Technologies · Foundation

Active learning ideas

Telling Stories with Pictures

Active learning works well here because young students develop visual storytelling skills best through doing, not only observing. Working in pairs and small groups lets them test ideas, compare techniques, and build confidence before sharing with the whole class.

• ACARA Content Descriptions
• AC9TDIP05

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 30 min · Pairs

Pairs: Emotion Sequence Boards

Pairs open a drawing app and create three images showing a character's emotions changing through a simple event, like getting a gift. They use colors and shapes to show happy, surprised, and excited feelings. Pairs present their sequence to the class, explaining choices.

Design a sequence of images to tell a short story.

Facilitation Tip

During Emotion Sequence Boards, circulate and ask each pair to narrate their emotional sequence to you before moving on, ensuring they connect color and shape to feelings.

What to look for

Ask students to hold up their digital drawing device and show one image they created. Then, ask them to point to one color or shape in their image and explain what feeling it is meant to show.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 40 min · Small Groups

Small Groups: Digital vs Paper Challenge

Small groups draw the same simple scene, like a happy dog, once on paper and once digitally. They note differences in ease of changing colors or adding elements. Groups discuss advantages, then vote on preferences.

Explain how different colors or shapes can convey emotions in a picture.

Facilitation Tip

During Digital vs Paper Challenge, set a visible timer for each round so students stay focused on comparing tools without over-elaborating.

What to look for

Provide students with a slip of paper. Ask them to draw a simple sequence of three pictures telling a story about their day. On the back, they should write one sentence comparing drawing on the device to drawing on paper.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 25 min · Whole Class

Whole Class: Story Image Relay

Project a drawing tool on the interactive whiteboard. Students take turns adding one image to a class story sequence, like a journey to school. The class narrates the emerging story aloud after each addition.

Compare how a digital drawing tool is different from drawing on paper.

Facilitation Tip

During Story Image Relay, remind students to only add one new element per image to keep the narrative clear and sequential.

What to look for

Show two simple digital drawings side-by-side, one using bright, sharp shapes and another using soft, muted colors. Ask students: 'Which picture looks happy and why? Which picture looks calm and why? What makes you say that?'

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 35 min · Individual

Individual: My Day in Pictures

Each student creates four images showing their day from morning to home time. They sequence them in the app and add simple labels if ready. Students save and share one image via class drive.

Design a sequence of images to tell a short story.

What to look for

Ask students to hold up their digital drawing device and show one image they created. Then, ask them to point to one color or shape in their image and explain what feeling it is meant to show.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teachers should model both digital and paper techniques side-by-side to normalize experimentation. Keep language simple and visual—use gestures, color swatches, and shape cutouts to support young learners. Avoid correcting too early; instead, ask questions that help students notice their own choices.

Students will show they can plan a sequence of images, use color and shape intentionally, and explain their choices clearly. They will compare digital and paper tools and discuss what makes a strong visual story.

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Watch Out for These Misconceptions

• During Emotion Sequence Boards, watch for students who rely only on literal faces or objects to show emotion, missing the opportunity to use color and abstract shapes.

  Ask them to swap partners and explain their sequence without words, then ask the new partner to guess the emotion based only on shapes and colors. This helps them see how visuals alone carry meaning.

• During Digital vs Paper Challenge, watch for students who insist digital tools are 'cheating' because they can erase or copy easily.

  Have them photograph each paper drawing and load it into the app side-by-side. Guide them to notice how the digital version lets them test ideas quickly, then return to paper to refine line work.

• During Story Image Relay, watch for students adding too many details or words to every image, overcomplicating the wordless sequence.

  Pause the relay and ask the group to count how many images are needed for a clear beginning, middle, and end. Discuss how fewer, stronger images work better than crowded ones.

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Methods used in this brief

• Plan-Do-Review