2009 Otis Trk Power Trip

Welcome to the 2009 Teacher Resource Kit for Power Trip: The Adventures of Watty and Volt. We want to help all Queensland teachers maximise the opportunity of having live arts in their school. We hope that you find this kit useful in engaging your students with curriculum activities. For further curriculum support and advice relating to the program please contact your Education Liaison Officers (ELOs) on (07) 3004 7546 or (07) 3004 7547. Contents Power 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 for Power Trip!.....................19 What is Comedy?......................................................20 What is a Clown Character?......................................21

Image: Kelly Hussey-Smith

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Power Trip: The Adventures of Watty and Volt Global warming. Carbon footprints. Energy conservation - all terms that are now part of every household’s 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 efficiently and safely. Assisted by the Ergonometer - part tour-guide, part time-machine – our heroes discover Earth’s energy sources and real ways to reduce energy consumption at school and at home. Written and Directed by Brendon Kennedy.

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 identified that relate directly 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 ƒƒ Drama

Science Power Trip was developed in partnership with Queensland Arts Council’s Production Partner Ergon Energy to communicate an important message about energy and how we use it.

ƒƒ Energy and change

Studies of Society and Environment

Links

ƒƒ Time, continuity and change ƒƒ Place and space ƒƒ Political systems and power

Drama, Science, SOSE, Technology

Technology ƒƒ Technology as a human endeavour ƒƒ Information, materials and systems

2

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 of energy issues

Script Structure

Narrative

Cast/crew

2 Actors

Sound

Sound effects, music, singing

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Teacher Reference Plot Summary

Characters

1. Prehistoric - Fire; 2. Song: Enough for all Forever; 3. Today: It’s all about supply and demand; 4. Coal fired power stations; 5. Distributing power - the electricity network; 6. Safety around electricity; 7. Watty explores renewable energy options; 8. Two versions of the future; 9. Watty’s lesson; 10. Song: The Empowerment Rap.

Watty Watty is our comic male hero. His personality is born out of the clowning traditions of the ‘Auguste’ or ‘fool’ clown, made famous by Lou Costello and Frank Woodley. Watty’s movement style is rubbery, exaggerated and madcap. Characterised by the primary quality of ‘demand’, Watty is prone to overconfidence 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.

Key Messages Energy in Today’s World ƒƒ How is electricity generated? ƒƒ How does it get to us, the consumers? ƒƒ How do we use power at home, at work and in our schools?

A Sustainable Environment ‘Enough for all, forever’ is a well known definition of sustainability. How do today’s 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. As electricity cannot be seen, the associated dangers of electricity are often underestimated so we must treat it with the highest respect.

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 Watty’s over eagerness or sheer foolishness. Sometimes a little over earnest and gullible, Volt often takes the brunt of Watty’s 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-Performance Lesson Activity Sheets for this lesson can be found on the following pages and need to be prepared. Aim  To explore the key messages of Power Trip: The Adventures of Watty and Volt. Duration

60 minutes

Activity

Mins Procedures

What’s 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. Prepare students for the science concepts of Power Trip. Activity Sheet: Power Trip Vocabulary List (page 5).

Vocabulary List

15

Use these words to provide the opportunity for students to: • create their own/class definitions or; • conduct research in to the topics.

Powering Homes, Businesses and Schools

5

Ask a student to sketch on the board how they think electricity is distributed or transmitted to the school from a power station. As a class discuss:

The Electricity Network

10

Activity Sheet: Electricity Network (page 6) to describe how electricity arrives at our school. (Students may copy this into their books.) Lead the students in a brainstorming activity to ‘generate’ a list of all the ways we use electricity at home and at school

4

How do we Use Electricity?

10

Preparing for a Performance

5

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.

A performance is different to sitting at home in front of the television! Discuss with students live performance etiquette.

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Power Trip Vocabulary List Sustainability

Sub-station

Sustainability is the capacity to maintain a certain process or state indefinitely.

An electrical sub-station is where the voltage of the electricity to be distributed is either stepped up or stepped down using transformers.

Electricity Electricity comes from a Greek word ‘elektron’. A form of energy. A flow of electrons within a conductor creating an electrical current.

Conductor Any material allowing the free flow 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 or pressure on the electrical current. A current with 100 volts has more electricity available (and thus, more pressure on the electrical flow) than a current with 20 volts. The further electricity has to travel, the higher the volts needed to cover the distance. It’s similar to water flowing through a hose, the longer the hose the harder we need to turn on the tap.

Power Station

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 efficiently 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 Earth’s 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

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.

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Transformer

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 Earth’s atmosphere. Without the Greenhouse Effect the Earth would have an average surface temperature of about -18 °C.

Enhanced Greenhouse Effect Recent increased warming of the Earth as a result of human activity which is creating climate change.

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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.

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.

Step Down Transformer A 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 it’s voltage reduced ready for distribution to our homes, schools and businesses.

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.

“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.

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.

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Post-Performance 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 Use

10

On the board brainstorm all of the ways we use (and waste) electricity at school. (Refer to pre-performance activity on page 4.) Examine different forms of energy around us every day.

Different Types of Energy

Activity Sheet: Different Forms of Energy (page 8). 15

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 Electricity

What is a Generator?

25

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.) Now that students understand the concept behind a generator students sequence electricity generation from non-renewable and renewable sources.

10

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: Household Safety Tips

Although we cannot see electricity, it can be very dangerous! 15

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.

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: Conclusion

15

• 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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Different Forms of Energy Task: For each picture below students are to identify the different forms of energy produced. Here are some possible answers but you may add more of your own:

Heat/Thermal energy Electrical energy

Kinetic (movement) energy Potential (stored) energy

A) An electrical socket

h) A fire burning

______________

______________

b) The sun shining

i) A recorder playing

______________

______________

c) A fork of lightning

j) A person running

______________

______________

d) A loud speaker

k) A light bulb turned on

______________

______________

e) A windmill turing

l) A car travelling

______________

______________

f) A rock up high

m) A plate of food

______________

______________

g) A battery

n) A can of petrol

______________

______________

Light energy Sound energy

Hint: potential or stored energy includes: Chemical energy which is the stored energy in chemicals such as in food, plants and batteries; and Gravitational energy which is the stored energy of an object that is held above the ground (Earth’s surface). Also, some of the pictures show more than one form of energy! (Need the answers? See page 7.) 8

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Electromagnets Aim To enable students to understand the relationship between electricity and magnetism the class can make a simple electromagnet.

Materials A 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 1. Wrap the wire tightly around the bolt. Allowing 10 cm at each end for connections.

2. Sandpaper 1.5cm at ends of the wire if necessary.

3. Connect the battery.

4. Test your electromagnet using paper clips or iron filings.

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

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Producing Electricity 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:

A

B

1

C

2

D

3

4

Correct Order

What is Happening?

b) Producing electricity from the energy in moving water:

A

B

1

C

2

D

3

4

Correct Order

What is Happening?

Can you think of other ways electricity is produced? ___________________________________ 10

(Need the answers? See page 7.)

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Household Safety Tips 1.

Can you remember what Watty and Volt learnt about electrical safety? Make a list on the board or in your books.

2.

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

Don’t do electrical jobs

A

before drilling into walls, floors and ceilings.

2

Have damaged power points and cords

B

you may receive a shock as well. If possible, turn off the power. Stay well clear and call 000.

3 4

Ensure you have a safety switch

C D

without a responsible adult present.

E

yourself!

F G

overhead wires – Look Up and Live.

H

replaced immediately. away from materials which could burn.

Never touch electrical appliances

5

Always check for concealed electrical cables

6 7

Never piggyback double adapters, Stay clear of fallen powerlines. Warn

in unused power points.

not be used around the school.

8

Never touch someone who is receiving an electric shock -

9

Install smoke

I

10

Keep emergency numbers close

J

others to stay away. Call 000 or 13 16 70.

11 12 13

Never do electrical experiments

K L M

away from walkways and water sources.

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 17

Never fly kites near

P Q

or switches with wet hands.

18

To reduce risk of fire turn off electrical appliances at the wall when not required

R

plug, do not pull on the cord.

S T

use a powerboard.

Never poke anything into Remove power leads by the

Keep power leads

19 Using appliances in bathrooms 20 Keep heating appliances

detectors. and test it every 3 months.

and other wet areas is dangerous.

to your telephone.

3.

Why is it important to be safe around electricity?

4.

What should you do if you notice something unsafe (at home or at school)?

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(Need the answers? See page 7.)

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Post-Performance 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.

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

Warm-up: Mad Professor’s Umbrella.

10

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. Activity Sheet: Renewable Energy Freeze Frames.

Freeze Frames

15

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. Depending upon the year level of the class either read the script aloud or in small groups.

Scripts

20

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 Message

15

Enough for all forever is well known as a student friendly definition of sustainability. How does your class define sustainability? Brainstorm ideas on the board. Students are to make a short presentation that encourages people in the community to be ‘Energy Wise’.

Work Stations

10

Station 1: Write a poem (page 17). Station 2: Sustainability rap song (page 18). Station 3: An alternative scene for Power Trip where Watty and Volt promote sustainable options for your school. (Page 19).

Working Time

20

Conclusion

10

Students work in small groups or individually to devise. Teacher monitors all groups. Sharing time.

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

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A Sustainable Future: Task Sheet Task You have viewed the Queensland Arts Council production of Power Trip: The Adventures of Watty and Volt. Towards the end of the show, Watty was transported by the Ergonometer to a possible future that resulted from people living unsustainably. In this unit your teacher has explored the science concepts presented in the performance and specifically the issue of a sustainable future for all. Watty and Volt would like YOU to become an advocate for creating a sustainable future. Your task is to create a short presentation that will educate community members about what they can do to be part of a sustainable future. Duration: 2- 3 minutes per group Steps to Follow

Performance Suggestions

1.

Form performance groups of 3-4 presenters.

2.

All groups have the topic of ‘Sustainable Future’.

3.

Decide on the creative performance that you will present: • dramatic scene;

4.

Use the relevant activity sheet/s in this TRK to guide your work.

5.

Write a script for your group’s presentation. Rehearse your scene through.

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• audience participation;

Also consider the performance skills of the people in your group. Can they: • Sing? • Tell jokes? • Dance?

Do a dress rehearsal with your props and basic costumes (if required). Present to your class, a younger grade or your parents!

• bright costumes and props;

• verbal and physical comedy.

• song/Rap.

7.

• vocal expression;

• mime; or

• performance Poetry; or a

6.

Think about the techniques that the actors in Power Trip used to maintain the interest of the audience:

• Do cartwheels? • Make funny sounds? • Do other things?

Integrating Information Communication Technologies (ICTs) Your teacher may allow you to video tape your performance prior to the due date OR you may be able to film your performance on the assessment day.

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Renewable Energy Freeze Frames Task 1. Identify four forms of renewable energy and illustrate them. 2. In small groups create a freeze frame for each renewable energy source.

E.g. Solar

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Power Trip Script Excerpt WATTY:

[Penny drops.] I don’t want live in a stinky greenhouse.



That is not ‘SUSTAINABLE BEHAVIOUR!!!’

VOLT:

Calm down, Watty!

WATTY:

No. No…I want to eat pizza and leave the fridge door open.

VOLT:

Where are you going?

WATTY:

I’ve got to go to the future to get away from this smelly old greenhouse!

VOLT:

What are you doing?

WATTY:

I’m hijacking the Ergonometer. Don’t try and stop me Volt. I’ve had enough



and I’m not going to take it anymore!

VOLT:

DON’T 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, you’ve 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?

Power Trip: The Adventures of Watty and Volt

ERGONOMETER:

Somewhere in the future… around lunchtime.

WATTY:

But it’s so hot and dry… [The penny drops.]

WATTY & VOLT:

© Brendon Kennedy 20062008



HOT AND DRYYY!!!!!!!!

WATTY:

This doesn’t look like the planet Earth I remember. What’s happened?

VOLT:

I don’t know, Watty, but it doesn’t look good.

WATTY:

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



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

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Power Trip Script Excerpt Continued VOLT:

I’m afraid so, Watty!

WATTY:

Oh NOOOOO!!!! It’s all my fault.

VOLT:

Don’t be ridiculous!

WATTY:

It IS! It IS! I’ve single-handedly ruined our environment.

VOLT:

You’re 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:

That’s a little simplistic, Watty. If it makes you feel any better, we’ve all



contributed in some way.

WATTY:

No. I’m a fool. …an incredibly mixed-up but adorable fool. I’m sorry Volt, I



should have LISTENED! I’m sorry Mr Ergonometer for pressing all the wrong buttons



… Oh, everything’s 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 you’ve 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 don’t 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, isn’t dreaming just a waste of time?

ERGONOMETER:

How can we build it before we’ve imagined what it looks like?

VOLT:

Wooooo, that’s deep!

WATTY:

So… there’s still hope?



ERGONOMETER:

OF COURSE! We all have the POWER to build a BRIGHTER future. In fact, there’s a very positive future just up ahead. Power Trip: The Adventures of Watty and Volt © Brendon Kennedy 2006-2008

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Station 1: Poetry Task Students use the templates and examples to create poems based on the theme of sustainability.

Haiku Poem

Example

Haiku is a form of Japanese poetry.

You... sustainable? A future we must protect Earth... our only home

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 Poem Acrostic Poem uses a word to begin each line in a poem. For example: John Your poem will be about sustainability.

Example J ohn is an athlete O n Saturdays he likes to sleep in H is favourite food is pizza N ever call him Johnny

Shape Poem Select words that form a particular shape that relates to the theme of the poem.

Example

It doesn’t matter whether The weather’s cold or hot

We like it when it’s sunny, We like it when it’s not We like it when it’s raining, We like the wind a lot No matter what the weather Our power just doesn’t stop.

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Station 2: A Sustainability Rap

Task This rap is from the end of Power Trip. Write one based on your own groove!

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 Mother…Earth! VOLT: That’s right! WATTY: We’re no fools; we got the tools to use it safe and wise… VOLT: High five! WATTY: We can save a lot o’ moo-la and pow-er, If we take a shorter show-er. Use solar pow-er…to 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-in…on the sauce-pin. Don’t leave the fridge o-pin. [Watty’s needle gets stuck in the same track. He repeats the same robotic actions and words over and over until Volt steps in.] The environment comes first. The environment comes first.

The environment comes first. The environment comes...

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

Power Trip: The Adventures of Watty and Volt © Brendon Kennedy 2006-2008

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WATTY: VOLT:

Thanks. I needed that. If we work sustainably… Conserving our resources. We can make ‘em last. ‘Cause we’re clev-er. So there be enough For all… For-ever! Break it down.

Queensland Arts Council Ontour inschools – Teacher Resource Kit

www.qac.org.au

Station 3: A New Scene for Power Trip Your group is to either re-write the script excerpts provided OR to create a new scene for Power 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.

www.qac.org.au

Queensland Arts Council Ontour inschools – Teacher Resource Kit

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What is Comedy? • 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 find funny? ______________________________________________________________________

Who makes us laugh?

Type of Comedian Comical Person Clown Funny Characters Cartoons Cartoon Character

Example Your Example Jerry Seinfeld Jester Mr. Bean Shrek Donkey

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 statement e.g. slapping someone on the back and lunging forward. • Use of understatement e.g. slapping someone on the back and not moving. • Trickery, e.g juggling, unicycle, magic or a flip! • Imitation - Making fun of someone. • Discovery - characters discover props or objects and use them in an unusual way. e.g. combing their hair with a fish! • A surprise - e.g. accidently bumping into another character in the dark. Can you think of any other comic moments? ________________________________________ ________________________________________

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Queensland Arts Council Ontour inschools – Teacher Resource Kit

www.qac.org.au

What is a Clown Character? 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’. • Watty is our comic male hero.

Watty

• His personality is like the ‘Auguste’ or ‘fool’ clown. • Watty’s movement style is rubbery, exaggerated and madcap. He is often overconfident 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 • 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 Watty’s 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 childlike accepting and will say YES mischievous exaggerate fun loving usually in the present wanting to impress the audience

dishonest childish rejective, saying NO cruel shy boring aware of time distant from the audience

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. www.qac.org.au

Queensland Arts Council Ontour inschools – Teacher Resource Kit

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