Lesson Plan: Mime Technique – The Box

Topic: Creating, Opening, and Using a Box in Mime

Duration: 60 minutes
Age/Level: Upper Primary, Middle or High School Drama / Beginner–Intermediate

Learning Objectives

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

1. Use relaxation vs. tension to define space and effort in miming a box.
2. Apply the toc/click to mark precise contact points when outlining and opening the box.
3. Show consistency in the box’s size, shape, weight, texture, and placement.
4. Use isolations to make opening and handling the box believable.
5. Apply eye contact and belief to strengthen the illusion of the box’s presence.
6. Communicate a relationship with what’s inside the box (object, animal, food, treasure, etc.) through facial expression, body language, and use.

Materials Needed

• Computer/projector for video
• Open rehearsal space
• Chairs for reflection circle
• Whiteboard/markers (optional, for notes or diagrams)
• Optional: background drum beat or music to help students pace movements

Lesson Outline

1. Warm-Up (10 min)

• Relaxation vs. Tension: Stretch and loosen body; then practice alternating between floppy relaxed movements and defined tense movements.
• Isolation Drill: Move elbows, wrists, or shoulders while keeping palms still — essential for outlining box edges.

2. Video/Teacher Demonstration (10 min)
Show step-by-step mime sequence:

1. Outlining the Box: Hands “stick” to imaginary surface, use toc/click at each corner, keep sides equal and consistent.
2. Opening the Box: Use isolations to hinge the lid or flap while hands stay connected.
3. Weight & Size Choices: Show how a pizza box vs. a heavy crate vs. a tiny jewelry box changes movement and relationship.
4. What’s Inside: Use facial expression, eye contact, and handling to reveal the contents (delight, surprise, disgust, wonder).

3. Guided Practice (20 min)

• Exercise A: Basic Box
  • Students outline a medium-sized box, open it, then close it again.
  • Emphasis: consistency of shape and toc at corners.
• Exercise B: Different Sizes/Weights
  • Teacher calls out prompts (“pizza box,” “heavy trunk,” “tiny jewelry box”).
  • Students mime, adapting tension, isolations, and facial expression.
• Exercise C: Reveal & Relationship
  • Students decide what’s inside their box (puppy, diamond ring, leftover spaghetti).
  • Practice showing discovery, handling, and emotional response.

4. Performance & Feedback (15 min)

• Individually, in pairs or small groups, students create a short silent scene where a box is central to the story. Examples:
  • Giving a gift.
  • Fighting over a mysterious box.
  • Opening a box that surprises or shocks them.
• Perform for class or video yourself.
• Peer/teacher feedback: Was the box consistent? Did the contents feel believable? Did facial expression and relationship sell the illusion?

5. Reflection & Cool Down (5 min)

• Circle reflection:
  • “What was hardest: keeping the box consistent, or believing in what was inside?”
  • “Which size/weight was easiest to make believable?”
• Light stretches to release tension in shoulders and wrists.

Assessment / Success Criteria

• Consistency in box size and placement.
• Clear toc/clicks at contact points.
• Effective use of relaxation vs. tension to show weight/texture.
• Isolations used to open and handle box realistically.
• Strong eye contact, belief, and facial expression make both box and contents convincing.