Two by Three by Bradford asks students to work in pairs to count from 1-3 repeatedly, then to substitute gestures and sounds for each number. This strategy builds focus and concentration and introduces basic sound and gesture vocabulary through sequence.
Invite students to make a pair facing one other; one person will be A and one will B. Introduce the activity: In your pair, please count from 1-3, with each person saying one number. Participant A says ‘One’, B says ‘Two,’ A says ‘Three,’ B says ‘One,’ A says ‘Two,’ B says ‘Three’ and so on. Invite students to try this sequence. Now, instead of saying ‘One,’ A will make up a movement and sound that both players can easily do to replace ‘One.” Invite students to make up their own gesture/sound and try this sequence. Now, instead of saying ‘Two,’ B will make up a movement and sound that both players can easily do to replace ‘Two.’ Students will have a sound/gesture for ‘One’ and ‘Two’ and the number ‘Three.’ Invite students to try this sequence. Finally, instead of saying ‘Three,’ A and B will work together to make up a movement and sound that both players can easily do to replace ‘Three.” Invite students to try the full sequence.
How did it go? What kinds of sounds and actions did you and your partner use during this activity?
How did you negotiate with and support your partner in this activity?
How might the strategies we used to be successful apply to our current inquiry?
Try to use different sounds and actions for each number.
Continue to work at a speed that you can be successful at with your partner.
Take the count up to 5 or 7. Any odd number will work.
Base all rhythmic sounds and actions on theme. For example: All sounds and actions must represent modes of transportation. Or, All sounds and actions must be verbs e.g., Run.