The Arts · Year 8

Active learning ideas

Devised Theatre: Creating Original Work

Active learning builds ownership and confidence in devised theatre, where students transform initial ideas into a cohesive performance through embodied exploration. Physical and collaborative warm-ups prepare students to listen, adapt, and build on each other’s contributions in real time.

• ACARA Content Descriptions
• AC9ADR8C01
• AC9ADR8D01

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

Activity 01

• Project-Based Learning
• 30 min · Whole Class

Warm-Up: Stimulus Improv Circle

Display a central stimulus like a photo or sound clip. Students stand in a circle and build a scene by adding one action or line each, passing the 'offer' around. After two full rounds, freeze and discuss emerging story elements before small groups refine into a short scene.

Design a collaborative process for generating original theatrical material.

Facilitation Tip

Start the Stimulus Improv Circle with a simple sound or image, then call out specific parameters like ‘Show me how your character moves in under five seconds’ to channel energy productively.

What to look for

After a devising session, students complete a short feedback form for two peers. Questions include: 'What was one valuable idea this person contributed?' and 'How did this person support the group's creative process?'

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

Activity 02

• Project-Based Learning
• 40 min · Small Groups

Small Groups: Character Development Web

Provide a theme; groups brainstorm characters on sticky notes, then connect them with strings or lines to form relationships and arcs. Assign initial traits collectively. Rehearse short dialogues to test dynamics and adjust based on group vote.

Evaluate the strengths and challenges of creating a play without a pre-written script.

Facilitation Tip

For the Character Development Web, assign each student a different role in the web-building process so no one feels stuck as note-taker or dominant voice.

What to look for

Students write on an index card: 'One challenge our group faced today was...' and 'One strategy we used to overcome it was...'. This checks their understanding of group dynamics and problem-solving.

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

Activity 03

• Project-Based Learning
• 25 min · Pairs

Pairs: Movement Sequence Blocks

Pairs create 30-second physical sequences for key plot moments, inspired by the group web. Share with the full group, who vote on fits. Assemble selected blocks into a rough run-through with voice overlays.

Explain how a group can collectively develop a coherent narrative and character arcs.

Facilitation Tip

During Movement Sequence Blocks, ask pairs to perform their sequence twice: once at half-speed to clarify intent, and once at full speed to refine flow and rhythm.

What to look for

Teacher observes group work and asks targeted questions during improvisation: 'How does that action develop the character?' or 'What could happen next to move the story forward?' This assesses their grasp of narrative and character development in real-time.

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

Activity 04

• Project-Based Learning
• 35 min · Whole Class

Whole Class: Draft Feedback Rounds

Groups perform 2-minute drafts. Class uses 'two stars and a wish' protocol: note two strengths and one suggestion. Incorporate feedback in a second iteration, then reflect on changes in a group share-out.

Design a collaborative process for generating original theatrical material.

Facilitation Tip

Use Draft Feedback Rounds to model how to give feedback starting with ‘I saw...’ and ‘I felt...’ to keep comments objective and actionable.

What to look for

After a devising session, students complete a short feedback form for two peers. Questions include: 'What was one valuable idea this person contributed?' and 'How did this person support the group's creative process?'

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

A few notes on teaching this unit

Teachers should model structured improvisation by participating in warm-ups, demonstrating how constraints fuel creativity. Avoid over-directing; instead, observe group dynamics and intervene only when imbalance persists. Research shows that students learn best when they experience the tension between freedom and structure firsthand, so provide just enough scaffolding to keep the process generative.

Successful learning looks like students actively building narrative arcs, developing distinct characters, and giving constructive feedback while balancing creative freedom with group cohesion. They should demonstrate progress from abstract concepts to concrete, rehearsed scenes.

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Watch Out for These Misconceptions

• During Stimulus Improv Circle, some students may assume devised theatre is chaotic with no structure.

  Use the circle’s structure to show how guidelines focus energy: start with a clear stimulus, set time limits for responses, and rotate speakers to ensure all voices contribute within a short, controlled timeframe.

• During Character Development Web, a student might think one dominant voice overshadows others in groups.

  Assign roles such as ‘scribe,’ ‘questioner,’ and ‘illustrator’ within the web activity, and rotate roles every two minutes to redistribute influence and highlight the value of diverse input.

• During Movement Sequence Blocks, students may believe devising takes longer than learning a script.

  Ask pairs to time their sequences and note how physicalization sharpens memory and adaptability, turning improvisation into an efficient rehearsal method when paired with targeted repetition.

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Methods used in this brief

• Project-Based Learning