Fine Arts · Class 2

Active learning ideas

Costumes and Props for Performance

Active learning makes costumes and props real for young learners. When children handle materials, try on ideas, and see their creations in action, abstract concepts like character traits and story settings become clear. Movement and storytelling turn simple objects into powerful storytelling tools.

• CBSE Learning Outcomes
• NCERT: Performing Arts - Drama - Costumes and Props - Class 7

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Placemat Activity
• 30 min · Pairs

Pairs: Character Costume Design

Students pair up and select a folktale character. They sketch a simple costume using coloured paper and cloth scraps, then assemble it with glue and staples. Pairs model their design for the class, explaining how it shows the character's traits.

Explain how a character's costume can instantly communicate aspects of their personality, status, or role.

Facilitation Tip

For My Special Prop, give students a 5-minute limit to choose one object and explain its purpose to build quick decision-making skills.

What to look for

Show students images of different characters from Indian folktales (e.g., a king, a farmer, a magical creature). Ask them to point to or describe one costume element or prop that helps them identify the character's role or personality. 'How does the crown tell us he is a king?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 02

• Placemat Activity
• 40 min · Small Groups

Small Groups: Prop Storytelling

Form groups of four to choose a story scene. Hunt classroom for everyday props or make symbolic ones from recyclables. Perform the scene, then discuss how props aided the action. Rotate roles for everyone to participate.

Compare and contrast the use of realistic props versus symbolic props in a theatrical production.

What to look for

Present two different props for the same character, one realistic (e.g., a real book) and one symbolic (e.g., a large, ornate key). Ask students: 'Which prop tells us more about the character's secret? Why?' Facilitate a discussion comparing their choices.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 03

• Placemat Activity
• 25 min · Whole Class

Whole Class: Costume Parade

As a class, brainstorm characters from known stories. Each child adds one costume element from home items. Parade around the room in a line, with teacher narrating to highlight how outfits transform ordinary children into story heroes.

Design a costume and select a prop for a specific character, justifying their choices based on character traits.

What to look for

Students work in pairs to design a simple costume sketch for a character. After sketching, they present their design to another pair, explaining their choices. The second pair can ask one clarifying question about the costume or prop. 'Does the colour of the scarf suggest anything about the character?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 04

• Placemat Activity
• 20 min · Individual

Individual: My Special Prop

Each student draws a prop for their favourite character, labelling its use. Colour it vividly and present briefly to a partner. Collect drawings for a class display wall.

Explain how a character's costume can instantly communicate aspects of their personality, status, or role.

What to look for

Show students images of different characters from Indian folktales (e.g., a king, a farmer, a magical creature). Ask them to point to or describe one costume element or prop that helps them identify the character's role or personality. 'How does the crown tell us he is a king?'

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should balance demonstration with open exploration. Show students how a scarf can become a princess’s sari or a king’s turban, then step back to let them experiment. Avoid giving pre-made examples; instead, ask questions that guide them to see potential in everyday objects. Research shows that when children manipulate materials themselves, their understanding of symbolism and role-play deepens significantly.

Successful learning looks like students confidently selecting and using costume elements and props to show character details. They should explain their choices with reasons, compare realistic and symbolic items, and give feedback to peers about what works in a performance.

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Watch Out for These Misconceptions

• During Character Costume Design, watch for students who insist on buying materials or copying store-bought designs.

  Provide a basket of recyclables like old dupattas, newspapers, and cardboard. Ask each pair to point out which items they didn’t buy and explain how they turned them into costume pieces.

• During Prop Storytelling, watch for students who treat props as mere decorations without linking them to actions or emotions.

  After groups perform, ask the audience to point out one prop that helped them understand the character’s feelings. If a group’s prop is ignored, ask them to repeat the action while holding the prop closer to their bodies.

• During Costume Parade, watch for students who believe only realistic props are effective.

  Give each student two props: one realistic (like a toy sword) and one symbolic (like a rolled paper fan). Ask them to choose one for their parade walk and explain why that choice better shows their character.

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Methods used in this brief

• Placemat Activity