The Arts · Grade 1 · Characters and Creative Play · Term 4

Building a World: Setting the Scene

Creating the setting and atmosphere for a play using simple props and imagination.

• Ontario Curriculum Expectations
• TH:Cr1.1.1a

About This Topic

Building a World is about the power of setting in drama. In Grade 1, the Ontario curriculum encourages students to use their imagination and simple objects to transform their classroom into another place. They learn that a setting isn't just a backdrop; it's an environment that affects how characters behave. A dark, spooky forest feels different than a bright, busy market, and students explore how to use sounds, 'imaginary props,' and physical movement to create these atmospheres.

This topic develops creative problem-solving and collaboration. Students learn to work together to 'agree' on the reality of their imagined world. If one student says a chair is a boat, everyone must treat it like a boat. This shared imagination is a fundamental part of dramatic play and helps students understand the structure of stories. This topic comes alive when students can work in small groups to build a 'set' using only basic classroom items and their own bodies.

Key Questions

1. How can we pretend this chair is a spaceship? What would we say or do?
2. What sounds would help us know the story is happening in a jungle?
3. Why does it matter where our story takes place?

Learning Objectives

• Identify simple objects that can represent different settings in a dramatic play scenario.
• Create a setting for a play using at least two imaginary props and one sound effect.
• Demonstrate how a change in setting affects a character's actions or dialogue.
• Explain the importance of setting for establishing the mood and context of a story.

Before You Start

Exploring Dramatic Play

Why: Students need prior experience with imaginative play and taking on roles to effectively create and inhabit new settings.

Using Objects in Play

Why: Familiarity with using everyday objects as representations is necessary before students can transform them into elements of a specific setting.

Key Vocabulary

Setting	The place or time where a story happens. It helps us imagine where the characters are and what the atmosphere is like.
Prop	An object used in a play to help tell the story. In Grade 1, props can be real objects or things we pretend are real.
Imagination	The ability to form new ideas, images, or concepts that are not present to the senses. We use imagination to pretend a chair is a spaceship.
Atmosphere	The feeling or mood of a place. A spooky forest has a different atmosphere than a sunny beach.

Watch Out for These Misconceptions

Common Misconception

A setting is just a drawing on the wall.

What to Teach Instead

Students may think the 'world' is separate from them. Use hands-on modeling to show how moving as if the air is 'cold' or 'thick' helps build the world more effectively than a paper background.

Common Misconception

We need real props to tell a story.

What to Teach Instead

Children often get hung up on not having a 'real' sword or phone. Peer discussion about 'mime' helps them see that the audience will believe whatever the actor clearly shows them through their actions.

Active Learning Ideas

Inquiry Circle: Prop Transformation

Give each small group one object (e.g., a hula hoop or a scarf). They must come up with three different ways to use it as a setting element (e.g., a portal, a pond, a steering wheel) and show the class.

30 min·Small Groups

Simulation Game: Soundscape Creation

The class works together to create the 'sounds' of a specific Canadian setting, like a busy Toronto street or a quiet Northern forest. They use their voices and hands to build layers of sound that set the mood.

20 min·Whole Class

Gallery Walk: Imaginary Worlds

Groups 'build' a scene using chairs and desks to represent a specific place (e.g., a space station). Other students walk through the 'set' and must guess where they are based on the layout and the 'actors' in it.

40 min·Small Groups

Real-World Connections

• Set designers for theatre productions and film use their creativity to build entire worlds on stage or screen. They choose colors, materials, and props to make the audience believe they are in a specific time and place, like a bustling medieval market or a futuristic spaceship.
• Theme park designers create immersive environments for attractions, using props, sounds, and lighting to transport visitors to fantasy lands or historical periods. For example, a pirate-themed ride uses sounds of the ocean and props like treasure chests to create an adventurous atmosphere.

Assessment Ideas

Quick Check

Ask students to hold up one object from the classroom and say what it is pretending to be for their play. Then, ask them to make one sound that matches their chosen setting. Observe if they can clearly communicate their imagined setting.

Discussion Prompt

Present students with a scenario: 'Imagine you are in a very cold, snowy place. What would you say or do differently than if you were on a hot, sunny beach?' Facilitate a brief class discussion, guiding them to connect actions and dialogue to the setting.

Exit Ticket

Give each student a card with a picture of a simple object (e.g., a box, a scarf, a stick). Ask them to write or draw one sentence explaining what their object could be in a play and what kind of place (setting) it might be used in.

Frequently Asked Questions

How do I teach 'setting' in a drama context?

Focus on the five senses. Ask students: 'What does this place smell like? Is it hot or cold? What do we hear?' This sensory approach helps them build a more vivid and believable world for their characters.

What are 'found object' props?

These are everyday items used in creative ways. A ruler becomes a magic wand; a backpack becomes a heavy treasure chest. This encourages divergent thinking and reduces the need for a large drama budget.

How can active learning help students understand building a world?

Active learning turns students into 'world-builders.' Through collaborative simulations where they must collectively decide on the 'rules' of their world (e.g., 'In this world, we all walk in slow motion'), they learn the importance of consistency and shared narrative. This group work requires constant communication and negotiation, which are the building blocks of successful dramatic ensemble work.

How can I include diverse Canadian landscapes in drama?

Ask students to build worlds based on different parts of Canada, like the Rocky Mountains, the Prairies, or a fishing village in Newfoundland. This integrates geography and social studies into their dramatic play.

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