Teacher 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 Australia Report 2013:

14.76% of Australia's electricity came from renewable sources in 2013; enough to power the equivalent of almost 5 million homes.
Wind turbines provided enough energy to power 1.3 million homes.
3.1 million Australians lived or worked at a property with solar panels at the end of 2013.

We've still got a long way to go, but Hydro Tasmania is a leader in clean energy! Click here to find out more about Hydro Tasmania.

Want to know more about energy? Check out Cool Australia's video (https://vimeo.com/74926420)

Teaching Sequence for 2 Lessons

Preparation

Prior to these lessons it is recommended students complete the independent research for 15-20 minutes. This could be done in class or as part of a homework task.

Lesson 1

30 minutes - Introduction and stimulus
30 minutes - Playbuilding (in pairs or as a whole class)

25 minutes	Performances
5 minutes	Quick reflection/discussion and reminder about homework (whole class)

Preparation

Prior to Lesson 1 students should complete independent research on the topic of the ‘asset life-cycle’, using the resources and information found at the following links:

Lesson 1 Teaching Sequence

Step 1.

Introduction - Explain the Task - This activity is to be prepared in one lesson and performed in one lesson. It requires students to devise short group performances (approx. 2 minutes long) in the style of collage playbuilding.

The Syllabus defines collage playbuilding as ‘a number of scenes connected to a theme or issue (such as the environment) and joined by transitions’. Dialogue is not compulsory in these performances, and the style may be surreal. It is best to avoid creating a plot. Instead, devise 3 or 4 brief scenes and/or tableaux and string them together.

Step 2.

Playbuilding Terms and Concepts - Quickly revise the following with the class -

surreal	genre	spine	stimulus
super-objective	tableaux	tone	blocking

Step 3.

Stimulus - Each group performance must be based on the idea of the ‘asset life-cycle’, as explained by Entura.

Entura is a business of Hydro Tasmania. Stimulus materials can be found at the following link: Entura Asset Lifecycles. The best approach is to view these materials with the whole class.

Step 4.

Getting Started - Split the class into groups of 3 or 4, and issue Dramatic Assets - Student Worksheet (one per student).

Step 5.

Group Focus - Each group must select an environmental asset to be the focus of their performance, (e.g. dam, coal power station, wind farm). They should consider the life cycle of this asset and how this cycle (or ideas about it) may be explored dramatically.

Groups must also decide on a style/approach for their piece. Collage playbuilding simply requires students to explore a topic in dramatic form. It does not require linear storytelling.

Step 6.

Playbuilding - Each group develops their short performance, following the guidelines and using the worksheet provided. Each student must complete and keep their own worksheet.

Lesson 2 Teaching Sequence

Step 1.

Polishing - Each group has 30 minutes to finalise, rehearse and polish their piece. This time must also be used to prepare everything for performance, so that groups may perform in succession without wasted time between pieces.

Step 2.

Performances - Each group performs their piece. Since pieces are very short, the expectation is that performances are polished to a high standard. Students are reminded that they should always be supportive and respectful towards their peers during and after performances.

Step 3.

Reflection - Briefly, the class may reflect on the task. Students should also be reminded to ensure that their completed worksheet is in their logbook and to complete a full logbook reflection (on their own performance and other groups’ performances) for homework.

Differentiated Activities

Provisions for Learning Support: Students with special needs can enjoy participation in this activity. Teachers may make suggestions and give guidance about roles according to student ability.

Homework

Lesson 1:

Students complete playbuilding worksheet and prepare for performance.

Lesson 2:

Students reflect on their own and others’ performances in their logbooks.

Hydro Tasmania - Playbuilding

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