning allows students to 'embody' a character rather than just talking about one. Through role play and physical simulations, they experience how a character's physical traits (like a heavy walk) affect their perspective. Interacting with peers while 'in character' forces them to think on their feet and make choices that stay true to their role, which builds deep imaginative and social-emotional skills.

What are some easy costume 'bits' for Foundation drama?

Hats, scarves, vests, and old glasses frames are perfect. These 'signifiers' are easy to put on and take off, allowing for quick character changes without the fuss of a full costume.

How do I help a student who is afraid to perform?

Use 'chorus' work where the whole class does the same movement or voice at the same time. This 'safety in numbers' allows shy students to participate without the pressure of being the center of attention.

How can I use drama to teach about Australian history?

Use role play to explore the lives of people in the past, such as early settlers or life on a traditional First Nations campsite. This helps students connect emotionally with historical contexts in a way that is age-appropriate.