The Arts · Foundation

Active learning ideas

Creating Imaginary Settings

Active learning turns abstract ideas into concrete experiences. When children physically arrange objects and use their bodies and voices to shape settings, they build spatial reasoning and narrative skills without worksheets or lectures.

• ACARA Content Descriptions
• AC9ADRFE02

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

Activity 01

• Experiential Learning
• 25 min · Pairs

Three-Object Challenge: Fairy Tale Forest

Pairs choose three classroom objects, like a stick, cloth, and box, to stage a forest. They position items to create paths and hiding spots, then rehearse entering dramatically. Pairs present to the class for feedback.

Construct an imaginary setting using only three classroom objects.

Facilitation Tip

During the Three-Object Challenge, set a timer for two minutes so students focus on rapid transformation rather than perfection.

What to look for

Present students with three common classroom objects (e.g., a chair, a blanket, a book). Ask them to quickly arrange the objects to create a setting for a story and tell you what their setting is. Observe their arrangement and listen to their brief explanation.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 35 min · Small Groups

Soundscape Stations: Underwater World

Set up stations with objects like buckets and spoons for water sounds. Small groups rotate, layering vocal and percussive effects to enhance an ocean setting. Groups combine sounds in a final class performance.

Explain how sound effects can enhance an imaginary world.

Facilitation Tip

For Soundscape Stations, model how to layer sounds first—one student rustles paper, another hums, a third taps a pencil—before letting small groups create their own.

What to look for

After students have created a setting, ask: 'If we made a loud 'whoosh' sound, what might be happening in our setting? What if we heard a quiet 'drip, drip, drip'? How does the sound change what we imagine?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 30 min · Whole Class

Torchlight Mood Shifts: Desert Night

Whole class uses torches to light a shared desert scene made from rugs and chairs. Experiment by moving lights close for warmth or distant for eerie shadows. Discuss mood changes after each trial.

Predict how changing the lighting might alter the mood of a scene.

Facilitation Tip

In Torchlight Mood Shifts, dim the lights gradually to signal a mood change so students feel the shift before they respond with actions or dialogue.

What to look for

Give each student a card with a picture of a simple object (e.g., a box). Ask them to draw one way they could use this object to create a setting and write one word describing the mood their setting creates.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 40 min · Small Groups

Prop Parade: Space Station

Individuals select one object to transform into a space element, then join small groups to build a full station. Groups move through their setting, narrating roles. Share via a runway walk.

Construct an imaginary setting using only three classroom objects.

Facilitation Tip

Use the Prop Parade to teach turn-taking: each child adds one object or movement to the space station scene while the rest freeze and watch.

What to look for

Present students with three common classroom objects (e.g., a chair, a blanket, a book). Ask them to quickly arrange the objects to create a setting for a story and tell you what their setting is. Observe their arrangement and listen to their brief explanation.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Start with guided modeling. Show how a single blanket can be a cave one minute and a magic carpet the next, narrating your choices aloud. Avoid correcting students mid-play; instead, ask open questions like 'What else could your table be now?' to stretch their thinking. Research shows that young children learn spatial and narrative concepts best when they move, manipulate, and narrate simultaneously—so prioritize time over tidiness.

Successful learning is visible when children confidently transform simple objects into settings, explain their choices, and sustain imaginative play with peers. You’ll notice clear props, shared vocabulary for places and actions, and growing confidence in storytelling.

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Watch Out for These Misconceptions

• During the Three-Object Challenge, watch for students who insist on using only realistic objects.

  Gently remind them that a chair can be a rocket if they move like astronauts and say 'blast off.' Ask, 'What else could this blanket be in your fairy tale forest?' to guide their imagination.

• During Soundscape Stations, watch for students who treat sound effects as background noise rather than part of the setting.

  Pause the activity and ask, 'What happens when the water bubbles here?' Have a student add a gentle 'bubble' sound while another pretends to swim. Repeat this with rustling leaves and crashing waves to highlight cause and effect.

• During Torchlight Mood Shifts, watch for students who ignore lighting changes and keep playing the same way.

  Pause the scene and ask, 'How would a desert feel if the sun set?' Invite students to whisper or freeze based on your torch movement. Repeat with bright lights to show contrast.

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Methods used in this brief

• Experiential Learning