Telephone: Memory Warm-up
Sit group in large circle. Appoint someone to make up a tongue twister or start the “telephone” with a predetermined one. Send the message around the group by whispering the tongue twister in the person to your lefts ear. Continue around the group until it reaches it’s point of origin and announce what it now is. The point is trying to communicate in one go as clearly and concisely as you can in order to have the message be the same from beginning to end.
Bear, Frog & Fly [play on rock, paper, scissors]
Actions for each animal:
- Bear: Growl with outstretched claws
- Frog: stick tongue out and crouch like a frog
- Fly: Take two fingers pinching and swirl them in front of your face while making a “buzz buzz” noise
Hierarchy of animals:
- Bear beats Frog
- Frog beats Fly
- Fly beats Bear
How to play:
- Split group into equal parts
- Each group with decide together (without telling the other group) which animal they will draw with
- Line up facing each other and on the count of three reveal the animal each side has chosen at the same time.
- According to the hierarchy of animals, the group that has the upper hand will try to tag the other teach before touching a destination behind the group.
- If the upper animal team tags one of the members of the other team, they now join that team.
- Continue for allotted amount of time or until one group is absorbed by the other.
- Familiar layout to younger students (models rock, paper, scissors)
- Group collaboration
- Incorporates movement
- Movement accessibility
- Incorporating movement- interdisciplinary
- Memory practice
- Team-work/class bonding
- Could change the animals to represent hierarchy in the animal kingdom, discuss “survival of the fittest” or other natural processes found within nature.
- Smaller groupings (mini games, might make them go faster than a large group)
Mantle of the Expert:
Essentially, Mantle of the Expert is used by teachers to have students learn within the context of a particular situation through role playing. For example: Creating the scenario of a team of astronauts in outerspace looking for new life on Mars. Each student is appointed a role within the spaceship (Captain, Co-Captain, Engineer, etc.) by assuming the roles, the teacher than throws scenarios at them where they have to think critically about how they would approach the problem while assuming their roles thus becoming the “experts” of the learning situation.
- Gives precedence to children to take learning into their own hands.
- Gives students a “facade” of sorts to examine new concepts and how they would react rather than having to be completely themselves.
- Students conduct the learning and learn together– teacher “moderates”.
- Practical, hands on learning through role playing.
- Need to have developed a safe relationship within the class where they are comfortable to explore such concepts
- Can be used in any subject area dependant on what scenario is derived
- Encourages lifelong learning
- Encourages student curiosity and creativity
- Can help examine concepts with more depth and real-life applications/implications
- Teacher involvement: teachers can join within a role, moderate from the outside or throw “monkey wrenches” into the scenarios depending on what is desired.
- Expanding on what the students create– use within a process drama or use it perhaps to create a performance.
** I had to leave early from this particular class so some activities are missing**
Improvised Role Playing with Musical Prompts
Choose a specific piece of music that has perhaps prominently distinguishable instruments and/or strong movements within the piece. Assign or create a scenario based off the piece of music (for example: There was a quiet small town where country folk lived and farmed, living peaceful wholesome lives. Until one day, their town was invaded by aliens! They called upon the Government to help them and while the waited for the authorities to arrive, they were left to their own devices to approach the alien invaders…) Split the class into different roles (perhaps using coloured popsicle sticks). Prompt the class that once the music starts playing, the story begins. Framework the situation by allotting perhaps specific roles to specific instruments (aliens enter when the electric guitar starts) or when different movements within the song happen.
- Listening skills
- Role playing
- Building creative narratives/improvisation
- Clarification of roles
- Concise “containers” or “boundaries” for the students to explore within
- Willingness of students
- Examining plot structures
- Warm-up to examine social norms/reactions/constraints
- Improvisation skills: offering/accepting offers
- Changing the scenario or prompt for the narrative.
- Split class into groups and create mini skits based off of what happens within the first attempt.
Have the class sit in a circle and prompt them with a context for their soundscape (ex: we did a rally). Explain that you want to create one noise, without syllabic value, using any part of your body, voice, or the objects around you in context to the “theme” of the soundscape. Have one person begin and add up to five people into the soundscape. Once the sixth person enters the soundscape, have the first person cease their noise (so it evolves around the circle and is not just a cacophony of noise).
- Creativity with creating sound
- Explore how sound can create a mood/tone
- Examine different aspects of sound/music: dynamics, tone, value, etc.
- Depending on the context of the theme, discuss how sound varies from situation to situation (appropriation)
- Have a predetermined soundscape classic example would be the rainstorm where the entire class is involved simultaneously
- Create a soundscape using found materials
- Use a soundscape to create a soundtrack for a piece of literature, drama production, etc.
Hot Seating refers to when a student assumes the role of the character (found within the piece of literature, real life, drama, etc.) who takes the “hot seat” and the rest of the class asks them questions to which they respond as the predetermined character.
- Find more depth within the piece of work being used whether it’s a book or a play etc.
- Students work on their improvisation, conversational and questioning skills.
- They empathize and research within the characters to be able to respond as the character.
- They become more familiar with the motivations of characters and the events within the piece of text.
- They become actively engaged with the piece.
- Willingness: I think in order to have a successful hot seating, the students must feel safe to express themselves/be comfortable to question.
- Understanding of the text: this exercise will help but I think they need to have a basis in the information in order to reply as the characters
- Interdisciplinary depending on what you use
- Warm-up for character development for a play (finding “objectives” within characters, beats, verbs, etc. )
- Debate skills: depending on the material
- Improvisation skills
- Having a predetermined/prerehearsed set of interviewing questions (large or smaller groups)
- Having someone stand behind the person in the hot seat and answer as the characters conscious
- Having two students behind the person in the hot seat, one acts as the “angel” and other acts as the “devil” side of their conscious mind
- Having the rest of the class act as the “Brain” of the character, where the student in the hot seat can refer to the rest of the class to make sure they are understanding what the character would actually say in response to the questions.
- Have a multitude of characters in the “hot seat”, everyone assuming a different role within the piece being examined and they question/converse as those characters.