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

 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

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.
Links
Science
ƒƒ Energy and change
Studies of Society and Environment
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

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

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

 Teacher Reference
Plot Summary Characters
1. Prehistoric - Fire;
Watty
2. Song: Enough for all Forever;
3. Today: It’s all about supply and demand; Watty is our comic male hero. His personality is
born out of the clowning traditions of the ‘Auguste’
4. Coal fired power stations;
or ‘fool’ clown, made famous by Lou Costello and
5. Distributing power - the electricity network; Frank Woodley. Watty’s movement style is rubbery,
6. Safety around electricity; exaggerated and madcap.
7. Watty explores renewable energy options; Characterised by the primary quality of ‘demand’,
8. Two versions of the future; Watty is prone to overconfidence and can become
9. Watty’s lesson; greedy if left unchecked. Acting before thinking
makes him clumsy and accident-prone.
10. Song: The Empowerment Rap.
Watty can be mischievous and loves playing pranks
Key Messages on people. He tends to be lazy and usually tries to
get Volt to do all the hard work. He has no concept
Energy in Today’s World of taking responsibility for his actions.

ƒƒ How is electricity generated? Volt

ƒƒ How does it get to us, the consumers? Volt is a female character from the straight-laced
ƒƒ How do we use power at home, at work and in or ‘Whiteface’ clown tradition e.g Bud Abbott and
our schools? Colin Lane. Volt symbolises the primary quality
of ‘supply’. She is keen and eager to please and
A Sustainable Environment possesses a contagious laugh and infectious smile.
‘Enough for all, forever’ is a well known definition of Volt is a quick thinker who plans ahead and learns
sustainability. quickly. A powerhouse of energy, she often heads
How do today’s actions impact on future off potential disasters or accidents brought on
generations? by Watty’s over eagerness or sheer foolishness.
Sometimes a little over earnest and gullible, Volt
Conservation often takes the brunt of Watty’s mischievous
pranks. Volt shows an understanding of the link
Electricity consumers are being encouraged by between actions and consequences.
Ergon Energy to cut their electricity use by 10% or
more. Students identify areas of possible energy The Ergonometer
conservation.
The ‘Ergonometer’, a funky bit of gear, is part
Safety time-machine, part tour guide. It demonstrates
to students the issues involved with electricity
Safety is an important theme generation from non-renewable and renewable
throughout the performance. As energy sources.
electricity cannot be seen,
the associated dangers The Ergonometer also provides a sound track that
of electricity are often incorporates voice, music and funky sound effects
underestimated similar to those used in the movies.
so we must treat it For Energy Education Support Contact:
with the highest
respect. Christine Robertson
Energy Education Advisor
Ergon Energy
Phone: 07 3228 2185 Mobile: 0417 007 899
Email: Christine.Robertson@ergon.com.au
Website: http://www.ergon.com.au/ergonia/

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

 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

Discuss the title of the play Power Trip: the Adventures of Watty
and Volt. Teachers’ may consider the following questions:
What’s in a Name? 5
• Do the students recognise the terms Watt (i.e. Watty) and Volt?
• What do the students imagine the performance is about?

Teacher Reference Sheet (page 3).

Teacher Reference 10 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,
Ask a student to sketch on the board how they think electricity is
Businesses and 5
distributed or transmitted to the school from a power station.
Schools

As a class discuss:
The Electricity Activity Sheet: Electricity Network (page 6) to describe how
10
Network 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
Note: Keep this list as it will be used in the post-performance lesson.
How do we Use This activity could also be done as a round robin where the students
10 have a set amount of time (2 - 5 mins) to brainstorm individually. Cue
Electricity?
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 A performance is different to sitting at home in front of the

5
Performance television! Discuss with students live performance etiquette.

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

 Power Trip Vocabulary List
Sustainability
Sustainability is the capacity to maintain a
certain process or state indefinitely.
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 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.
www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit
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
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
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.
5
 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.

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

 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 On the board brainstorm all of the ways we use (and waste)
10
Energy Use electricity at school. (Refer to pre-performance activity on page 4.)

Examine different forms of energy around us every day.

Activity Sheet: Different Forms of Energy (page 8).
Different Answers: a) Electrical, b) Heat/Light, c) Electrical/Light/Sound, d) Sound/Heat,
Types of 15 e) Kinetic/Mechanical/Wind, f) Potential (Gravitational), g) Potential (Chemical)/
Electrical/Heat, h) Light/Heat/Potential (Chemical - wood, i) Sound/Wind, j) Kinetic/
Energy
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

Activity Sheet: Electromagnets (page 9) will demonstrate the

Producing relationship between electricity and magnetism to your class.
25
Electricity (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.
What is a Activity Sheet: Producing Electricity (page 10).
10
Generator?
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).

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

Activity
Sheet: Use Activity Sheet: Household Safety Tips (page 11) a matching
15 task to reinforce the safety messages in Power Trip.
Household
Safety Tips 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:
• How we use energy at home and at school.
Conclusion 15 • Different forms of energy.
• A simple generator.
• How electricity is produced.
• How to be safe around electricity.

www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit 7

 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 Kinetic (movement) energy Light energy
Electrical energy Potential (stored) energy Sound 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

______________ ______________

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

 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 2. Sandpaper 1.5cm at ends of the wire
bolt. Allowing 10 cm at each end for if necessary.
connections.

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 Queensland Arts Council Ontour inschools – Teacher Resource Kit 9

 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 C D

1 2 3 4
Correct Order

What is
Happening?

b) Producing electricity from the energy in moving water:

A B C D

1 2 3 4
Correct Order

What is
Happening?

Can you think of other ways electricity is produced?

___________________________________ (Need the answers? See page 7.)

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

 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.

you may receive a shock as well. If pos-

2 Have damaged power points and cords B 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.

Always check for concealed electrical
5 cables 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.
Never touch someone who is receiving
8 an electric shock - H replaced immediately.

9 Install smoke I away from materials which could burn.

others to stay away.
10 Keep emergency numbers close J 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.

– it will save you money too as appliances

14 Double adaptors may N left in standby mode use electricity.

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

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

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

To reduce risk of fire turn off electrical

18 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.

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)?
(Need the answers? See page 7.)

www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit 11

 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.

Warm-up: The teacher introduces a prop to the class e.g. an umbrella.
Mad Professor’s In role as a mad professor, the teacher introduces a prop and
10 demonstrates how it works e.g. “This is a portable solar panel
Umbrella.
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.

Begin with students completing this sheet individually. Students
Freeze Frames 15 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”.

Enough for all forever is well known as a student friendly

Sustainability definition of sustainability.
15
Message 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’.
Station 1: Write a poem (page 17).
Work Stations 10
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).

Students work in small groups or individually to devise.

Working Time 20
Teacher monitors all groups.

Conclusion 10 Sharing time.

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

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

 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 Think about the techniques that the actors in
presenters. Power Trip used to maintain the interest of the
2. All groups have the topic of ‘Sustainable audience:
Future’. • vocal expression;
3. Decide on the creative performance • bright costumes and props;
that you will present: • audience participation;
• dramatic scene; • mime; or
• performance Poetry; or a • verbal and physical comedy.
• song/Rap. Also consider the performance skills of the
4. Use the relevant activity sheet/s in this people in your group. Can they:
TRK to guide your work. • Sing?
5. Write a script for your group’s • Tell jokes?
presentation.
Rehearse your scene through. • Dance?

6. Do a dress rehearsal with your props • Do cartwheels?

and basic • Make funny sounds?
costumes (if • Do other things?
required).
7. Present to Integrating Information Communication
your class, a Technologies (ICTs)
younger grade Your teacher may allow you to video tape your
or your performance prior to the due date OR you
parents! may be able to film your performance on the
assessment day.

www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit 13

 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

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

 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
ERGONOMETER: of Watty and Volt
Somewhere in the future… around lunchtime.
WATTY: But it’s so hot and dry… [The penny drops.] © Brendon Kennedy 2006-
2008
WATTY & VOLT:
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?

www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit 15

 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

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

 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.
It often centres around nature. You... sustainable?
The pattern for Haiku is the following:
Line 1: 5 syllables A future we must protect
Line 2: 7 syllables
Line 3: 5 syllables
Earth... our only home
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.

Example
Acrostic Poem
Acrostic Poem uses a word to begin each line
J ohn is an athlete
in a poem. For example: John O n Saturdays he likes to sleep in
Your poem will be about sustainability.
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.
It
doesn’t
Example 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.

www.qac.org.au Queensland Arts Council Ontour inschools – Teacher Resource Kit 17

 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 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.
Task Use solar pow-er…to heat wat-er…
This rap is Use the clothesline not the dryer.
from the end We can shrink it in the kit-chin! By the hour!
of Power Trip. Use lids to keep heat-in…on the sauce-pin.
Write one Don’t leave the fridge o-pin.
based on [Watty’s needle gets stuck in the same track. He repeats the same
robotic actions and words over and over until Volt steps in.]
your own
groove!
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.]

WATTY: Thanks. I needed that.

Power Trip: The Adventures of Watty and Volt If we work
© Brendon Kennedy 2006-2008 sustainably…
Conserving our
resources.
We can make ‘em last.
‘Cause we’re clev-er.
So there be enough
For all…
For-ever!
VOLT: Break it down.

18 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 19

 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 Example Your Example
Comical Person Jerry Seinfeld
Clown Jester
Funny Characters Mr. Bean
Cartoons Shrek
Cartoon Character 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?

________________________________________
________________________________________

20 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 • Watty is our comic male hero.

• 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 dishonest
childlike 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

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 21