Activity Introduction

Quick summary: In this activity students devise and perform short group performances in the style of collage play building. The plays are based on the idea of the ‘asset life-cycle’.

Learning goals:

  • Students grasp the idea of the asset life-cycle.
  • Students engage in collage playbuilding to devise group performances.
  • Students perform for an audience of their classmates.
  • Students reflect on their own and others’ performances in logbook entries.

General capabilities: Critical and creative thinking, Personal and social capability, Ethical understanding, ICT capability.

Cross-curriculum priority: Sustainability OI.8.

Australian Curriculum content descriptions:

Year 9 & 10 Drama

  • Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
  • Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience (ACADRM051)
  • Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)

Syllabus outcomesDRA S5.1.1, DRA S5.1.2, DRA S5.2.1, DRA S5.2.3, DRA S5.3.1

Topic: Hydro Tasmania, Energy.

Time required: 2 x 60 mins

Level of teacher scaffolding: Medium – oversee activity.

Resources required: Dramatic Assets Student Worksheet – one copy per student, Internet access.

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: Includes opportunities for homework and extension.

Keywords: Renewable energy, drama, playbuilding, ‘asset life-cycle’.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

people-heroTeacher Preparation

Overarching learning goal: By participating in this activity, students will grasp the idea of the 'asset life-cycle'. Students will engage in collage playbuilding to devise group performances and will perform for an audience of their classmates. Finally, students will reflect on their own and others’ performances in logbook entries.

Teacher background information: Energy is the lifeblood of our modern life. It gives us light and keeps our food fresh. It powers our industry, fuels our cars, and charges our iPhones. Our energy is produced by burning fossil fuels and this has a range of environmental, social and economic impacts. One of the most significant is the emission of greenhouse gases. A solution is the transition to clean energy sources. The brilliant thing is that we have huge amounts of free, renewable and clean supplies of natural energies. These include sunlight, wind, running water, oceans and underground hot rocks.

According to the Clean Energy Austra

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