The Arts · Foundation

Active learning ideas

Media Presentation: Our Community Film

Active learning lets young students explore media arts through concrete, hands-on tasks they can see and share. When students physically arrange images, record sounds, and assemble sequences, they grasp sequencing, mood, and audience intention faster than with abstract explanations alone.

• ACARA Content Descriptions
• AC9AMAFE02
• AC9AMAFE03

• 15–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

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

Small Groups: Community Storyboard

Provide paper and markers for students to draw 4-6 images of a community event in sequence. Groups discuss and label each image with simple words or drawings. Add notes for sounds or music to match the mood.

Design a sequence of images and sounds to tell a story about a community event.

Facilitation Tip

During Community Storyboard, circulate and ask groups: 'What happens first in your story? How does the viewer learn about this place?' to reinforce sequencing.

What to look for

Give students a card with a picture of a community helper (e.g., firefighter, librarian). Ask them to draw one simple picture that could go before or after it in a story, and write one word about the feeling (e.g., 'happy', 'busy').

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

Activity 02

• Plan-Do-Review
• 20 min · Pairs

Pairs: Sound Safari

Pairs use tablets or phones to record 3-5 community sounds, such as birds chirping or cars passing. Back in class, play sounds and vote on which fit their storyboards. Practice adding to drawings.

Explain how music can change the feeling of a visual presentation about our community.

Facilitation Tip

In Sound Safari, model how to listen closely by playing two sounds and asking which one fits a happy image, then guide pairs to test their own choices.

What to look for

Show students two short, simple presentations about the same community place, one with upbeat music and one with calm music. Ask: 'How did the music make you feel when you watched each one? Which music felt best for telling the story of this place, and why?'

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

Activity 03

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

Whole Class: Film Assembly

Project student storyboards and sounds on a screen. Class votes on sequence order and music choices. Teacher compiles into a shared class film using free software like iMovie or PowerPoint.

Evaluate the most effective way to present our community story to an audience.

Facilitation Tip

For Film Assembly, demonstrate how to attach a drawing, photo, or sound clip in the chosen order, naming each step so students see the assembly process as intentional.

What to look for

Observe students as they work in small groups to arrange their drawings or photos. Ask: 'What story are you trying to tell with these pictures? What happens first, next, and last?'

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

Activity 04

• Plan-Do-Review
• 15 min · Individual

Individual: Audience Feedback

Each student presents one part of the film to a partner. Note what they liked and suggest one change. Share highlights with the group.

Design a sequence of images and sounds to tell a story about a community event.

What to look for

Give students a card with a picture of a community helper (e.g., firefighter, librarian). Ask them to draw one simple picture that could go before or after it in a story, and write one word about the feeling (e.g., 'happy', 'busy').

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

A few notes on teaching this unit

Teach sequencing as a visible, revisable process. Use the storyboard to show how rearranging images changes the story. Model sound selection by playing contrasting pieces and discussing feelings, then have students test and revise. Avoid rushing to finish; emphasize revision based on peer reactions, as research shows this builds media literacy and self-correction skills.

Successful learning looks like students sequencing images and sounds with purpose, explaining why they chose specific music for scenes, and presenting their work confidently to peers. Clear beginning-middle-end structures and mood-appropriate sound choices show understanding of media storytelling.

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Watch Out for These Misconceptions

• During Community Storyboard, watch for students arranging images randomly or without a clear flow.

  Ask groups to place their images in an order and verbally explain the story. If unclear, have them rearrange images while listening to peers’ reactions, until the sequence clearly shows beginning, middle, and end.

• During Sound Safari, watch for students choosing music based only on personal preference rather than the mood of the visuals.

  Guide pairs to match each image with two sound options, then ask: 'Does this sound make the scene feel happy, calm, or busy?' Have them pick the one that fits best and be ready to explain their choice.

• During Film Assembly, watch for students treating drawings, photos, and sounds as interchangeable without considering how they combine to tell a story.

  Before assembly, ask each student to describe the story their sequence tells. If unclear, pause to reorder images or adjust sound choices, emphasizing that media works when elements support a single message.

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Methods used in this brief

• Plan-Do-Review