The Arts · Grade 1

Active learning ideas

Becoming Someone Else: Characterization

Active learning works well for characterization because it allows students to physically and emotionally experience a role rather than just discuss it. When children step into a character’s shoes through movement, voice, and simple props, they develop empathy and clarity in their choices. This kinesthetic and imaginative approach helps young learners internalize how small details can communicate big ideas to an audience.

• Ontario Curriculum Expectations
• TH:Pr5.1.1a

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

Activity 01

• Role Play
• 25 min · Whole Class

Role Play: The Magic Hat

Place a basket of different hats (a crown, a hard hat, a sun hat) in the center. A student puts one on and must walk and talk like the person who would wear it, while the class guesses the character.

What does an actor do to make us believe they are really that character?

Facilitation Tip

During Role Play: The Magic Hat, model how a single prop can transform a student’s posture and movement by showing two contrasting examples (e.g., a king’s stick vs. a mouse’s stick).

What to look for

Ask students to stand and show, without speaking, how a character who is very happy would walk. Then, ask them to show how a character who is very tired would walk. Observe if students use distinct body language for each.

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

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Character Voices

Give pairs a simple sentence like 'Where is my lunch?' They must take turns saying it as a 'grumpy giant' and then as a 'tiny fairy,' discussing how the meaning of the sentence changes.

How would a giant talk? How would a tiny fairy talk?

Facilitation Tip

For Think-Pair-Share: Character Voices, provide a small mirror so students can observe and adjust their facial expressions and mouth shapes as they experiment with different vocal tones.

What to look for

After students have acted out a character, ask: 'Tell us one choice you made with your voice or body to show us who you were.' Listen for specific details about pitch, volume, pace, or movement.

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

Activity 03

• Simulation Game
• 30 min · Whole Class

Simulation Game: Character Cafe

Students are assigned a character (e.g., a baker, a firefighter, a squirrel). They move around the room and 'meet' other characters, staying in character as they ask each other one question about their day.

Why did you choose to move that way for your character?

Facilitation Tip

In Simulation: Character Cafe, circulate with a clipboard to jot down one specific choice each student makes (e.g., how they hold their cup, the speed of their speech) to give immediate feedback later.

What to look for

Provide students with a picture of a character (e.g., a brave knight, a shy mouse). Ask them to draw one gesture that character might make and write one word describing their voice (e.g., loud, soft, squeaky).

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

A few notes on teaching this unit

Start by modeling small, intentional choices rather than full costumes or elaborate performances. Research shows that young children benefit from clear, concrete examples they can mimic before creating their own interpretations. Avoid praising 'being silly' without purpose, as it can lead to random movements that confuse the audience. Instead, focus on how specific details (like a limp or a whisper) help the audience understand the character’s story.

Successful learning looks like students making purposeful choices with their voice, body, and props to clearly show a character’s personality or emotion. You should see them using distinct movements, tones, and gestures that stay consistent with the role they are portraying. Students should also begin to explain why they made certain choices to build the character.

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Watch Out for These Misconceptions

• During Role Play: The Magic Hat, students may think they cannot become a character without the right clothes.

  Provide a stick or scarf as a prop and model how posture and movement can shift instantly from one character to another without changing clothes. Ask students to name the character they see and explain how they knew.

• During Think-Pair-Share: Character Voices, students may default to exaggerated or random sounds.

  Pause the pair-sharing to ask: 'What made your character’s voice unique? Was it the pitch, speed, or something else?' Guide them to focus on one specific vocal choice that matches their role.

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Methods used in this brief

• Role Play
• Think-Pair-Share
• Simulation Game