In this activity students will:

  • Do more singing, to increase confidence and vocal control
  • Explore the timbres of their voices as a soloist and ensemble member
  • Explore a range of dramatic techniques through a series of freeze frame activities


In this lesson, the students learn a new song to a familiar tune. Angelina and Ramiro both sing the same lament. The amount of singing contained in each session should be gradually increasing as the students become more confident and familiar with the expectations.

Session Outline

Warm up activities:

  1. Step in time Game
  2. Bean bag
  3. Angelina’s work warm up
  4. Learn Mamma will you buy me a banana

Revise This old freedom train round

Task 1:

Learn to sing Angelina’s Lament using the demo track and sing along to the backing track.

The Cinderella story is a folk tale based on a story of unjust oppression and triumphant reward. Thousands of variants are known throughout the world. The heroine (Angelina in our story) is living in very difficult circumstances that, through some incident or series of incidents, change to remarkable fortune.

Try singing the song as if Angelina is:

  • Feeling happy
  • Mocking or imitating someone who is complaining
  • Feeling desperate and trapped
  • Feeling scared

Discuss how the sound of the voices changed with each different attitude

Considering the story line, how is Angelina feeling when she sings this song? (The answer is c)

How might she be using her voice and body to communicate this?

Try singing the song with that thought in mind

Task 2:

When it comes to telling the story on stage, clarity is the most important thing, so the audience needs to be able to see and hear everything. Your knowledge of the story and the characters involved is really important – if you’re unsure about elements, this will be obvious in the final product. To clearly tell a story, you need to know the answer to the following:

  • Where are you? Who owns the space?
  • Who is there? What do they think of each other?
  • What are they doing?
  • What changes throughout the scene/show, what obstacles does that change come up against and how are they overcome?

Read plot point 4. Divide class into 4 groups and ask head to do a freeze frame of this plot point. Use the questions above as a guide.

Apply this to freeze frame exercise of plot points 1-3 that we started last activity. Share the questions with the students then redo freeze frames with this in mind.

Divide the class in half (one making the freeze frame and the other observing) and ask the questions.

NB Visit by the vocal coach during this session

Cross curricular option

Creative writing. Divide the children into 8 groups of 3 or 4.

Give each group one of the plot points 1-4.

Ask each group to write the plot point into a miniplay – with dialogue either:

  1. That could be read out by a narrator while the others mime.
  2. Spoken dialogue that can be learnt and performed as a scene.

So basically this is a task that considers character point of view, dramatic action, and responses to the action but instead of showing it in a freeze frame, it is unpacked through text.