The Arts · Grade 3

Active learning ideas

Developing a Storyboard

Active learning works well for developing storyboards because students need to test ideas quickly and see how visuals, text, and notes interact. Moving between pairs, small groups, and whole class builds lets students refine their plans through discussion and iteration, which strengthens their ability to organize multi-arts projects.

• Ontario Curriculum Expectations
• VA:Cr1.1.3a
• TH:Cr1.1.3a

• 25–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 30 min · Pairs

Pairs: Storyboard Sketch Relay

Partners alternate drawing one scene panel per turn, adding notes on arts elements like sound or movement. After five minutes, they switch and continue until the story ends. Pairs present one panel to the class for quick feedback.

Design a storyboard that visually maps out the sequence of events in your story.

Facilitation Tip

For the Personal Scene Draft, remind students that their first sketch is a draft, not final—encourage them to leave space in the margin for later notes on changes.

What to look for

Provide students with a blank storyboard template. Ask them to draw and label three panels for a familiar fairy tale, focusing on showing a clear sequence of events. Observe if they can represent action and basic plot points visually.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 45 min · Small Groups

Small Groups: Element Match-Up

Provide story scenes on cards; groups draw storyboard panels and match visual, music, or movement elements to each. Discuss and justify choices on sticky notes. Groups rotate to add to others' boards.

Justify the inclusion of specific visual, musical, or movement elements for each scene.

What to look for

Students exchange their completed storyboards. Prompt: 'Does the storyboard clearly show what happens next? Can you identify one visual choice (like color or character expression) that adds to the scene? Write one question for your partner about their storyboard.'

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 50 min · Whole Class

Whole Class: Digital Storyboard Build

Project a shared digital template. Class votes on story events, then takes turns adding sketches and elements via interactive software. Review as a group to refine sequence and transitions.

Explain how a storyboard helps to organize a multi-arts project.

What to look for

On an index card, ask students to: 1. Write one sentence explaining why a storyboard is helpful for planning a multi-arts project. 2. Name one artistic element (visual, music, or movement) they included in their storyboard and why.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 25 min · Individual

Individual: Personal Scene Draft

Students select one story scene to storyboard alone, sketching visuals and noting arts elements. They self-assess using a checklist for sequence and justification. Share drafts in a voluntary show-and-tell.

Design a storyboard that visually maps out the sequence of events in your story.

What to look for

Provide students with a blank storyboard template. Ask them to draw and label three panels for a familiar fairy tale, focusing on showing a clear sequence of events. Observe if they can represent action and basic plot points visually.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teach storyboard development by modeling how to balance visuals with concise text and artistic notes, showing students how these elements work together to communicate ideas. Avoid letting students spend too long perfecting drawings early on—instead, emphasize planning and revision. Research suggests that storyboard users benefit most from iterative feedback, so build in multiple checkpoints where peers or the teacher can ask, 'What does this panel need to make the next one clearer?'

Successful learning looks like students creating clear panels that show a sequence of events with visuals, dialogue or action labels, and notes on artistic elements. They justify their choices in conversation or writing, showing how the storyboard structures their multi-arts project and connects ideas across different art forms.

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Watch Out for These Misconceptions

• During Storyboard Sketch Relay, watch for students who focus only on drawing and skip labeling actions or adding notes about artistic elements.

  Pause the relay after two rounds and ask pairs to look at their panels. Direct them to add at least one label for dialogue or action and one note about color, music, or movement before continuing.

• During Element Match-Up, watch for students who assume every scene must use all three art forms (visual, music, movement).

  Challenge groups to justify why some scenes might rely more on visuals or movement, and have them present their reasoning to the class.

• During Digital Storyboard Build, watch for students who treat the storyboard like a final product and resist changes once a panel is added.

  After adding each panel, pause and ask the class: 'What’s one thing we could adjust to make the story flow better?' Model moving panels or adding notes to show flexibility.

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Methods used in this brief

• Plan-Do-Review