2009 Otis Trk Power Trip

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Welcome to the 2009 Teacher Resource Kit or Power Trip: TheAdventures of Watty and Volt.

We want to help all Queensland teachers maximise theopportunity o having live arts in their school. We hope that youfnd this kit useul in engaging your students with curriculumactivities.

For urther curriculum support and advice relating to the programplease contact your Education Liaison Ofcers (ELOs) on

(07) 3004 7546 or (07) 3004 7547.

While all reasonable attempts have been made to conrm that sug-

gested websites are active and appropriate for classroom

use, content relevance and quality cannot be guaranteed.

Teachers are advised to preview any sites used

and provide a list of URLs to students that is tailored

to the individual school curriculum.

Should you nd any links that are broken or unsuitable

please contact the ELOs immediately.

COPYRIGHT AND PHOTOCOPYING INTERNET USE IN THE CLASSROOM

Photocopying for classroom use is permitted

by educational institutions.

Copyright protects this publication.

Except for purposes permitted by the Copyright Act,

reproduction by whatever means is prohibited.

Produced by

Queensland Arts Council Ontour Inschools

Education Liaison OfcersGPO Box 376, Brisbane Q 4001phone (07) 3846 7477

fax (07) 3255 2666

email [email protected]

ContentsPower Trip: The Adventures of Watty and Volt ..........2

Teacher Reference .....................................................3

Pre-Performance Lesson............................................4

Power Trip Vocabulary List .........................................5

Electricity Network ......................................................6

Post-Performance Lesson - Science ..........................7

Different Forms of Energy ..........................................8

Electromagnets...........................................................9

Producing Electricity .................................................10

Household Safety Tips..............................................11

Post-Performance Lesson - Drama ..........................12

A Sustainable Future: Task Sheet ............................13

Renewable Energy Freeze Frames ..........................14

Power Trip Script Excerpt .........................................15

Power Trip Script Excerpt Continued ........................16

Station 1: Poetry .......................................................17

Station 2: A Sustainability Rap..................................18

Station 3: A New Scene forPower Trip!....................19

What is Comedy? .....................................................20

What is a Clown Character? .....................................21 Image: Kelly Hussey-Smith

1Queensland Arts Council Ontour inschools Teacher Resource Kit www.qac.org.au


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Art Form/Style Clowning (physical and verbal comedy)

Role of Performer Clown Characters

Audience Participation Volunteers

Target Year Levels P - 7

Script based around Exploration o energy issues

Script Structure Narrative

Cast/crew 2 Actors

Sound Sound eects, music, singing

Global warming. Carbon footprints. Energy

conservation - all terms that are now part of

every households vocabulary. Power Trip brings

these current issues into the classroom and arms

students with an understanding of how they affect

their everyday lives.

All seriousness aside, our two kooky characters,

Watty and Volt take students on an electrifying

adventure with loads of slapstick laughs while

learning about how to use energy efciently and

safely.

Assisted by the Ergonometer - part tour-guide,

part time-machine our heroes discover Earths

energy sources and real ways to reduce energy

consumption at school and at home.

Written and Directed by Brendon Kennedy.

Links

Drama, Science, SOSE, Technology

Essential Learnings

Power Trip and TRK activities may assist teachers

to address various aspects of the QSA Essential

Learnings statements in Years 3, 5 and 7. Aspects

of the curriculum have been identied that relatedirectly to this performance.

Schools should adapt these curriculum references,

lesson plans and any associated assessment items

to the individual needs of each school and class.

More detailed curriculum references, assessment

and related learning experiences will be posted on

the QAC website as they become available.

The Arts

Drama

Science

Energy and change

Studies of Society and Environment

Time, continuity and change

Place and space

Political systems and power

Technology

Technology as a human endeavour

Information, materials and systems

Power Trip: The Adventures of Watty and Volt

Power Trip was developed in

partnership with Queensland

Arts Councils Production

Partner Ergon Energy to

communicate an important

message about energy and

how we use it.

2 Queensland Arts Council Ontour inschools Teacher Resource Kit www.qac.org.au


3/21www.qac.org.au Queensland Arts Council Ontour inschools Teacher Resource Kit

Teacher Reerence

Plot Summary

Prehistoric - Fire;1.

Song:2. Enough for all Forever;

Today: Its all about supply and demand;3.

Coal red power stations;4.

Distributing power - the electricity network;5.

Safety around electricity;6.

Watty explores renewable energy options;7.

Two versions of the future;8.

Wattys lesson;9.

Song:10. The Empowerment Rap.

Key Messages

Energy in Todays World

How is electricity generated?

How does it get to us, the consumers?

How do we use power at home, at work and in

our schools?

A Sustainable Environment

Enough for all, forever is a well known denition of

sustainability.

How do todays actions impact on future

generations?

Conservation

Electricity consumers are being encouraged by

Ergon Energy to cut their electricity use by 10% or

more. Students identify areas of possible energy

conservation.

Safety

Safety is an important theme

throughout the performance. Aselectricity cannot be seen,

the associated dangers

of electricity are often

underestimated

so we must treat it

with the highest

respect.

Characters

Watty

Watty is our comic male hero. His personality is

born out of the clowning traditions of the Augusteor fool clown, made famous by Lou Costello and

Frank Woodley. Wattys movement style is rubbery,

exaggerated and madcap.

Characterised by the primary quality of demand,

Watty is prone to overcondence and can become

greedy if left unchecked. Acting before thinking

makes him clumsy and accident-prone.

Watty can be mischievous and loves playing pranks

on people. He tends to be lazy and usually tries to

get Volt to do all the hard work. He has no concept

of taking responsibility for his actions.

Volt

Volt is a female character from the straight-laced

or Whiteface clown tradition e.g Bud Abbott and

Colin Lane. Volt symbolises the primary quality

of supply. She is keen and eager to please and

possesses a contagious laugh and infectious smile.

Volt is a quick thinker who plans ahead and learns

quickly. A powerhouse of energy, she often heads

off potential disasters or accidents brought on

by Wattys over eagerness or sheer foolishness.Sometimes a little over earnest and gullible, Volt

often takes the brunt of Wattys mischievous

pranks. Volt shows an understanding of the link

between actions and consequences.

The Ergonometer

The Ergonometer, a funky bit of gear, is part

time-machine, part tour guide. It demonstrates

to students the issues involved with electricity

generation from non-renewable and renewable

energy sources.

The Ergonometer also provides a sound track that

incorporates voice, music and funky sound effects

similar to those used in the movies.

For Energy Education Support Contact:

Christine Robertson

Energy Education Advisor

Ergon Energy

Phone: 07 3228 2185 Mobile: 0417 007 899

Email: [email protected]

Website: http://www.ergon.com.au/ergonia/

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Pre-Perormance LessonPre-Perormance Lesson

Activity Sheets for this lesson can be found on the following pages and need to be prepared.

Aim To explore the key messages ofPower Trip: The Adventures of Watty and Volt.

Duration 60 minutes

Activity Mins Procedures

Whats in a Name? 5

Discuss the title of the play Power Trip: the Adventures of Watty

and Volt. Teachers may consider the following questions:

Do the students recognise the terms Watt (i.e. Watty) and Volt?

What do the students imagine the performance is about?

Teacher Reference 10

Teacher Reference Sheet (page 3).

Use this page to examine the plot, messages and characters of

the production.

Vocabulary List 15

Prepare students for the science concepts ofPower Trip.

Activity Sheet: Power Trip Vocabulary List (page 5).

Usethese words to provide the opportunity for students to:

create their own/class denitions or;

conduct research in to the topics.

Powering Homes,

Businesses and

Schools

5Ask a student to sketch on the board how they think electricity is

distributed or transmitted to the school from a power station.

The Electricity

Network10

As a class discuss:

Activity Sheet: Electricity Network (page 6) to describe how

electricity arrives at our school.

(Students may copy this into their books.)

How do we Use

Electricity?10

Lead the students in a brainstorming activity to generate a list

of all the ways we use electricity at home and at school

Note: Keep this list as it will be used in the post-performance lesson.

This activity could also be done as a round robin where the students

have a set amount of time (2 - 5 mins) to brainstorm individually. Cue

students to pass their books to a neighbour and the teacher restarts

the timer. Students read the points on the page and add more that

come to mind. Continue this around the room to demonstrate the

power of teamwork.

Preparing for a

Performance5

A performance is different to sitting at home in front of the

television! Discuss with students live performance etiquette.




Sustainability

Sustainability is the capacity to maintain a

certain process or state indenitely.

ElectricityElectricity comes from a Greek word elektron.

A form of energy. A ow of electrons within a

conductor creating an electrical current.

Conductor

Any material allowing the free ow of electricity

e.g. water and metals.

Watt

The watt (symbol: W) is the unit of power,

equal to one joule of energy per second.

Volt

The volt (symbol: V) is a unit of measurement

for electricity relating to its force orpressure

on the electrical current.

A current with 100 volts has more electricity

available (and thus, more pressure on the

electrical ow) than a current with 20 volts. The

further electricity has to travel, the higher thevolts needed to cover the distance. Its similar

to water owing through a hose, the longer the

hose the harder we need to turn on the tap.

Power Station

A power station or plant is any facility that

generates electricity.

Power Point

Outlet for electricity within a building which

allows us to plug in our appliances.Transmission Tower

A structure used to support overhead electricity

wires or conductors for the transmission

of high voltage electricity. It is used in the

transmission of electricity from power stations

to local area sub-stations.

Power Poles and Service Lines

Power poles and service lines distribute

electricity from the sub-stations to our homes,schools and businesses. In new estates these

may be concealed underground.

Sub-station

An electrical sub-station is where the voltage of

the electricity to be distributed is either stepped

up or stepped down using transformers.

Transformer

A transformer is a device that changes the

voltage of the electricity up or down.

A step up transformer increases the voltage

to enable the electricity to be transmitted

efciently over long distances.

A step down transformer reduces the voltage

so that it can be distributed to and used in our

homes and schools.

Carbon Dioxide (CO2)

Carbon dioxide is one of the naturally occurring

gases in the Earths atmosphere. Also known

as a greenhouse gas, it traps some heat

energy from the sun, keeping the earth warm

enough to live on. Carbon dioxide is also

produced when fuels are burnt.

Fossil Fuels

Fossil fuels include coal, oil and gas that

originate from the remains of living things.

They take millions of years to form and are

non-renewable.

Greenhouse effect

Described by Joseph Fourier in

1824, the Greenhouse Effect is

a natural process in which heat

from the sun is trapped by gasses

within the Earths atmosphere.

Without the Greenhouse

Effect the Earth would have an

average surface temperature of

about -18 C.

Enhanced GreenhouseEffect

Recent increased warming of the

Earth as a result of human activitywhich is creating climate change.

Power Trip Vocabulary List

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Electricity Network

Power Station and step up transformer

A power station or a power plant is any facility that generates electricity

from any renewable or non-renewable sources. A step-up transformer at

the power station enables the electricity generated to be distributed via

transmission towers.

Step Down TransformerA step down transformer reduces the voltage so that it can be distributed

to and used in our homes and schools. Electricity sub-stations in our

communities contain step down transformers where the electricity has

its voltage reduced ready for distribution to our homes, schools and

businesses.

Transmission Tower

A transmission tower is a tall, steel structure used to support overhead

electricity wires or conductors for the transmission of high voltage

electricity.

These towers are used for transmitting electricity from power stations to

local area substations over long distances.

Power Poles and Lines

Power poles and lines distribute electricity from the sub-stations to our

homes, schools and businesses.

Consumers

Homes, schools and businesses are supplied with electricity where it is

used or consumed.

Extension:

Search for illustrations and pictures of the

items of the electricity network listed above.As a class, identify where you may see

these things in your community.

In the end we will conserve only what we love.We love only what we understand.

We will understand only what we are taught.Bada Dioum, Senegalese Ecologist.




Post-Perormance Lesson - Science

Activity Sheets for this lesson can be found on the following pages.

Aim To examine and extend the energy messages contained within the

performance Power Trip: The Adventures of Watty and Volt

Duration 90 minutes

Brainstorming

Energy Use10

On the board brainstorm all of the ways we use (and waste)

electricity at school. (Refer to pre-performance activity on page 4.)

Different

Types of

Energy

15

Examine different forms of energy around us every day.

Activity Sheet: Different Forms of Energy (page 8).

Answers: a) Electrical, b) Heat/Light, c) Electrical/Light/Sound, d) Sound/Heat,

e) Kinetic/Mechanical/Wind, f) Potential (Gravitational), g) Potential (Chemical)/

Electrical/Heat, h) Light/Heat/Potential (Chemical - wood, i) Sound/Wind, j) Kinetic/

Potential (Chemical - food)/Mechanical, k) Light/Heat/Electrical, l) Kinetic/Mechanical/Heat/Sound, m) Potential (chemical - food), n) Potential (Chemical).

Further support: www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html

Producing

Electricity25

Activity Sheet: Electromagnets (page 9) will demonstrate the

relationship between electricity and magnetism to your class.

(This activity may be facilitated as a whole class demonstration or in

small groups, depending upon the year level of your class.)

What is a

Generator?10

Now that students understand the concept behind a generator

students sequence electricity generation from non-renewable andrenewable sources.

Activity Sheet: Producing Electricity (page 10).

Answers: Coal: 1=D, 2=B, 3=A, 4=C Water: 1=B, 2=C, 3=D, 4=A.

Finish this section of the lesson by examining the different types of

energy production students could explore further (or for homework).

Activity

Sheet:

HouseholdSafety Tips

15

Although we cannot see electricity, it can be very dangerous!

Use Activity Sheet: Household Safety Tips (page 11) a matching

task to reinforce the safety messages in Power Trip.

Answers: 1/E, 2/H, 3/M, 4/P, 5/A, 6/S, 7/J, 8/B, 9/L, 10/T, 11/C, 12/O, 13/R, 14/G,

15/D, 16/F, 17/K, 18/N, 19/Q, 20/I.

Conclusion 15

Summarise the content of the lesson, through a class discussion or

quiz, by creating a drawing, illustration or collage. Have students

respond in the following aspects covered in the lesson:

How we use energy at home and at school.

Different forms of energy.

A simple generator.

How electricity is produced.

How to be safe around electricity.

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Task: For each picture below students are to identify the different forms of energyproduced. Here are some possible answers but you may add more of your own:

Heat/Thermal energy Kinetic (movement) energy Light energy

Electrical energy Potential (stored) energy Sound energy

Dierent Forms o Energy

A) An electrical socket

______________

b) The sun shining

______________

c) A fork of lightning

______________

d) A loud speaker

______________

e) A windmill turing

______________

f) A rock up high

______________

g) A battery

______________

h) A fire burning

______________

i) A recorder playing

______________

j) A person running

______________

k) A light bulb turned on

______________

l) A car travelling

______________

m) A plate of food

______________

n) A can of petrol

______________

Hint: potential or stored energy includes: Chemical energy which is the stored energy in chemicals suchas in food, plants and batteries; and Gravitational energy which is the stored energy of an object that isheld above the ground (Earths surface). Also, some of the pictures show more than one form of energy!

(Need the answers? See page 7.)




AimTo enable students to understand the relationship between electricity and magnetism

the class can make a simple electromagnet.MaterialsA steel bolt or large iron nail

1 metre of resin copper (light duty wire 0.5 mm in diameter)

1 D-cell battery Iron filings or Paper clips

Masking tape to hold coil in place Fine sand paper (if wire is enamel coated)

Procedure

Electromagnets

1. Wrap the wire tightly around thebolt. Allowing 10 cm at each end forconnections.

3. Connect the battery.

2. Sandpaper 1.5cm at ends of the wireif necessary.

4. Test your electromagnet using paperclips or iron filings.

In this experiment a wire coil plus electricity produces a (temporary) magnet. In orderto produce electricity we need a very large coil of wire and a very large spinningmagnet. Discuss all of the forms of energy which can be used to spin the magnet.

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The diagrams below are out of order. Can you redraw them so that

they are in the correct order and write what is happening for each one?

a) Producing electricity from the chemical energy in coal:

1 2 3 4

Correct Order

What is

Happening?

b) Producing electricity from the energy in moving water:

1 2 3 4

Correct Order

What is

Happening?

Can you think of other ways electricity is produced?

___________________________________

Producing Electricity

A B C D

A B C D

(Need the answers? See page 7.)




Household Saety Tips

Can you remember what Watty and Volt learnt about electrical safety?1.

Make a list on the board or in your books.

The following safety messages are all mixed up. Help Watty put them together again by2.

placing the correct letter in the centre column. (For help visit the Ergon Energy website

http://www.ergon.com.au/safety/Everyday_Safety/Top_10_Tips.asp

1 Dont do electrical jobs A before drilling into walls, oors and ceilings.

2 Have damaged power points and cords Byou may receive a shock as well. If pos-

sible, turn off the power. Stay well clear and

call 000.

3 Ensure you have a safety switch C without a responsible adult present.

4 Never touch electrical appliances D in unused power points.

5 Always check for concealed electricalcables E yourself!

6 Never piggyback double adapters, F overhead wires Look Up and Live.

7 Stay clear of fallen powerlines. Warn G not be used around the school.

8Never touch someone who is receiving

an electric shock - H replaced immediately.

9 Install smoke I away from materials which could burn.

10 Keep emergency numbers close J

others to stay away.

Call 000 or 13 16 70.

11 Never do electrical experiments K away from walkways and water sources.

12 Never poke anything into L detectors.

13 Remove power leads by the M and test it every 3 months.

14 Double adaptors may N it will save you money too as appliances

left in standby mode use electricity.

15 Place safety plugs O power points or play with electricity.

16 Never y kites near P or switches with wet hands.

17 Keep power leads Q and other wet areas is dangerous.

18To reduce risk of re turn off electrical

appliances at the wall when not required R plug, do not pull on the cord.

19 Using appliances in bathrooms S use a powerboard.

20 Keep heating appliances T to your telephone.

Why is it important to be safe around electricity?3.

What should you do if you notice something unsafe (at home or at school)?4.(Need the answers? See page 7.)

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Post-Perormance Lesson - Drama

Aim Create a dramatic presentation based on the Power Trip performance.

Duration 60 minutes. (Refer to the task sheet to extend students or to create a full unit.)

Space This lesson is best conducted in an open space.

Note Activity Sheets for this lesson can be found on the following pages.

Warm-up:

Mad Professors

Umbrella.10

The class stands in a circle.

The teacher introduces a prop to the class e.g. an umbrella.

In role as a mad professor, the teacher introduces a prop and

demonstrates how it works e.g. This is a portable solar panel

for my MP3 Player!

The prop is passed around the class and each person comes up

with a new use for the object.

Freeze Frames 15

Activity Sheet: Renewable Energy Freeze Frames .

Begin with students completing this sheet individually. Students

then form groups of 3-4 to select one energy source to perform.

Present these to the class.

Extension: Rehearse this scene with sound and movement.

Scripts 20

Depending upon the year level of the class either read the script

aloud or in small groups.

Activity Sheet: Power Trip Script Excerpt(pages 15 and 16).

You may need to assign students a speaking role including:

Watty, Volt, The Ergonometer and the stage directions.

Sustainability

Message15

Enough for all foreveris well known as a student friendly

denition of sustainability.

How does your class dene sustainability?

Brainstorm ideas on the board.

Work Stations 10

Students are to make a short presentation that encouragespeople in the community to be Energy Wise.

Station 1: Write a poem (page 17).

Station 2: Sustainability rap song (page 18).

Station 3: An alternative scene forPower Trip where Watty and

Volt promote sustainable options for your school. (Page 19).

Working Time 20Students work in small groups or individually to devise.

Teacher monitors all groups.

Conclusion 10 Sharing time.

Note: See pages 20 and 21 for additional comedy information in the Drama strand if required.




A Sustainable Future: Task Sheet

TaskYou have viewed the Queensland Arts Council production o Power Trip:

The Adventures of Watty and Volt. Towards the end o the show, Wattywas transported by the Ergonometer to a possible uture that resulted rompeople living unsustainably.

In this unit your teacher has explored the science concepts presented in theperormance and specifcally the issue o a sustainable uture or all.

Watty and Volt would like YOU to become an advocate or creating asustainable uture.

Your task is to create a short presentation that will educate communitymembers about what they can do to be part o a sustainable uture.

Duration: 2- 3 minutes per group

Steps to Follow

Form performance1. groups of 3-4

presenters.

All groups have the topic of Sustainable2.Future.

Decide on the3. creative performance

that you will present:

dramatic scene;

performance Poetry; or a

song/Rap.

Use the relevant activity sheet/s in this4.

TRK to guide your work.

Write a5. script for your groupspresentation.

Rehearse your scene through.

Do a dress rehearsal with your6. props

and basic

costumes (if

required).

Present7. to

your class, a

younger gradeor your

parents!

Performance Suggestions

Think about the techniques that the actors in

Power Trip used to maintain the interest of the

audience:vocal expression;

bright costumes and props;

audience participation;

mime; or

verbal and physical comedy.

Also consider the performance skills of the

people in your group. Can they:

Sing?

Tell jokes?

Dance?

Do cartwheels?

Make funny sounds?

Do other things?

Integrating Information CommunicationTechnologies (ICTs)

Your teacher may allow you to video tape yourperformance prior to the due date OR you

may be able to lm your performance on the

assessment day.

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Renewable Energy Freeze Frames

Task1. Identify four forms of renewable energy and

illustrate them.2. In small groups create a freeze frame for eachrenewable energy source.

E.g. Solar




WATTY: [Penny drops.] I dont want live in a stinky greenhouse.

That is not SUSTAINABLE BEHAVIOUR!!!

VOLT: Calm down, Watty!

WATTY: No. NoI want to eat pizza and leave the fridge door open.

VOLT: Where are you going?

WATTY: Ive got to go to the future to get away from this smelly old greenhouse!

VOLT: What are you doing?

WATTY: Im hijacking the Ergonometer. Dont try and stop me Volt. Ive had enough

and Im not going to take it anymore!

VOLT: DONT TOUCH THAT!!!

[Watty presses a whole bunch of buttons at

random. SQ10.]

WATTY: Maybe THIS one or THIS one!

[The Ergonometer starts up.]

ERGONOMETER:

Ha Haaar! Hello Watty!

So you want to see the future, eh?!!!

WATTY: Yes please! Just take me away from all this!

ERGONOMETER:

Well, by choosing all those random buttons,

youve set our course for the THE FUTURE.

WATTY: Oh Googy!

ERGONOMETER:

So strap yourself in and away we goooooo!!!!

WATTY: This really IS an episode of Dr Who!

[SFX: Whoosh.]

WATTY & VOLT:

WOOOOOoooooooooooOOOOOOOOOWWWWWWWW!!!!!!!

[After a bumpy ride, they land.]

WATTY: Where are we now?

ERGONOMETER:

Somewhere in the future around lunchtime.

WATTY: But its so hot and dry [The penny drops.]

WATTY & VOLT:

HOT AND DRYYY!!!!!!!!

WATTY: This doesnt look like the planet Earth I remember. Whats happened?

VOLT: I dont know, Watty, but it doesnt look good.

WATTY: No. It reminds me of living inside a greenhouse [Realising.] GREENHOUSE!

AAAHHH!!!! So THIS is the result of living unsustainably?

Power Trip Script Excerpt

Power Trip: The Adventures

of Watty and Volt

Brendon Kennedy 2006-

2008

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Power Trip Script Excerpt Continued

VOLT: Im afraid so, Watty!

WATTY: Oh NOOOOO!!!! Its all my fault.

VOLT: Dont be ridiculous!

WATTY: It IS! It IS! Ive single-handedly ruined our environment.

VOLT: Youre being too hard on yourself

WATTY: by leaving the fridge door open, I wasted all that electricity, and burnt all that

coal and caused all THIS

VOLT: Thats a little simplistic, Watty. If it makes you feel any better, weve all

contributed in some way.

WATTY: No. Im a fool. an incredibly mixed-up but adorable fool. Im sorry Volt, I

should have LISTENED! Im sorry Mr Ergonometer for pressing all the wrong buttons

Oh, everythings hopeless Speak to me Ergy soothe my aching heart!!!!

[As Watty collapses in a state of nervous exhaustion, he presses a button. SQ11.]

ERGONOMETER:

This is no time for self-pity, Watty. What youve seen here is only

one possible version of the future

WATTY: How do you mean?

ERGONOMETER:

This version of the future COULD happen! But only if we CHOOSE it.

WATTY: I dont want this future.

ERGONOMETER:

Good choice, Watty! Deciding to be part of the solution is the most important step of

the journey.

VOLT: But how do we make a difference?

ERGONOMETER:

Imagine the best possible world to live in, then work toward making it a reality.

WATTY: But, isnt dreaming just a waste of time?

ERGONOMETER:

How can we build it before weve imaginedwhat it looks like?

VOLT: Wooooo, thats deep!

WATTY: So theres still hope?

ERGONOMETER:

OF COURSE! We all have the POWER to build a

BRIGHTER future. In fact, theres a very positive

future just up ahead.


Brendon Kennedy 2006-2008




Haiku Poem

Haiku is a form of Japanese poetry.It often centres around nature.

The pattern for Haiku is the following:

Line 1: 5 syllables

Line 2: 7 syllables

Line 3: 5 syllables

How to start: Brainstorm words that are about

the theme, for example: reuse, home, harmony,

teamwork, Earth, future.

Choose the words that you like from this list.

Count the syllables (parts) of the words.

Put them together into lines.

Acrostic PoemAcrostic Poem uses a word to begin each line

in a poem. For example: John

Your poem will be about sustainability.

Station 1: Poetry

Task

Students use the templates and examples to create poems based on the theme of sustainability.

It

doesntmatter whether

The weathers cold or hot

We like it when its sunny, We like it when its not

We like it when its raining, We like the wind a lot

No matter what the

weather Our power

just doesnt

stop.

Example

Shape PoemSelect words that form a particular shape that

relates to the theme of the poem.

Example

You... sustainable?

A future we must protect

Earth... our only home

Example

J ohn is an athlete

O n Saturdays he likes to sleep in

H is favourite food is pizzaN ever call him Johnny

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Station 2: A Sustainability Rap

WATTY: This is The Empowerment Song. Yo! Yo!

We can all do our bit when we use electricity.

Cause we got responsibilities

to each other and our MotherEarth!

VOLT: Thats right!

WATTY: Were no ools; we got the tools to use it sae andwise

VOLT: High fve!

WATTY: We can save a lot o moo-la and pow-er,

I we take a shorter show-er.

Use solar pow-erto heat wat-er

Use the clothesline not the dryer.We can shrink it in the kit-chin! By the hour!

Use lids to keep heat-inon the sauce-pin.

Dont leave the ridge o-pin.

[Wattys needle gets stuck in the same track. He repeats the samerobotic actions and words over and over until Volt steps in.]

The environment comes frst. The environment comes frst.

The environment comes frst. The environment comes...

[Volt slaps him on the back to unstick his needle.]

WATTY: Thanks. I needed that.

I we worksustainably

Conserving ourresources.

We can make em last.

Cause were clev-er.

So there be enough

For all

For-ever!

VOLT: Break it down.

Task

This rap isrom the endo Power Trip.Write onebased onyour owngroove!


Brendon Kennedy 2006-2008




Station 3: A New Scene or Power Trip

Your group is to either re-write the script excerpts provided OR to create a new scene forPower Trip.

Use this template to begin writing your script.

Title of Scene: _________________________________________________Scene/Page #:____

Character List:

Character Name Description Actor/Student

Watty

Volt

Ergonometer

Setting:

Where does the scene take place? What does it look like? Describe your surroundings and any

characters that are already on stage.

___________________________________________________________________________

___________________________________________________________________________

Character Dialogue and Stage Directions

__________ ________________________________________________________________________

__________ ________________________________________________________________________

___________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

__________ ________________________________________________________________________

Complete the script in your books or word process it on the computer.

19


20/21

What is Comedy?

Who makes us laugh?

What makes us laugh?

Comedians use a range of verbal and physical skills to make us laugh. Can you perform any of

these skills to the class? Think of a scene from a movie where this happens.

Comedians are indestructible e.g. The Coyote always survives for the next scene!

Can be sneaky with hiding or trying to avoid being caught after playing a trick on someone.

Use of over statemente.g. slapping someone on the back and lunging forward.

Use of understatemente.g. slapping someone on the back and not moving.

Trickery, e.g juggling, unicycle, magic or a ip!

Imitation - Making fun of someone.

Discovery - characters discover props or objects and use them in an unusualway. e.g. combing their hair with a sh!

A surprise - e.g. accidently bumping into anothercharacter in the dark.

Can you think of any other comic moments?

________________________________________

________________________________________

The word Comedy comes from the Greek Komos meaning mirth and oidos meaning singer.

In the theatre, it simply means a play with a happy ending (in contrast to a tragedy).

What makes us laugh?

anything funny, comic, or humorous but usually it is something that we can identify with!

It may trigger a reaction from a snigger to a chuckle, a snort to a belly laugh.

What performances, television programs or movies do you nd funny?

______________________________________________________________________

Type o Comedian Example Your ExampleComical Person Jerry SeineldClown JesterFunny Characters Mr. BeanCartoons

ShrekCartoon Character Donkey



21/21

A clown is a performer who pretends to be a fool or foolish and uses exaggerated actions to

amuse the audience. Clowns are found on stage, television and in the circus.

People often think of the circus clown with elaborate make-up and costumes including large shoes

and a big red nose. Watty and Volt are both modern day clowns and have minimal make-up

simple bright costumes and no red nose, however they are still clowns.

Slapstick

A slapstick (battacio in Italian) is a prop that makes a loud sound when you hit

someone. Like all slapstick routines it looks painful but does not hurt the performers.

What is a Clown Character?

Watty is our comic male hero.

His personality is like the Auguste or fool clown.

Wattys movement style is rubbery, exaggerated and madcap. He

is often overcondent and can become greedy if left unchecked.

He acts before thinking, making him clumsy and accident-prone.

Watty can be mischievous and loves playing pranks on people.

He tends to be lazy and tries to get Volt to do the hard work!

In terms of energy Watty symbolises demand - he is so childlike!

Volt is a female character like the straight-laced, Whiteface clown.

She is eager, has a contagious laugh and infectious smile.

Volt is a quick thinker who plans ahead and learns quickly.

Sometimes a little over earnest and gullible, Volt often takes the brunt

of Wattys mischievous pranks.

A powerhouse of energy, she often saves Watty from his over

eagerness or sheer foolishness.

Volt symbolises supply - she makes sense of things for Watty!

A clown is... A clown is not...

honest dishonestchildlike childish

accepting and will say YES rejective, saying NO

mischievous cruel

exaggerate shy

fun loving boring

usually in the present aware of time

wanting to impress the audience distant from the audience

Watty

Volt

2009 Otis Trk Power Trip

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Transcript of 2009 Otis Trk Power Trip