The Arts · Year 5

Active learning ideas

Improvisation and Spontaneity

Active learning works for improvisation because it builds the core skills of quick thinking, active listening, and collaboration in real time. When students practice spontaneity through movement, dialogue, and quick decisions, they internalize the rules of improv without overthinking. This approach mirrors how professional actors train, making abstract concepts tangible through doing.

• ACARA Content Descriptions
• AC9ADR5E01
• AC9ADR5C01

• 20–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 20 min · Whole Class

Inquiry Circle: 'Yes, And' Circles

In a circle, students build a story one sentence at a time. Each student must start their sentence with 'Yes, and...' to ensure they are building on the previous person's idea rather than changing the subject.

How does the rule of 'Yes, and' foster collaboration during an improvised scene?

Facilitation Tip

During 'Yes, And' Circles, circulate and quietly coach pairs who get stuck by whispering the next word or gesture they could accept and build upon.

What to look for

During a short improvised scene (1-2 minutes), observe students and note instances where they clearly apply the 'Yes, and' rule. Ask students to verbally identify one instance where they accepted and built upon a partner's idea immediately after the scene.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Role Play
• 30 min · Pairs

Role Play: The New Use for a Prop

A student is given a mundane object (like a wooden spoon). They must enter a scene and use it as something completely different (e.g., a magic wand or a microphone). A second student joins and must immediately 'accept' that the spoon is that new object.

What makes an improvised moment feel real versus staged?

Facilitation Tip

In the 'New Use for a Prop' role play, model how to handle mistakes with humor and keep the scene moving forward without stopping to correct errors.

What to look for

After a group improvisation, have students complete a simple checklist for each group member: Did they listen to others? Did they add to the story? Did they stay in character? Students can share one positive observation about a peer's contribution.

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

Activity 03

• Simulation Game
• 25 min · Pairs

Simulation Game: The Expert Interview

One student is an 'expert' on a made-up subject (e.g., 'The History of Flying Pigs'). Another student is the interviewer. The 'expert' must confidently make up facts on the spot, while the interviewer must ask 'probing' questions to keep the scene going.

How can we use physical props to inspire new directions in a story?

Facilitation Tip

For the 'Expert Interview' simulation, set a timer so students practice staying focused and responding quickly, just like real experts do under pressure.

What to look for

Provide students with a scenario prompt (e.g., 'You find a mysterious box'). Ask them to write down: 1) A character they might play, 2) One thing that happens next, and 3) One prop that could be in the box and how it changes the story.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

A few notes on teaching this unit

Teach improvisation by modeling the behaviors you want to see. Demonstrate how to accept and build on an idea without judgment, and emphasize process over product. Research shows that students learn best when they feel safe to take risks, so create a classroom culture where mistakes are part of the creative process. Avoid over-correcting during scenes, as this disrupts spontaneity. Instead, offer feedback in debriefs that highlights specific moments of collaboration.

Successful learning looks like students listening closely, accepting each other’s ideas, and building on them naturally. They should respond in the moment with confidence, staying in character and contributing to a shared story. By the end of the unit, they will use the ‘Yes, And’ rule consistently and creatively during group scenes.

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Watch Out for These Misconceptions

• During 'Yes, And' Circles, watch for students who try to force jokes instead of building on their partner’s ideas.

  Gently redirect by reminding them to focus on accepting their partner’s offer first. Ask, 'What did your partner say or do, and how can you build on that?' Keep the circle moving with quick, simple responses.

• During the 'New Use for a Prop' role play, students may ignore their partner’s ideas to force their own prop idea.

  Use the prop itself as a prompt. Ask each student to hold the prop and state one way it could be used, then invite their partner to add another use based on that idea.

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Methods used in this brief

• Inquiry Circle
• Role Play
• Simulation Game