The Arts · Year 1

Active learning ideas

Building a Scene Together

Active learning works because Year 1 students develop collaboration and creativity through doing. When they build scenes together, they practice speaking, listening, and problem-solving in real time, which strengthens both their social skills and dramatic understanding.

• ACARA Content Descriptions
• AC9ADR2D01
• AC9ADR2C01

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

Activity 01

• Placemat Activity
• 25 min · Small Groups

Decision Circle: Who Speaks First

Form small groups and present a simple scenario, like animals at a picnic. Students use a talking stick or gesture to decide speaking order, then improvise two lines each. Discuss what worked and switch roles.

Analyze how we decide who speaks first in a scene.

Facilitation Tip

During Feedback Loop, model how to give specific, kind feedback using ‘I noticed…’ statements to keep the scene supportive.

What to look for

Observe small groups as they improvise. Note which students are actively participating, listening to others, and contributing ideas to build the scene. Ask students to point to a peer whose idea helped move the scene forward.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 02

• Placemat Activity
• 30 min · Small Groups

Character Entry Challenge: Predict and Perform

Groups start a short scene with two characters. One student enters as a new character; others predict changes aloud, then improvise the updated scene. Repeat with role swaps for multiple predictions.

Predict what happens to a story when a new character enters the stage.

What to look for

After a group improvisation, ask: 'How did your group decide who would speak first?' and 'What happened in your story when [new character name] entered?' Record student responses to gauge understanding of scene development and character impact.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 03

• Placemat Activity
• 35 min · Small Groups

In-Role Fix: Problem Rounds

Assign a group problem, like a lost toy in a scene. Students stay in role to suggest and test solutions through improv. After two minutes, pause for quick group vote on the best fix and refine.

Explain how we can solve a problem together while staying in our roles.

What to look for

Provide students with a sentence starter: 'When we build a scene together, I can help solve problems by...' Ask them to complete the sentence with one specific action they can take while staying in their role.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

Activity 04

• Placemat Activity
• 40 min · Whole Class

Feedback Loop: Refine Together

Groups perform a 1-minute sequence for the class. Peers give one positive note and one suggestion using 'I noticed...'. Groups rehearse changes and perform again.

Analyze how we decide who speaks first in a scene.

What to look for

Observe small groups as they improvise. Note which students are actively participating, listening to others, and contributing ideas to build the scene. Ask students to point to a peer whose idea helped move the scene forward.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should model collaborative behaviors by joining a group and showing how to listen, contribute, and compromise. Avoid taking over the scene; instead, guide students with open-ended questions like ‘What could we try next?’ Research shows that young learners build confidence when they experience success in small, achievable steps.

Successful learning looks like groups that listen carefully, take turns, and build on each other’s ideas to create shared scenes. Students stay in role, use their bodies and voices expressively, and solve problems without breaking character.

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Watch Out for These Misconceptions

• During Decision Circle, watch for students who say, ‘I’ll tell you what to do.’

  Redirect by asking the group to hold up fingers to vote on who speaks first, ensuring equal input.

• During In-Role Fix, watch for students who break character to argue about solutions.

  Use the prompt, ‘How would your character solve this problem?’ to keep them in role while problem-solving.

• During Character Entry Challenge, watch for students who assume the new character ends the scene.

  Have groups pause after the entry and discuss, ‘What could this character add?’ before continuing.

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Methods used in this brief

• Placemat Activity