The Arts · Year 6

Active learning ideas

Devised Theatre: Collaborative Storytelling

Active learning works because devised theatre depends on physical and collaborative energy. Students build trust, take creative risks, and solve problems in real time when they move, speak, and listen together. This hands-on approach turns abstract concepts into lived experience, making complex ideas memorable and meaningful.

• ACARA Content Descriptions
• AC9ADR6C01
• AC9ADR6D01

• 15–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 20 min · Whole Class

Warm-up: Idea Storm Circle

Students sit in a circle and contribute one word or phrase to build a story prompt, passing a ball to signal turns. Groups then select a prompt and brainstorm characters and conflicts for 5 minutes. End with pairs sharing one key idea.

Explain how a group can collaboratively develop a compelling narrative without a pre-written script.

Facilitation Tip

During Idea Storm Circle, keep the circle tight so students speak to one another, not to you, to foster direct ensemble communication.

What to look for

After a devising session, have students complete a 'Rose, Bud, Thorn' feedback form for their group. 'Rose' is something that worked well, 'Bud' is an idea for future development, and 'Thorn' is a challenge they faced. Students share their feedback within their groups.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 30 min · Small Groups

Improv Scene Building: Freeze and Switch

Pairs create a starting scene using movement and sound; on 'freeze,' another pair taps in to advance the story. Rotate three times per group, then discuss narrative changes. Record key moments on chart paper.

Design a theatrical moment that communicates a complex idea using only movement and sound.

Facilitation Tip

In Freeze and Switch, remind students to freeze immediately and clearly when you call ‘freeze’ to preserve the moment for fresh eyes to enter.

What to look for

Provide students with a prompt card (e.g., 'A lost object,' 'A secret meeting'). Ask them to spend 5 minutes improvising a short scene in their groups. Then, ask each group to share one key decision they made during improvisation to move the story forward.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 45 min · Small Groups

Ensemble Rehearsal: Run-Through Critique

Groups rehearse their devised piece twice, once silently noting strengths, then with peer feedback on clarity and impact. Refine one element, like tension building, and perform for the class.

Critique the challenges and rewards of creating theatre through improvisation and ensemble work.

Facilitation Tip

During Run-Through Critique, pause after each group’s run-through to ask only one focused question per group to keep feedback purposeful and manageable.

What to look for

Facilitate a whole-class discussion using the prompt: 'What was the most surprising moment that emerged from your group's improvisation today, and how did the group respond to it?' Encourage students to share specific examples of collaborative problem-solving.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 15 min · Individual

Reflection: Story Map Poster

Individually sketch a visual map of the group's narrative arc, highlighting contributions. Share in pairs to identify collaborative elements.

Explain how a group can collaboratively develop a compelling narrative without a pre-written script.

Facilitation Tip

Use Story Map Posters as a visual anchor so students can literally see how their ideas connect and grow over time.

What to look for

After a devising session, have students complete a 'Rose, Bud, Thorn' feedback form for their group. 'Rose' is something that worked well, 'Bud' is an idea for future development, and 'Thorn' is a challenge they faced. Students share their feedback within their groups.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teaching devised theatre means stepping back to let students lead while you observe and guide subtly. Avoid over-directing, as the magic happens in ensemble negotiation. Research shows that structured improvisation builds cognitive flexibility and social awareness, so balance freedom with clear frameworks. Model respectful listening and quick decision-making to set the tone for collaborative work.

Successful learning looks like groups that listen to each other, take turns, and build scenes step-by-step with clear choices. Students should show growing confidence in improvisation, respectful feedback, and a shared sense of ownership over the final story. By the end, each piece should have a beginning, middle, and end shaped by the ensemble.

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Watch Out for These Misconceptions

• During Idea Storm Circle, some students may wait for others to lead instead of contributing.

  During Idea Storm Circle, model round-robin participation by going around the circle twice so every voice is heard before repeating. If a student hesitates, gently prompt with, ‘I’ll come back to you next round,’ to encourage persistence.

• During Freeze and Switch, students may assume the new person must take the scene in the same direction.

  During Freeze and Switch, explicitly state that the new person can change the tone, time, or location of the scene. Use the switch to show how different choices create new narratives.

• During Run-Through Critique, students may believe only the director can give feedback.

  During Run-Through Critique, ask each group to identify one decision they made during the run-through and explain why. Then, invite peers to add one compliment and one question, reinforcing shared ownership of the work.

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Methods used in this brief

• Project-Based Learning