Patterns and Variable Thinking · Term 1

Generalising Patterns with Variables

Students will describe numerical and visual patterns using algebraic symbols and variables.

About This Topic

Improvisation is the art of spontaneous creation and is a core component of the Year 7 Drama curriculum. The 'Yes, And' rule is the foundation of this topic, teaching students to accept their partner's ideas and build upon them. This fosters a collaborative environment where students learn to trust their instincts and their peers. Beyond just being 'funny,' improvisation develops essential life skills like active listening, adaptability, and creative problem-solving.

Students explore how to establish a 'Who, Where, and What' quickly and effectively. This connects to ACARA's emphasis on developing and sustaining roles and situations. Students grasp this concept faster through high-energy, collaborative games that reward risk-taking and focus on the 'group mind' rather than individual performance.

Active Learning Ideas

Inquiry Circle: The 'Yes, And' Chain

In a circle, students build a story one sentence at a time. Every sentence must start with 'Yes, and...' to ensure they are accepting the previous student's contribution and adding a new detail to the narrative.

⏱ 20 min·Whole Class

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Simulation Game: Environment Build

One student enters the 'stage' and performs a silent action to establish a setting (e.g., digging). One by one, others join in, performing related actions (e.g., planting, watering) until a complex, wordless scene is established.

⏱ 25 min·Small Groups

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Formal Debate: The Improv Referee

Two students perform a short scene. A third student acts as a 'referee' who can pause the scene and ask the audience to vote on whether the actors followed the 'Yes, And' rule or if they 'blocked' an idea.

⏱ 30 min·Small Groups

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Watch Out for These Misconceptions

Common Misconception

Improvisation means trying to be as funny as possible.

What to Teach Instead

Trying to be funny often leads to 'blocking' or ignoring partners. Active exercises that focus on 'truthful' responses show students that humor naturally arises from the situation when they focus on the story instead.

Common Misconception

You should have a plan before you start a scene.

What to Teach Instead

Planning (or 'scripting') prevents you from listening to your partner. Active games that change the prompt mid-scene help students learn to stay in the moment and react to what is actually happening.

Frequently Asked Questions

What does 'blocking' mean in improvisation?

Blocking is when a performer says 'no' to an idea or ignores a detail their partner established. For example, if a partner says 'Look at that giant dragon!' and you say 'That's just a cat,' you have blocked the scene and stopped the momentum.

How do I assess improvisation fairly?

Focus on the 'Yes, And' principle, active listening, and the ability to sustain a character. Use a simple rubric that rewards students for supporting their partners and contributing to the narrative, rather than how many laughs they get.

How can active learning help students understand improvisation?

Improvisation cannot be learned from a book. Active learning strategies like 'Environment Build' force students to use their bodies and observation skills. By physically participating in the creation of a scene, students learn the 'rhythm' of collaboration and the importance of non-verbal cues in a way that direct instruction can't replicate.

What are some good improv prompts for Year 7?

Focus on locations (a space station, a dentist's office) or relationships (two long-lost siblings, a detective and a suspect). Keep prompts open-ended to allow students the freedom to build their own 'Who, Where, and What.'

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