The group walk around the room.
The facilitator shouts out 1. Everybody has to hold a shape/Position.
If 1 is shouted out again instruct everybody that they are to return to that exact part of the room and hold the same shape.
People walk around the room and shout 2. They must now found another pose/shape.
Instruct them if 2 is shout they must return to that same place and pose.
As you add numbers 3, 4. 5 stipulate that they must form a shape in 3’s or 5’s. (Choosing an odd number means someone will be left out.)
As a leader be aware of the group shape this can create, where some one is isolated from the rest.
If you get a particularly good design call out that number and draw the group’s attention to it. Generally be aware of the design the different numbers throw up and see if you can pull a narrative out of it
Ask the group what they think might be happening. Who are the group? Why is the person separated?
Progression
This can be progressed by splitting up the room into groups that have been created and giving each group the task of creating a short drama on their scenario which they have decided on from the shape that has been created.
Wednesday, 28 May 2008
Lonely shapes
Each student thinks about a lonely moment in their lives and creates a shape that it might represent.
Ask the group to walk around the room and on a clap everyone holds their pose.
One half of the group can stay frozen while the others move around the room and have a look at the shapes.
Try to work out what their shape represents.
Then get the other half of the group to view the rest.
Put the participants into groups of 3 or 4 and using their shapes they are to devise a performance, which shows inclusion/togetherness.
They must use their shapes as a starting point. But have a finishing shape where they are united.
Show the different sketches and discus them with the group.
How did it feel moving from isolation to inclusion?
Ask the group to walk around the room and on a clap everyone holds their pose.
One half of the group can stay frozen while the others move around the room and have a look at the shapes.
Try to work out what their shape represents.
Then get the other half of the group to view the rest.
Put the participants into groups of 3 or 4 and using their shapes they are to devise a performance, which shows inclusion/togetherness.
They must use their shapes as a starting point. But have a finishing shape where they are united.
Show the different sketches and discus them with the group.
How did it feel moving from isolation to inclusion?
On Trial
Stand the group in a circle and put one person in the middle.
Get the people on the outside to come up with accusations about the one in the middle. .
The person in the middle is only allowed to respond with actions or gesture to defend themselves but not words. (You can get the circle to walk around to make it more accusatory.)
After a while stop and ask the group if they think the person in the middle is guilty or not of the accusations. (You could select a smaller group to sit out and watch who act as the jury)
If they can understand his/her mimed actions then they are cleared of those charges but if not they are guilty.
Ask how did the accused feel in the middle?
How did the accusers feel?
Get the people on the outside to come up with accusations about the one in the middle. .
The person in the middle is only allowed to respond with actions or gesture to defend themselves but not words. (You can get the circle to walk around to make it more accusatory.)
After a while stop and ask the group if they think the person in the middle is guilty or not of the accusations. (You could select a smaller group to sit out and watch who act as the jury)
If they can understand his/her mimed actions then they are cleared of those charges but if not they are guilty.
Ask how did the accused feel in the middle?
How did the accusers feel?
Yeh But!
In pairs instruct one partner to have an argument accusing the other of having done something bad to them.
The second partner must come up with an excuse but cannot say “Yeh” or “but” or “Yeh but”
Ask the pairs how it felt being limited in using language. (You can choose to take out other words too)
The second partner must come up with an excuse but cannot say “Yeh” or “but” or “Yeh but”
Ask the pairs how it felt being limited in using language. (You can choose to take out other words too)
You're the Man
Walk around the room in any direction at an even pace.
Explain that as they catch eye contact with others they say, “You’re the Man!” the other person says back “No! You’re the man” then they walk on.
Then explain that on the command “Show me the love” everybody is to go into a huddle, except the last person who is pushed out and must stand on their own. (The facilitator may need to judge this - A variation on this is to call out someone’s name.)
The group then whisper to each other and talk about the person on their own.
Observe how they react.
The facilitator then shouts again “walk” and everybody goes back to walking around the room.
Repeat this a few times and then bring the group together to have a discussion about how people felt being separated from the group and how people felt being part of the group.
Progression
You could develop a scenario pretending to be a teacher arriving on the scene and ask the group “What is going on here?” Force someone to respond and then ask “Why?” and so on to build up a mini scene.
Explain that as they catch eye contact with others they say, “You’re the Man!” the other person says back “No! You’re the man” then they walk on.
Then explain that on the command “Show me the love” everybody is to go into a huddle, except the last person who is pushed out and must stand on their own. (The facilitator may need to judge this - A variation on this is to call out someone’s name.)
The group then whisper to each other and talk about the person on their own.
Observe how they react.
The facilitator then shouts again “walk” and everybody goes back to walking around the room.
Repeat this a few times and then bring the group together to have a discussion about how people felt being separated from the group and how people felt being part of the group.
Progression
You could develop a scenario pretending to be a teacher arriving on the scene and ask the group “What is going on here?” Force someone to respond and then ask “Why?” and so on to build up a mini scene.
Friday, 23 May 2008
Playback Theatre
Someone retell an incident that happened to them.
In pairs try to show it in a simple repetitive action.
Make it as visual/Physical as possible and only use a few words
The adjudicator asks the person who originally shared the experience if the feeling was encapsulated
If not they can suggest how it might be changed to be more accurate
Experiment with performing the piece in different positions/direction to one another.
Progression
Use more actors to create the playback piece
Use props, percussion etc
In pairs try to show it in a simple repetitive action.
Make it as visual/Physical as possible and only use a few words
The adjudicator asks the person who originally shared the experience if the feeling was encapsulated
If not they can suggest how it might be changed to be more accurate
Experiment with performing the piece in different positions/direction to one another.
Progression
Use more actors to create the playback piece
Use props, percussion etc
Wednesday, 21 May 2008
Wa!
Group stands in a circle.
A person starts by pointing at someone and saying "Wa"
That person points arms upwards and says"Wa"
The people either side chop arms inwards to person reaching up and say "Wa"
The person pointing upwards then continues game by throwing the Wa to someone else in the circle.
The last two remaining in the game are the winners.
They can then play each other by holding their hands up opposite each other and playing the game as if their hands were people in the circle using the same principle - Chopping sidewards or pointing upwards.
A person starts by pointing at someone and saying "Wa"
That person points arms upwards and says"Wa"
The people either side chop arms inwards to person reaching up and say "Wa"
The person pointing upwards then continues game by throwing the Wa to someone else in the circle.
The last two remaining in the game are the winners.
They can then play each other by holding their hands up opposite each other and playing the game as if their hands were people in the circle using the same principle - Chopping sidewards or pointing upwards.
Bang (Splat)
The group stands in a circle
Someone says the name of someone else in the circle
That person must duck.
Two people either side fire gun at each other and say "Bang!"
If the person ducking doesn't duck in time they are out.
Otherwise the person who fires last is out.
When you get down to the last 2 people they stand back to back.
An adjudicator then counts 1 to10 and the two pace away from each other.
When the adjudicator skips a number the first one to turn and fire is the winner
Someone says the name of someone else in the circle
That person must duck.
Two people either side fire gun at each other and say "Bang!"
If the person ducking doesn't duck in time they are out.
Otherwise the person who fires last is out.
When you get down to the last 2 people they stand back to back.
An adjudicator then counts 1 to10 and the two pace away from each other.
When the adjudicator skips a number the first one to turn and fire is the winner
Working with Text through Physical movement
Walk around space as a group trying not to bump into anyone and changing direction.
Place a selection of texts/plays in the middle of the room and ask the group to look at them and pick a short line from one of them.
Walk around space again repeating line to yourself
As you pass people tell your line to someone, then listen to theirs
Say your line out loud one after another
Try to picture a gesture that represents your line
Start to think of a character who would say your line. Physicalize the character so it affects your walk.
Move from level one to eight and try to find the right level for your character
Get into a circle and one after another take turns to go into the middle and say your line with your gesture.
As a group decide on which gestures should be paired together, either because they are similar or they make a nice contrast.
Create a short Performance
With your partner find a way to say your lines.
Think of shape position, levels, order.
It may be abstract or have a narrative.
Do not use any other words and only use your line.
Progression
Get into a group of 4 and do the same.
Add other words to create a narrative
Say each others lines
Do movement without words
Place a selection of texts/plays in the middle of the room and ask the group to look at them and pick a short line from one of them.
Walk around space again repeating line to yourself
As you pass people tell your line to someone, then listen to theirs
Say your line out loud one after another
Try to picture a gesture that represents your line
Start to think of a character who would say your line. Physicalize the character so it affects your walk.
Move from level one to eight and try to find the right level for your character
Get into a circle and one after another take turns to go into the middle and say your line with your gesture.
As a group decide on which gestures should be paired together, either because they are similar or they make a nice contrast.
Create a short Performance
With your partner find a way to say your lines.
Think of shape position, levels, order.
It may be abstract or have a narrative.
Do not use any other words and only use your line.
Progression
Get into a group of 4 and do the same.
Add other words to create a narrative
Say each others lines
Do movement without words
Monday, 19 May 2008
Yes! No! - With Shakespeare
In pairs try different ways of saying Yes! and No! to one another.
Don't move any part of your body just use your voice
Only allowed to move arms and feet
Allowed to move any where in space.
After each stage feed back to group
Try the same exercise with "You will do it" "I will do it"
Look at portion of script from Macbeth where he gets up from the Kings table.
Ask the group would they get up from the Kings table in this way?
Study the text as with the working with the Shakespeare text exercise and use the activity here to inform Macbeth's and Lady Macbeth's dialogue.
Don't move any part of your body just use your voice
Only allowed to move arms and feet
Allowed to move any where in space.
After each stage feed back to group
Try the same exercise with "You will do it" "I will do it"
Look at portion of script from Macbeth where he gets up from the Kings table.
Ask the group would they get up from the Kings table in this way?
Study the text as with the working with the Shakespeare text exercise and use the activity here to inform Macbeth's and Lady Macbeth's dialogue.
Friday, 16 May 2008
Working with Shakespeare text
Prologue to Romeo and Juliet
1. Read the text around the circle (1 line each)
2. Ask what is the Prologue's function?
Discern what it's about
Sets the scene
Introduces Characters
Use imagination
(Shakespeare written to be performed not just read)
3. Go around circle again, What does your line mean to you?
i.e "A pair of star-crossed lovers take their life."
Zodiac sign - Love sick in the God's. Commit Suicide.
4. "From ancient grudge break to new mutiny."
Modern day examples Israel, N Ireland. Personal examples
5. Look for ways to deliver the text - Find a gesture or a series of gestures for your line.
6. Exaggerate or heighten it.
7. Try again - Pick up what was said about each line and use this to keep story moving along. Allow actions to influence voice.
What is the difference between the first reading and last i.e. energy, Is it clearer to understand?
1. Read the text around the circle (1 line each)
2. Ask what is the Prologue's function?
Discern what it's about
Sets the scene
Introduces Characters
Use imagination
(Shakespeare written to be performed not just read)
3. Go around circle again, What does your line mean to you?
i.e "A pair of star-crossed lovers take their life."
Zodiac sign - Love sick in the God's. Commit Suicide.
4. "From ancient grudge break to new mutiny."
Modern day examples Israel, N Ireland. Personal examples
5. Look for ways to deliver the text - Find a gesture or a series of gestures for your line.
6. Exaggerate or heighten it.
7. Try again - Pick up what was said about each line and use this to keep story moving along. Allow actions to influence voice.
What is the difference between the first reading and last i.e. energy, Is it clearer to understand?
Trust run game
The whole group lines up at one end of the room.
One person then faces them on the other side of the room.
That person then closes their eyes and runs to the group stopping when they think they have reached the group.
If it looks like the person is not going to stop in time then the overall leader shouts stop (but several metres from the group).
Nb
It is important that the overall leader does not take part but observes from the side so their complete concentration is on the runner.
It is also good to give the catching group some simple guidelines for stopping someone i.e Hold arms out in front, stand with legs astride and receive the runner into you hands first, with your body weight forward on the front foot. Make sure your head is positioned to the side so your shoulder will take their weight.
Follow up
Ask the group how they felt doing the exercise and whether they surprised themselves or not.
One person then faces them on the other side of the room.
That person then closes their eyes and runs to the group stopping when they think they have reached the group.
If it looks like the person is not going to stop in time then the overall leader shouts stop (but several metres from the group).
Nb
It is important that the overall leader does not take part but observes from the side so their complete concentration is on the runner.
It is also good to give the catching group some simple guidelines for stopping someone i.e Hold arms out in front, stand with legs astride and receive the runner into you hands first, with your body weight forward on the front foot. Make sure your head is positioned to the side so your shoulder will take their weight.
Follow up
Ask the group how they felt doing the exercise and whether they surprised themselves or not.
Wednesday, 14 May 2008
Budge
Budge
Everyone sits in a circle on a chair.
One person starts by making eye contact with another person e.g. Dave and then they say 'Dave Budge' and walk towards his chair.
Dave has to make eye contact with another person e.g. Kat and say 'Kat Budge' before the first player reaches his chair.
Each player sits in the chair of the person who they 'budged'
This process continues.
The game can involve elimination if you want.
It is really good way to learn names.
Everyone sits in a circle on a chair.
One person starts by making eye contact with another person e.g. Dave and then they say 'Dave Budge' and walk towards his chair.
Dave has to make eye contact with another person e.g. Kat and say 'Kat Budge' before the first player reaches his chair.
Each player sits in the chair of the person who they 'budged'
This process continues.
The game can involve elimination if you want.
It is really good way to learn names.
Tuesday, 13 May 2008
Grandma's footsteps
Some one is selected to be Grandma and they position themselves at one end of room facing the wall.
Everyone else lines up at the other end of the room with the aim of creeping up on Grandma and touching her on the back without her realising.
Grandma can turn around at any time and if she sees anyone moving then she can send people back to the beginning.
The game is over once someone has managed to creep up and touch Grandma. That person then takes over as the Grandma.
Variations/Progressions
The game can be made more complex by the following additions:
Introduce clothing: For example a hat, so that a person can only win if they touch Grandma wearing the hat. (This can create extreme competition between people or have the other affect of them working as a team)
Introducing an assault course: For example put a chair in the room and items of clothing laid out on the floor. The aim now is to get to Grandma but everyone must sit in the chair and put on a piece of clothing before getting to her.
Introduce the aim of touching Grandma in pairs or even threes. (This creates a lot more team work and cooperation as a group)
As a character: Choose a character or style that every body must get to Grandma in. E.g. as a cowboy, a Policemen, a sniper etc
Distraction: You can give people (Or Grandma) the task of reciting a poem or nursery rhyme throughout which tests peoples ability to multi-task.
Observe:
Whilst the group is playing the game it is good to observe them and see how they respond to the rules and conditions you put on.
Focus
Team work
Strategies
Body Tension
Also many interesting shapes and group tableau's can be thrown up. This can be used as a starting point to explore themes for stories and creating scenes.
Everyone else lines up at the other end of the room with the aim of creeping up on Grandma and touching her on the back without her realising.
Grandma can turn around at any time and if she sees anyone moving then she can send people back to the beginning.
The game is over once someone has managed to creep up and touch Grandma. That person then takes over as the Grandma.
Variations/Progressions
The game can be made more complex by the following additions:
Introduce clothing: For example a hat, so that a person can only win if they touch Grandma wearing the hat. (This can create extreme competition between people or have the other affect of them working as a team)
Introducing an assault course: For example put a chair in the room and items of clothing laid out on the floor. The aim now is to get to Grandma but everyone must sit in the chair and put on a piece of clothing before getting to her.
Introduce the aim of touching Grandma in pairs or even threes. (This creates a lot more team work and cooperation as a group)
As a character: Choose a character or style that every body must get to Grandma in. E.g. as a cowboy, a Policemen, a sniper etc
Distraction: You can give people (Or Grandma) the task of reciting a poem or nursery rhyme throughout which tests peoples ability to multi-task.
Observe:
Whilst the group is playing the game it is good to observe them and see how they respond to the rules and conditions you put on.
Focus
Team work
Strategies
Body Tension
Also many interesting shapes and group tableau's can be thrown up. This can be used as a starting point to explore themes for stories and creating scenes.
Friday, 9 May 2008
Who am I?
Individually on a piece of paper make a spider diagram of groups and communities you belong to.
Get together in groups of 3 and share the content of what you have written with each other.
One person is picked to sit on a chair and speak about the connections they have written down and justify why they have written them.
The other two sit either side of the person speaking with their back to them and write down what they say.
Choose one of the writers to go away and write a poem or short account of what they had heard and recorded.
The other writer works with the speaker to devise a short sketch or scene using the text as a source to work from.
Perform the scenes and writings back to the group
Get together in groups of 3 and share the content of what you have written with each other.
One person is picked to sit on a chair and speak about the connections they have written down and justify why they have written them.
The other two sit either side of the person speaking with their back to them and write down what they say.
Choose one of the writers to go away and write a poem or short account of what they had heard and recorded.
The other writer works with the speaker to devise a short sketch or scene using the text as a source to work from.
Perform the scenes and writings back to the group
Wool connections
Sitting in a circle, give a ball of wool to someone.
That person says something about themselves and then anyone who can agree, throw the ball to and connect the wool around a finger.
Once the connection stops break off the wool and start a new thought with someone else.
Ask individuals to explain their connection
At the end of the task lay the strings of wool on the floor and comment on the shape and patterns the wool makes.
(Using different colour wool for each new connection enable you to better see the different connections)
A scribe can record the connections on paper
Progression:
Try and split into small groups of 4 or 5 where you all shared the same connection
Agree on 3 still images that will represent what all of you in the group have in common.
Show this back to the rest of the group and see what they observe.
That person says something about themselves and then anyone who can agree, throw the ball to and connect the wool around a finger.
Once the connection stops break off the wool and start a new thought with someone else.
Ask individuals to explain their connection
At the end of the task lay the strings of wool on the floor and comment on the shape and patterns the wool makes.
(Using different colour wool for each new connection enable you to better see the different connections)
A scribe can record the connections on paper
Progression:
Try and split into small groups of 4 or 5 where you all shared the same connection
Agree on 3 still images that will represent what all of you in the group have in common.
Show this back to the rest of the group and see what they observe.
Thursday, 1 May 2008
Memory exercise
Sitting in a circle each person thinks of a memory from the past. Then go around the circle and each person shares their memory with the group.
What happens when asked for a memory?
Searching
Choice
Decision. Where are you? Who are you with?
Associating or not
Good questions
Images
Comparing
Revisiting memory
Getting in touch with self
Go around the circle again and you can try to connect memories that have an association
In that group create an image that reflects and represents the memories. (this can also be done for each individual memory)
Show this back to the group
What happens when asked for a memory?
Searching
Choice
Decision. Where are you? Who are you with?
Associating or not
Good questions
Images
Comparing
Revisiting memory
Getting in touch with self
Go around the circle again and you can try to connect memories that have an association
In that group create an image that reflects and represents the memories. (this can also be done for each individual memory)
Show this back to the group
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