Solving Problems with Technology · Term 2

Defining Computational Problems

Learning to define computational problems, identify their key components, and determine if they can be solved effectively with technology.

About This Topic

The Magic Box of Props explores the power of symbolism in drama. For Foundation students, a prop isn't just an object; it's a tool that can transform into anything their imagination allows. A simple wooden stick can become a magic wand, a flute, a telescope, or a walking stick. This topic encourages flexible thinking and creative problem-solving, which are key components of the ACARA Arts curriculum.

Students learn how to use objects to define a setting or a character's needs. They also learn the 'rules' of prop use, treating objects with respect and making sure the audience can clearly see what the object is supposed to be. This topic comes alive when students can physically model the use of props, experimenting with how different movements can change the 'meaning' of a single object in a collaborative storytelling setting.

Active Learning Ideas

Inquiry Circle: This is Not a Box

Pass a small cardboard box around a circle. Each student must use the box as something else (e.g., a telephone, a hat, a drum) and perform a 5-second action with it before passing it on.

⏱ 15 min·Whole Class

Generate mission

Simulation Game: The Prop Shop

One student is the 'shopkeeper' and others are 'customers' who need an object for a specific problem (e.g., 'I need to cross a river'). The shopkeeper must find a 'prop' (like a ruler) and explain how it will help.

⏱ 20 min·Small Groups

Generate mission

Think-Pair-Share: Mystery Object Stories

Give each pair a random object (a spoon, a leaf, a ribbon). They must come up with a 30-second story where that object is the most important thing in the world, then share their story with another pair.

⏱ 20 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

A prop can only be what it actually is.

What to Teach Instead

Students may struggle with the abstract nature of symbolism. Use 'transformation' games where you explicitly model how to 'treat' an object like something else (e.g., holding a stick carefully like it's a fragile glass flute).

Common Misconception

The more props, the better the story.

What to Teach Instead

Children often get distracted by having too many items. Teach them that one 'magic' prop used well is more effective than a whole box of toys that they don't actually use in the scene.

Frequently Asked Questions

What are the best hands-on strategies for teaching prop use?

The 'Object Transformation' exercise is the gold standard. By giving students a neutral object (like a piece of fabric) and asking them to use it in multiple ways, you force them to use their bodies and voices to 'sell' the illusion. This active approach reinforces the idea that the actor's belief in the object is what makes it 'real' for the audience, which is a foundational concept in dramatic performance.

What makes a good 'neutral' prop for the classroom?

Cardboard tubes, pieces of colorful fabric, wooden dowels, and empty boxes are excellent. They don't have a fixed 'identity' like a toy car or a doll, which encourages more creative thinking.

How do I stop students from playing with props when they should be listening?

Use the 'Props on the Floor' rule. When the teacher is talking or others are performing, all props must be placed on the floor in front of the students' feet. They only 'come to life' when the acting begins.

How can props help with storytelling for EAL/D students?

Props provide a visual 'bridge' for students who are still developing their English vocabulary. They can show what they mean through the use of the object, which builds confidence and allows them to participate fully in dramatic activities.

Browse curriculum by country

• Americas
• US
• CA
• MX
• CL
• CO
• BR

• Europe
• UK
• IE
• FR
• DE
• ES
• IT
• NL
• PT
• SE

• Asia & Pacific
• IN
• SG
• AU