The Arts · Year 1

Active learning ideas

Character Development: Who Am I?

Active learning helps Year 1 students grasp character development because movement and voice turn abstract ideas into tangible experiences. When children embody animals or objects, they connect personality traits to physical actions, making their characters feel real and memorable.

• ACARA Content Descriptions
• AC9ADR2E01
• AC9ADR2D01

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Role Play
• 20 min · Pairs

Pairs: Mirror Movement Game

Students pair up and face each other. One student moves slowly as their character (e.g., inspired by a sloth), while the partner mirrors the actions precisely. Switch roles after two minutes, then discuss which traits emerged through body language.

Design a character based on a specific animal or object.

Facilitation Tip

During the Mirror Movement Game, model how to match your partner’s energy rather than copying exactly to avoid rigidity.

What to look for

Present students with pictures of various animals or everyday objects. Ask them to choose one and quickly sketch it, then add one physical trait and one personality trait. 'What animal did you choose? What is one way it looks? What is one way it acts?'

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

Activity 02

• Role Play
• 30 min · Small Groups

Small Groups: Animal Character Build

Groups of four select an animal, brainstorm three traits (personality, motivation, voice), and create a short scene where characters interact. Each student justifies their choices to the group before performing for the class.

Justify the choices made for a character's voice and movement.

What to look for

Give each student a card with a simple emotion written on it (e.g., happy, sad, surprised). Ask them to write or draw one way their character might move or sound when feeling that emotion. 'How would your character move when they are surprised? How would they sound?'

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

Activity 03

• Role Play
• 25 min · Whole Class

Whole Class: Stay in Character Circle

Form a circle with students in their characters. Pass a ball around; the receiver responds to a prompt (e.g., 'What do you want?') using voice and gesture without breaking role, even when silent.

Explain why it is important for an actor to stay in character even when they aren't speaking.

What to look for

After a short improvisation activity, ask students: 'How did you know what [student's name]'s character was feeling? What clues did their voice or movements give you?' Encourage specific observations about character traits.

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

Activity 04

• Role Play
• 15 min · Individual

Individual: Character Design Sheet

Each student draws their character from an object, labels physical traits, personality, and motivation, then practices voice and walk in front of a mirror before sharing with a partner.

Design a character based on a specific animal or object.

What to look for

Present students with pictures of various animals or everyday objects. Ask them to choose one and quickly sketch it, then add one physical trait and one personality trait. 'What animal did you choose? What is one way it looks? What is one way it acts?'

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

A few notes on teaching this unit

Teachers approach this topic by focusing on sensory and kinesthetic learning. Avoid talking too much about theory; instead, let students explore through guided play. Research shows that young children develop character depth best when traits emerge naturally from physical embodiment rather than being pre-planned.

Successful learning looks like students creating distinct voices, movements, and motivations for their characters and explaining how these traits influence their choices. You’ll see students responding thoughtfully to peer performances and justifying their character design decisions.

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Watch Out for These Misconceptions

• During the Animal Character Build activity, watch for students who only describe costumes or props instead of personality or movement.

  Prompt students to name their animal’s personality first, then describe how that trait changes their walk or posture. Ask: ‘What does your animal do when it’s excited?’

• During the Stay in Character Circle, watch for students who break character when not speaking lines.

  Reinforce silent moments by asking peers to point out specific posture or facial expressions that keep the character alive. Praise students who maintain consistency without prompting.

• During the Pairs: Mirror Movement Game, watch for students who move identically without showing personality differences.

  Pause the game to ask: ‘How would your animal/object move differently from your partner’s?’ Have them exaggerate one trait before resuming.

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Methods used in this brief

• Role Play