The Arts · Grade 1

Active learning ideas

Building a World: Setting the Scene

Active learning works well for this topic because young students learn best when they use their bodies and imaginations to shape the world around them. Handling objects and creating sounds physically connects abstract ideas to concrete experiences, making the learning stick.

• Ontario Curriculum Expectations
• TH:Cr1.1.1a

• 20–40 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

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.

How can we pretend this chair is a spaceship? What would we say or do?

Facilitation Tip

During Prop Transformation, circulate and remind students to exaggerate their movements so the class can clearly see the imagined object or setting.

What to look for

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.

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

Activity 02

• Simulation Game
• 20 min · Whole Class

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.

What sounds would help us know the story is happening in a jungle?

Facilitation Tip

For Soundscape Creation, start with short 20-second intervals so students focus on one sound at a time before layering.

What to look for

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.

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

Activity 03

• Gallery Walk
• 40 min · Small Groups

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.

Why does it matter where our story takes place?

Facilitation Tip

During Gallery Walk, give each student a sticky note to jot one compliment or question for peers about their imaginary world.

What to look for

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.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should model how to use small, simple objects to represent grand ideas, like turning a scarf into a magic carpet. Avoid using elaborate props, as the goal is to build creativity with what students have. Research shows that young children learn setting best through kinesthetic and auditory experiences, so emphasize movement and sound over visuals alone.

Students will show they understand setting by using their bodies, voices, and simple objects to create a believable environment. They will demonstrate how the setting influences their actions and dialogue, making clear choices about how characters behave in different worlds.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Prop Transformation, watch for students who hold objects passively or treat them as real items.

  Prompt students to name the object and describe what it is pretending to be, then model exaggerated movements to show how the object transforms into something new.

• During Soundscape Creation, watch for students who rely only on their voices or who create sounds that don’t match the setting.

  Have students pair up and take turns mimicking each other’s sounds to ensure the soundscape is cohesive and clearly communicates the environment.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Gallery Walk