Geographies of Human Wellbeing · Term 1

Defining and Measuring Wellbeing: Qualitative

Explore qualitative indicators (e.g., happiness, life satisfaction) and composite indices (e.g., HDI) for assessing wellbeing.

About This Topic

Devising original theater moves away from existing scripts to give students full creative agency. In this topic, Year 10 students work as an ensemble to create new works using non-linear structures, physical theater, and symbolic storytelling. This aligns with ACARA standards AC9ADR10E01 and AC9ADR10C01, emphasizing the collaborative nature of the arts. Students explore how to communicate themes through movement, silence, and the manipulation of stage space rather than relying solely on dialogue.

This process is deeply reflective of the Australian contemporary theater scene, which often blends storytelling traditions. Students might draw on local issues or personal experiences to build their narratives. Because devising is inherently collaborative, it is the perfect vehicle for active learning. Students must negotiate, problem-solve, and experiment as a group, learning that the best creative solutions often come from the collective 'hive mind' of the ensemble.

Active Learning Ideas

Inquiry Circle: Viewpoints Exploration

Using the 'Viewpoints' technique, students work in groups to create a three-minute sequence using only 'tempo,' 'spatial relationship,' and 'gesture.' They must tell a story about a power struggle without using any words, focusing entirely on physical choices.

⏱ 50 min·Small Groups

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Think-Pair-Share: Breaking the Fourth Wall

Students watch a short clip of a play that breaks the fourth wall. They individually write down how it changed their relationship to the story. They then pair up to brainstorm three ways they could use this technique in their own devised piece to engage an audience.

⏱ 20 min·Pairs

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Peer Teaching: Non-Linear Plotting

Groups are given five 'plot points' on cards. They must arrange them in a non-linear order (e.g., starting with the ending) and explain to another group how this structure creates more tension or mystery than a chronological approach.

⏱ 35 min·Small Groups

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Watch Out for These Misconceptions

Common Misconception

A play needs a script and dialogue to tell a story.

What to Teach Instead

Physical theater and visual metaphors can be more powerful than words. Active workshops where students are forbidden from speaking help them discover the narrative potential of movement and stagecraft.

Common Misconception

Devising is just 'making it up as you go.'

What to Teach Instead

Successful devising requires rigorous structure and editing. By using collaborative problem-solving, students learn that 'throwing away' ideas is just as important as generating them to create a cohesive final work.

Frequently Asked Questions

How do I manage group dynamics during a long devising project?

Set clear roles and use structured check-ins. Active learning strategies like 'The 5-Minute Pitch' allow groups to share their progress and get peer feedback, which keeps them focused and ensures every voice is heard in the creative process.

What is the role of the teacher in a student-led devising unit?

The teacher acts as a facilitator and 'outside eye.' Instead of giving answers, ask provocative questions that force the ensemble to find their own solutions. This approach helps students to take ownership of their artistic vision.

How can active learning help students understand non-linear structures?

Physicalizing the timeline is key. Have students lay out their scenes on the floor and physically move them around to see how the 'flow' changes. This hands-on manipulation of the narrative structure makes abstract concepts like 'analepsis' (flashback) much easier to grasp.

How do we incorporate First Nations perspectives into devised work?

Encourage students to research local Indigenous storytelling techniques, such as the use of circular narratives or connection to place. Remind them to approach this with respect, focusing on universal themes of connection and history rather than appropriating specific cultural stories.

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