Drama-Based Instruction - High School/Secondary
http://dbp.theatredance.utexas.edu/highschool
Teenagers
enHuman Graph (part 3 of 3)/Battleship
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-3-3battleship
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME:</strong> Stephanie Kent</p>
<p> </p>
<p><strong>TOPIC: </strong>Writing equations of lines</p>
<p> </p>
<p><strong>GRADE LEVEL: </strong>9th grade Pre-Algebra</p>
<p> </p>
<p><strong>FOCUS QUESTIONS: </strong> “How does collaboration and activated learning affect understanding of math concepts? How do I determine the equation of a line given different key pieces of information?”</p>
<p> </p>
<p><strong>EDUCATIONAL STANDARDS:</strong></p>
<p>Non-arts Content TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<p>(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:</p>
<p>C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</p>
<p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:</p>
<p>C: Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real world problems.</p>
<p>Theatre TEK/S:</p>
<p>§117.315. Theatre, Level I, Adopted 2013.</p>
<p>(c) Knowledge and skills.</p>
<p>(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:</p>
<p>A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;<br />
</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p> </p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs pushed out of the way
</li>
<li dir="ltr">
Audio/visual capabilities
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
String
</li>
<li dir="ltr">
Twelve paper cutouts of battleships (three groups of four in different colors)
</li>
<li dir="ltr">
Captain hats or captain’s badges in colors of ships (optional)
</li>
<li dir="ltr">
Envelope with “Classified” written on it
</li>
<li dir="ltr">
See appendix for:
<ul><li dir="ltr">
Map of battleships
</li>
<li dir="ltr">
Battleship clip
</li>
<li dir="ltr">
Classified mission
</li>
<li dir="ltr">
Battleship music
</li>
<li dir="ltr">
“Top Secret” Solution slip
</li>
<li dir="ltr">
Sound effects
</li>
<li dir="ltr">
Answer key
</li>
<li dir="ltr">
Exit tickets
</li>
<li dir="ltr">
“Reading the Map” poster
</li>
</ul></li>
</ul><p> </p>
<p><strong>PREPARATION:</strong></p>
<ul><li dir="ltr">
Make a coordinate plane that goes +/- 8 units (8 tiles)
</li>
<li dir="ltr">
Tape battleships on the coordinate plane
</li>
<li dir="ltr">
Preset clip on the projector
</li>
<li dir="ltr">
Preset music, torpedo and explosion effects on laptop
</li>
<li dir="ltr">
Choose how to split students into three groups
</li>
<li dir="ltr">
Tape up “Reading the Map”
</li>
<li dir="ltr">
Give cooperating teachers captain’s nametags
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>PERSON IN A MESS (ROLE PLAY):</strong></p>
<p>Show battleship video.</p>
<p> </p>
<p>“Captain Bugge and I have been sent from our superiors to ask for your help. This is a top secret operation, so we’ll need your discretion.”</p>
<p> </p>
<p>Pull out “Classified” envelope. Read mission.</p>
<p> </p>
<p>“To work as quickly and efficiently as possible, we will make three tactical teams. We can’t do this alone; we need your help.”</p>
<p> </p>
<p>Have cooperating teachers break students into three groups.</p>
<p> </p>
<p>“Find a space in the room to work and in the next sixty seconds come up with a name for yourselves and choose a team captain.”</p>
<p> </p>
<p>Gather names from the groups and write them on the board.</p>
</div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/extend" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Extend</a></div><div class="field-item odd"><a href="/assess" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Assess</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>HUMAN GRAPH BATTLESHIP</strong></p>
<p>“Now that you have names, I’ll give you your task. Each group has three battleships to destroy. The color of your captain’s badge is the color of your battleships on the map. Each battleship goes through multiple coordinates. Using these coordinates, come up with the equation of a line that goes through all points on the battleship. This will be the trajectory for our torpedo. When your group thinks they have a torpedo trajectory, write the equation of the line on a “Top Secret” slip and flag down Captain Bugge or myself. We’ll then all come together to verify the path.”</p>
<p> </p>
<p>Show the “Top Secret” slip and point out all of the information the groups need to write down.</p>
<p>Read off the “Reading the Map” poster.</p>
<p> </p>
<p>“Any questions?”</p>
<p> </p>
<p>Give some time.</p>
<p> </p>
<p>“Can someone repeat the directions back to me?”</p>
<p> </p>
<p>“Good luck.”</p>
<p> </p>
<p>Turn on the music.</p>
<p> </p>
<p>When a group thinks they’ve found the equation of the line that goes through a battleship, they fill out a slip and hand it Captain Bugge ro Captain Stephanie. Turn off the music and have the whole class focus their attention on that team. If this feels too disruptive, Captain can check the equations (answer key provided).</p>
<p> </p>
<p>“Team -------------- thinks they have a torpedo trajectory to sink a battleship! What is the equation of your line? Can you put that line on the graph with the piece of string?”</p>
<p> </p>
<p>Play torpedo sound effect.</p>
<p> </p>
<p>“Let’s check their work! Did the torpedo hit?”</p>
<p> </p>
<p>Have the class check that the string on the graph matches the equation they have written and goes through all points on the battleship. If this is true, play explosion sound effect and remove the battleship from the field.</p>
<p> </p>
<p>If no, encourage the group to continue working. Captain Bugge or Captain Stephanie can help them find their mistakes.</p>
<p> </p>
<p>Turn the music back on and repeat. Depending on how the lesson is going, offer a goal for the class.</p>
<p> </p>
<p>“Let’s try to get one more ship in the next five minutes!”</p>
<p> </p>
<p>If one team finishes, have them help another team.</p>
<p> </p>
<p>If students finish too quickly add in: “A new ship has appeared through the coordinate ------ and parallel to the green ship 3! What would a torpedo trajectory be for this ship?”</p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/role-play-0">Role Play</a></div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>3. <strong>REFLECTION ON THE LESSON:</strong></p>
<p> </p>
<p>With 10-15 minutes left in class, have the students stop the action and move their desks back into a circle to sit and reflect.</p>
<p> </p>
<p>What did we do today? What terms did we use?</p>
<p> </p>
<p>How was this activity different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder?</p>
<p> </p>
<p>How did we do working as a team?</p>
<p> </p>
<p>“Before you leave for the day, I have an exit ticket for you to fill out. I want to be able to explain to other math teachers what we did and how you all felt about it. The more detail you can give me the better.”</p>
<p> </p>
<p>Hand out exit tickets and have students fill them out.</p>
<p> </p>
<p>“Thank you so much for working with me!”</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Wed, 05 Oct 2016 13:08:29 +0000stephaniekent460 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-3-3battleship#commentsHuman Graph (part 2 of 3)
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-2-3
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME: </strong>Stephanie Kent</p>
<p> </p>
<p><strong>TOPIC:</strong> Graphing lines</p>
<p> </p>
<p><strong>GRADE LEVEL:</strong> 9th grade Pre-Algebra</p>
<p> </p>
<p><strong>FOCUS QUESTIONS: </strong> “How does getting on my feet and working collaboratively change how I learn math? What do I need to know about a line to be able to graph it?”</p>
<p> </p>
<p><strong>EDUCATION STANDARDS:</strong></p>
<p>Non-arts Context TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<p>(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:</p>
<p>C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</p>
<p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:</p>
<p>C: Graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real world problems.</p>
<p>Theatre TEK/S:</p>
<p>§117.315. Theatre, Level I, Adopted 2013.</p>
<p>(c) Knowledge and skills.</p>
<p>(1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to:</p>
<p>A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall;</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p> </p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs pushed out of the way
</li>
<li dir="ltr">
Two portable white boards (individual size)
</li>
<li dir="ltr">
Index cards with numbers on them, enough for all students (numbers can be positive, negative, fractions, decimals depending on your students’ abilities)
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
8.5 by 11 paper with “3x+2y=12” written on it
</li>
<li dir="ltr">
String
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div><div class="field-item odd"><a href="/extend" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Extend</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>DATA PROCESSING:</strong></p>
<p>“This activity will help us continue to get better at working collaboratively. We’re going to begin by silently lining up by height. I will time you to see how long it takes.”</p>
<p> </p>
<p>Delineate the space where they will line up, pointing out where the shortest person will stand and where the tallest person will stand. Side-coaching: Remind students to remain silent.</p>
<p> </p>
<p>“Nice work!”</p>
<p> </p>
<p><em>Reflect</em> (have students remain standing): How did that go? What was hard? How did you communicate?</p>
<p> </p>
<p>Break students into two groups by splitting the line down the middle. If possible, have a teacher monitoring each group.</p>
<p> </p>
<p>“I’m going to give you each a number. Your job is to line up in your group from smallest to largest. The smallest (or negative) numbers will be at the right and the largest numbers will be at the left.”</p>
<p> </p>
<p>Hand out numbers and have students line up from smallest to largest numbers in their groups.</p>
<p> </p>
<p><em>Reflect:</em> How did that go? What was hard? How did you communicate? How does this relate to problem solving in class?</p>
<p> </p>
<p>Note: Depending on time, you can combine the groups and have the whole class line up with their numbers from smallest to largest.</p>
<p> </p>
<p><em>Transition: We’re going to continue learning how to problem solve together over the next couple of days. Let’s work together to learn something about what is written on this sheet of paper.”</em></p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/teaching-strategies/artifacts">Artifacts</a></div><div class="field-item odd"><a href="/content/data-processing">Data Processing</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>ARTIFACT</strong></p>
<p>“I want you to begin by describing what you see on this paper as if you know nothing about algebra. Just describe exactly what you see without interpretation. For example, if I were to describe this marker, I wouldn’t say it’s a marker. I’d say it’s red, and shiny and plasticky, this top part comes off etc.”</p>
<p> </p>
<p>Show the sheet with the equation. Allow for a number of responses to each of the following questions.</p>
<p> </p>
<p>“What do you see (describe)?”</p>
<ul><li dir="ltr">
Side coaching: What letters do you see? Are there any other symbols?
</li>
</ul><p> </p>
<p>“What does that tell you (analyze)?” Note: Some terminology should start to come in here.</p>
<ul><li dir="ltr">
Side coaching: What do the symbols tell you?
</li>
<li dir="ltr">
Have a student keep track of terminology on the white board.
</li>
</ul><p> </p>
<p>“How can we model what you see here (relate)?”</p>
<ul><li dir="ltr">
Side coaching: How do you know what type of an equation it is (what it represents on the graph)? Do you see any exponents for the variables? What does that tell you? Note: At this point, there may need to be some instruction to get the students to understand why this equations represents a line and not, for example, a circle. Depending on the group, you may choose to skip this conversation.
</li>
<li dir="ltr">
Terms to use: variable, linear equation, degree
</li>
</ul><p> </p>
<p><em>Transition: “We have our coordinate plane of the floor. What do we need to know about this linear equation to graph it?”</em></p>
<ul><li dir="ltr">
Side coaching: Can we plug numbers in to give us information? Can we change the form of the line for more information?
</li>
<li dir="ltr">
Terms to use: slope, slope-intercept form, standard form
</li>
</ul><p> </p>
<p>3. <strong>SHARING INFORMATION/ HUMAN GRAPH:</strong></p>
<p>“We talked about what makes a point earlier in the lesson. How can we find a point that falls on this line? Check in with the person next to you and see what they think. Does anyone want to show us?”</p>
<ul><li dir="ltr">
Side coaching: We talked about inputs earlier. What does the word input mean? Do we need to change the scale of our graph for this point?
</li>
</ul><p> </p>
<p>Have a student show the steps of plugging in a value for x or y to find the second coordinate of a point. This can happen on one of the individual white boards.</p>
<p> </p>
<p>“Thank you! Can someone else show us where this point goes on the coordinate plane?”</p>
<ul><li dir="ltr">
Side coaching: Remember which axis represents x and which represents y! Are there some points that are easier to work with than others (think intercepts!)?
</li>
</ul><p> </p>
<p>“After we have one point, what can we do to find the line? Check in with your neighbor.” Either a second point or the slope.</p>
<ul><li dir="ltr">
Side coaching: How do we find the slope from the equation?
</li>
</ul><p> </p>
<p>Have another student use an individual whiteboard to show finding a second point or finding the slope.</p>
<p> </p>
<p>“Nice work! Can someone show us, using this string, how we can use that information to put the line on our coordinate plane?”</p>
<ul><li dir="ltr">
Side coaching: Remember what slope represents?
</li>
<li dir="ltr">
“Terms” to use: “Rise over run”
</li>
</ul><p> </p>
<p>Have the students who represent points hold a piece of string to create the line. Set the string down on the plane.</p>
<p> </p>
<p>Note: If students graph the line with two points, make sure to ask how to find the slope from the equation.</p>
<p> </p>
<p>“How can we find the slope of the line on the graph?”</p>
<p> </p>
<p><em>Transition: “Awesome work today. Look at our beautiful line! Let’s sit back in a circle.”</em></p>
</div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/artifact">Artifact</a></div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>4. <strong>REFLECTING ON THE LESSON: </strong></p>
<p> </p>
<p>What did we do today? What terms did we use?</p>
<p> </p>
<p>How was this activity different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder?</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Wed, 05 Oct 2016 12:39:59 +0000stephaniekent459 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-2-3#commentsAll Gender Bathrooms
http://dbp.theatredance.utexas.edu/facilitation-plans/all-gender-bathrooms
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/social_studies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Social Studies</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>TOPIC: </strong>All Gender Bathrooms</p>
<p><strong>GRADE LEVEL: </strong>Upper High School</p>
<p><strong>Created by: </strong>David Dupont and Edric Johnson, DFS Summer Institute 2016</p>
</div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/introduce" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Introduce</a></div><div class="field-item odd"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>Background information conversation regarding gender-neutral bathrooms. A possible article: <a href="http://www.washingtontimes.com/news/2016/aug/16/obama-to-issue-federal-transgender-bathroom-order/">http://www.washingtontimes.com/news/2016/aug/16/obama-to-issue-federal-t...</a></p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/obstacle-course">Obstacle Course</a></div><div class="field-item odd"><a href="/node/26">Exploding Atom</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p><strong>1. OBSTACLE COURSE</strong></p>
<p>Introduce the activity: <em>Our goal is to navigate a blindfolded volunteer through a series of obstacles to reach a specific destination</em>. Brainstorm verbal directional vocabulary that could be used to navigate the volunteer (step right/left, turn 45 degrees/90 degrees, step north/south/east/west, take a small/medium/large step). Next, select a volunteer who is willing to be blindfolded and directed by others. Invite the volunteer to leave the room or to put on the blindfold and sit outside the playing area. Then, the rest of the students place various objects (boxes, chairs, books, crumpled paper, shoes, etc.) across the playing area. After the obstacles are placed, students sit around the border of the playing space. The volunteer, with blindfold, is placed on one end of the space. It may be helpful to have students develop a directional vocabulary and introduce rules for speaking (going around the circle, taking turns, etc.). The students offer verbal directions to the volunteer – one phrase of instruction per person. If the volunteer touches one of the obstacles, the attempt is over. The entire group talks about what happened, how to improve, and tries again with a new volunteer and layout of obstacles.</p>
<p>Reflection Questions: </p>
<ul><li>How did you work together to assure the safe passage of the volunteer?</li>
<li>If we were to do this again, what strategies might you use?</li>
</ul><p>After the first round of the strategy, have the students re-situate the obstacles and ask for a new volunteer. Once the volunteer has been blindfolded, attach obstacle cards to the objects, beginning with Statement #1 below with an object close to the volunteer; move sequentially further away from the volunteer (they should encounter the obstacles in the following order):</p>
<p>1. No bathroom is available to you.</p>
<p>2. You are told by a teacher to use the bathroom at home before and after school.</p>
<p>3. You are verbally abused when attempting to use that bathroom.</p>
<p>4. You are physically abused when attempting to use the bathroom.</p>
<p>5. A law denies you the use of a bathroom.</p>
<p>As the volunteer is directed, the teacher (or another student volunteer) can read the cards as the volunteer passes them.</p>
<p>Reflection Questions:</p>
<ul><li>How did you feel when the first obstacle card was read?</li>
<li>When in your life did you have difficulty finding an available bathroom? How did you feel then?</li>
<li>What did you experience during this activity?</li>
<li>Would anyone else like to share any reflections on this activity?</li>
</ul><p><strong>2. EXPLODING ATOM</strong></p>
<p>Explain to students will be arranged in a circle and their initial placement is equidistant from the center of the circle. The center of the circle represents complete agreement with statements that are read; their initial placement represents complete disagreement with the statements that are read. The movement towards the center of th circle represents the degree of agreement or disagreement with the statements. Explain to the students that there are no right or wrong answers. Inform them that they will be asked to reflect aloud. After students move on each statement, consider whether it is best to have them reflect internally, with a partner, or with the entire group.</p>
<p>Statements:</p>
<p>1. Everyone is equal in the United States.</p>
<p>2. Freedom and justice for all is a core American value.</p>
<p>3. Discrimnatory laws against transgender students disregard the well-being of a US citizen.</p>
<p>4. Unisex bathrooms are better for transgender people than segregated bathrooms.</p>
<p>5. All businesses should have accommodations for all people.</p>
<p>6. I'm familiar with the transgender culture.</p>
<p> </p>
</div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li>What did you notice about the responses in the room? How did they make you feel?</li>
<li>What did we learn about the group from this activiyt? Where are we most in agreement?</li>
<li>How might these statements make us think differently or understand more about the issues of bathrooms and transgender students?</li>
</ul></div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/exploding-atom">Exploding Atom</a></div></div></div><div class="field field-name-field-extensions-applications- field-type-text-long field-label-above"><div class="field-label">Extensions/Applications : </div><div class="field-items"><div class="field-item even"><p>Students might create frozen images of the experience of being unable to find a bathroom in a time of need.</p>
</div></div></div>Wed, 05 Oct 2016 02:16:03 +0000lauren.smith529458 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/all-gender-bathrooms#commentsHuman Graph (part 1 of 3)
http://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-1-3
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>NAME:</strong> Stephanie Kent </p>
<p><strong>TOPIC:</strong> Inputs and outputs; graphing points </p>
<p><strong>GRADE LEVEL: </strong>9th grade Pre-Algebra</p>
<p><strong>FOCUS QUESTION(S): </strong>“How do I approach math (how am I asked to approach math) and how does this affect how I learn? How do I graph real-world data?”</p>
<p><strong>EDUCATION STANDARDS:</strong></p>
<p>Non-arts content TEK/S:</p>
<p>§111.39. Algebra I</p>
<p>(c) Knowledge and Skills</p>
<ol><li dir="ltr">
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:<br />
C: Select tools, including real objects, manipulatives, and technology as appropriate, and techniques including mental math, estimation, and number sense as appropriate, to solve problems.</li>
</ol><p>D: Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate.</p>
<p>G: Display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication</p>
<p>Theatre TEK/S:</p>
<p>§117.64. Theatre, Level I</p>
<p>1A: understand the value and purpose of using listening, observation, concentration, cooperation, and emotional and sensory recall.</p>
<p>SEL GOAL I Secondary:</p>
<p>Objective A</p>
<p> Identifies personal emotions as valid regardless of other’s opinions</p>
<p> Identifies the event or thought that triggered an emotion</p>
<p>Objective B</p>
<p>Recognizes one’s personal learning style and finds ways to employ it</p>
<p><strong>MATERIALS NEEDED:</strong></p>
<ul><li dir="ltr">
Room with desks and chairs in a large circle
</li>
<li dir="ltr">
Two portable white boards (individual size)
</li>
<li dir="ltr">
Two sheets of poster paper with the phrases:
<ul><li dir="ltr">
“When I hear the word math, I think . . .”
</li>
<li dir="ltr">
“I learn best when . . .”
</li>
</ul></li>
<li dir="ltr">
Markers
</li>
<li dir="ltr">
Two balls or bean bags
</li>
<li dir="ltr">
Blue tape
</li>
<li dir="ltr">
Permanent marker to write on the tape
</li>
<li dir="ltr">
Gridded floor (or a gridded paper on the floor with at least 1’ by 1’ squares)
</li>
<li dir="ltr">
Post it notes
</li>
</ul></div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/math" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Math</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p>1. <strong>POSTER DIALOGUE</strong> “In class today, we’re going to think about our relationships to learning math and what different kinds of activities we can use to learn math that will activate us in different ways. We all learn differently, we all have strengths and challenges, and we want to explore what styles of learning work for us. To help me get to know you, I invite you to finish the following statements:”</p>
<p>Hold up the posters with the questions and read them aloud.</p>
<p>“Remember that when I’m asking you how you feel about math, I want to know how you feel about the material, not about any specific instances or teachers (though I know you wouldn’t have anything bad to say about (name of cooperating teacher). He’s awesome.)”</p>
<p>Put the posters up on the board. Hand out markers.</p>
<p>“Take your marker and write at least one word, phrase or sentence on each poster. If you see something you agree with, put a checkmark next to it. Multiple people can be working on a poster at the same time. You may want to come back to a poster more than once to see what has changed.”</p>
<p>Give about five minutes. Side coaching: If students are struggling to answer a question, give them the option of writing I don’t know. They may also need to be reminded to take the prompts seriously and to not use profanity. Ask them to cross out anything that doesn’t fall into these boundaries. For the prompt, “When I hear the word math, I think . . .” they can write what math does, what it involves and how they feel about it.</p>
<p>“Let’s take a moment to stand up and silently read what is on each poster. Now let’s all sit back down.”</p>
<p>Read off the answers to “When I hear the word math, I think . . .”</p>
<p><em>Reflect:</em></p>
<p><em>“What themes do you see occurring in this poster (are there any repeated statements or statements that seem to be saying similar things)?”</em></p>
<p>Have a student circle the words or write them up if they aren’t already there.</p>
<p><em>“How do most of us feel about math? Does anyone want to give an explanation of why (Remember we’re not naming specific teachers)?”</em></p>
<p>Read off the answers to “I learn best when . . .”</p>
<p><em>Reflect:</em></p>
<p><em>“What themes do you see occurring in this poster (are there any repeated statements or statements that seem to be saying similar things)?”</em></p>
<p>Have a student circle the words or write them up if they aren’t already there.</p>
<p><em>“Can we come up with some ways to make these things happen in the math classroom? We can try any of these methods, but we’ll stop using them if learning isn’t happening.”</em></p>
<p><em>Transition: “We may not have answers to this question yet, but this is why I’m here. We’re trying to integrate the things on the second poster into the classroom in order to change the negative feelings on the first poster. Keep this in mind, because I’m going to ask you later to reflect on activities we do to tell me if they’re ______________, ________________ and ________________. (words or phrases from the poster). These will be our goals.”</em></p>
<p>Keep the second poster up, but take down the first.</p>
</div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/introduce" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Introduce</a></div><div class="field-item odd"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p>2. <strong>THREE (OR IN THIS CASE, TWO) BALL TOSS:</strong> “We’re going to play a game that involves moving balls around the circle. This game will create data that we can use to explore graphing. Let’s stand up in our circle, close enough that we can hand this ball to our neighbor. Let’s start by handing the ball around the circle and counting up by ones. You say the next number when you have the ball. Let’s start with one.”</p>
<p>Have the ball go around the circle once.</p>
<p>“Nice work. Now we’re going to introduce a second ball (name each ball by an identifying factor, ex. the blue ball and the red ball). This one you throw (with a gentle underhand toss) to a person who is not next to you. Make sure you say their name and look at them before you throw it so they know it’s coming. You want them to catch it. I’m trusting you all to be good at this part, because it’ll be hard for me. I’m still learning your names! We will continue counting and sending the other ball around the circle. If someone drops a ball or loses count, we’ll have to start all over again! ”</p>
<p>Play once or twice. Side coaching: I once had a class get to 40! Do you think we can get there? Can we pick up the pace?</p>
<p>Note: You can appoint someone other than yourself to introduce the second ball.</p>
<p>“Let’s introduce a time limit. Maybe twenty seconds? (Name of cooperating teacher) could you time us?”</p>
<p>Play once or twice. Have a student write 20 seconds on the individual white board, and what number(s) we counted up to. Note: See how this time limit works with the group. Adjustments may be needed.</p>
<p>“Let’s try with 15 seconds.”</p>
<p>Play twice. Have a student record these numbers as well.</p>
<p>“Nice work. Let’s all sit back in a circle.”</p>
<p>3.<strong> SHARING INFORMATION:</strong></p>
<p>Have the students sit back down at their desks. All information should be written on individual white boards that remain in the circle. Have one board for the math and one board for terminology.</p>
<p>“How could we write this information in a table? Can someone do that for us? How can we write this information as points? What would we have to decide to do so?”</p>
<ul><li dir="ltr">
Side coaching: How are we using numbers in this game? Points have two coordinates; do we have two different kinds of information? What are they? How do we decide which is the x and which is the y?
</li>
<li dir="ltr">
Possible terms to use: input and output, independent and dependent, domain and range
</li>
</ul><p>Have a student write the points on one board and the terms used on another board. Include as many students as possible in this process. Note: The following information can be introduced through questions from the teacher instead of direct instruction depending on the content knowledge of the students.</p>
<p>“So points have x-coordinates and y-coordinates. The x is usually the one we call the input, or the thing that we are changing. Here, we change the time constraint, so the time became the x-coordinate. What was our unit of time? It’s important to know that, otherwise we wouldn’t know if the time was in milliseconds or years. The thing that changes as a result of the input (or the time constraint) is the output, or the y-coordinate. In this case, that is the number we counted to. But was the time constraint the only thing that affected the number we got to?"</p>
<ul><li dir="ltr">
Possible terms to use: causation and correlation
</li>
</ul><p>4.<strong> HUMAN GRAPH:</strong></p>
<p>“Now let’s graph these points. But we’re going to be the points, so we need a human sized graph. I have some tape here; can we make a coordinate plane on the floor? What does a coordinate plane look like? What do we need to label before we can plot points? What does our scale need to be to plot the points we have up here?”</p>
<p>Note: Have students help make the coordinate plane. Make the scale by ones or twos if possible. Otherwise, the students will be standing very close to one another on the graph. The desks may need to be moved out of the way for this.</p>
<p>If the students don’t come up with these, side coach them to:</p>
<ul><li dir="ltr">
Make sure the axes are placed on the seams of tiles so the tiles can represent the graph.
</li>
<li dir="ltr">
Have students decide which directions are positive and which axes are x and y.
</li>
<li dir="ltr">
Have students label the axes with a scale (you may want to label this with post it notes so we can change it later)
</li>
</ul><p>“Can someone stand where our first point would be on the graph? How do we know that’s where to stand?”</p>
<p>Repeat with a few more points.</p>
<p><em>Transition: “Great work. We now have our coordinate plane set; we’ll use this in our next two lessons.”</em></p>
</div></div></div><div class="field field-name-field-reflection field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><p>5. <strong>REFLECTING ON THE LESSON:</strong></p>
<p>What did we do today? What terms did we use?</p>
<p>Which processes from the “I learn best when . . .” poster did we use?</p>
<p>How were these activities different from the ways you’ve learned math before? Did any of those differences make learning easier? Harder? How?</p>
<p>Which other processes from the “I learn best when . . .” poster would you like to try?</p>
</div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/aisd" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">AISD</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/travis-high-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Travis High School</a></div></div></div>Tue, 04 Oct 2016 21:59:01 +0000stephaniekent457 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/human-graph-part-1-3#commentsPower and the French and Indian War
http://dbp.theatredance.utexas.edu/facilitation-plans/power-and-french-and-indian-war
<div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-topic field-type-text-long field-label-above"><div class="field-label">Topic: </div><div class="field-items"><div class="field-item even"><p><strong>TOPIC: </strong>Power and the French and Indian War</p>
<p><strong>GRADE LEVEL: </strong>8th Grade</p>
<p><strong>FOCUS QUESTIONS: </strong></p>
<p>• What does power look like?</p>
<p>• What were the different reasons that the French, English Colonists, and Native Americans wanted to have power during the French and Indian War?</p>
<p>• Why did Benjamin Franklin push to unite the colonies?</p>
<p><strong>EDUCATION STANDARDS:</strong></p>
<p><strong>TEKS:</strong></p>
<p><strong> §113.20. Social Studies, Grade 8</strong></p>
<p>(2) History. The student understands the causes of exploration and colonization eras. The student is expected to: (A) identify reasons for European exploration and colonization of North America; and (B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.</p>
<p>(4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (A) analyze causes of the American Revolution</p>
<p>(B) explain the roles played by significant individuals during the American Revolution, including Benjamin Franklin</p>
<p><strong>MATERIALS NEEDED: </strong></p>
<ul><li>4 chairs</li>
<li>Markers and white board to scribe ideas</li>
</ul><p><strong>CREATED BY: </strong>Megan Nevels and Stephen Ray</p>
</div></div></div><div class="field field-name-field-subject field-type-taxonomy-term-reference field-label-above"><div class="field-label">Subject: </div><div class="field-items"><div class="field-item even"><a href="/social_studies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Social Studies</a></div></div></div><div class="field field-name-field-itear field-type-taxonomy-term-reference field-label-above"><div class="field-label">ITEAR: </div><div class="field-items"><div class="field-item even"><a href="/Teach" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Teach</a></div></div></div><div class="field field-name-field-hook-and-engage field-type-text-long field-label-above"><div class="field-label">Hook/Engage: </div><div class="field-items"><div class="field-item even"><p><strong>REVIEW INFORMATION</strong></p>
<p><em>We are going to start our lesson today brainstorming quickly what we know about the French and Indian War. Who was a part of it? Why were they fighting? </em>Gather any and all information that they have learned.</p>
<p><em>Thank you for all of your great ideas. This morning we are going to be talking about power, who had it and who didn’t. Who can tell me what power means? What does it mean to have power? What does it mean to not have the power? Why do you think people might want power? </em></p>
</div></div></div><div class="field field-name-field-explore field-type-text-long field-label-above"><div class="field-label">Explore: </div><div class="field-items"><div class="field-item even"><p><strong>GREAT GAME OF POWER</strong></p>
<p>Ask for a volunteer. Have the volunteer arrange the five chairs and water bottle, making one chair the most powerful compared to the other chairs and water bottle. The chairs can be placed in any way. Once the chairs have been arranged ask the student to sit and to just listen to the conversation. Remind students that in order to make sure we hear all ideas, please speak one at a time.</p>
<p>Questions:</p>
<ul><li>DESCRIBE: <em>What do you see? </em>Pull the students to describe what they see.</li>
<li>ANALYZE: <em>What chair would you say is the most powerful? Why?</em> <em>What do you see that makes you infer that that chair is the most powerful? What might the water bottle represent? Why?</em></li>
</ul><p>At the end of this round, if the person who created the image would like to say what they were thinking since this one was done with a specific image in mind. Then go on to your next question.</p>
<p>To the student who arranged the chairs, <em>what did it feel like to hear people interpret your arrangement?</em></p>
<p><em> </em>Invite another student to arrange the chairs.</p>
<ul><li>DESCRIBE: <em>What do you see? </em>Pull the students to describe what they see.</li>
<li>ANALYZE: <em>What chair would you say is the most powerful? Why?</em> <em>What do you see that makes you infer that that chair is the most powerful? What might the water bottle represent? Why?</em></li>
</ul><p><em>We have seen two different images of what power can look like, for the next few times, I’d like us to think about what you have learned so far about the French and Indian War. I invite someone to come up and arrange the chairs to represent what the Native Americans wanted. Think about who they were fighting, what they were fighting for, and let’s envision what having power might have looked like for them. </em></p>
<ul><li><em> </em>DESCRIBE: <em>What do you see? </em></li>
<li>ANALYZE: <em>What chair would you say is the most powerful? Why? Who do you think is being represented by the different chairs? What does the object represent? In what ways did the Native Americans try and assert this power or get what they wanted? Were they successful?</em></li>
</ul><p><em> So the Native Americans were fighting against the French right? Who else were the French up against? Can someone come up and arrange the chairs to look like what the French wanted? What do you think desired power looked like for the French?</em></p>
<ul><li><em> </em>DESCRIBE: <em>What do you see? </em></li>
<li>ANALYZE: <em>Which desk represents the French? Who do you think these other desks are? </em>After identifying who the English Colonists are, <em>So looking at the position that the English Colonists were in, how do you think they were feeling? At this point, were they united against the French? </em></li>
</ul><p><em> That’s right, they weren’t. Keeping the French chair in the same place, I’m going to separate these 4 chairs to represent the separate colonies. How might you describe this image now? Does this change the power dynamics? </em></p>
<p><em> Benjamin Franklin pushed for the colonies to unite against the French and Native Americans. Based on what you see in this image, why do you think he did that? If you were trying to bring these chairs together to gain power, what are some tactics or strategies you might use to do so? An example might be to send letters to the governors of the colonies. What are some other ideas? </em></p>
<p><em> What you are going to learn about next is one of the ways that Benjamin Franklin tried to inspire the colonies to unite. As you learn about the cartoon that he made, think about the different images we created today and the amazing discussion that we had. </em></p>
</div></div></div><div class="field field-name-field-teaching-strategies field-type-node-reference field-label-above"><div class="field-label">Teaching Strategies: </div><div class="field-items"><div class="field-item even"><a href="/content/great-game-power">Great Game of Power</a></div></div></div><div class="field field-name-field-school-district field-type-taxonomy-term-reference field-label-above"><div class="field-label">School District: </div><div class="field-items"><div class="field-item even"><a href="/school-district/austin-independent-school-district" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Austin Independent School District</a></div></div></div><div class="field field-name-field-school-or-org field-type-taxonomy-term-reference field-label-above"><div class="field-label">School or Organization: </div><div class="field-items"><div class="field-item even"><a href="/school-or-organization/covington-middle-school" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Covington Middle School</a></div></div></div>Mon, 03 Oct 2016 14:22:11 +0000lauren.smith529456 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/facilitation-plans/power-and-french-and-indian-war#commentsVoices in the Head
http://dbp.theatredance.utexas.edu/teaching-strategies/voices-head
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Jonothan Neelands and Tony Goode; Augusto Boal </p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p>During <strong>Voices in the Head</strong>, the teacher<strong> </strong>invites a student in a scene or frozen image to voice a character’s inner thoughts, or invites the group observing the character to voice the character’s inner thoughts. This strategy helps explore a more complicated understanding of character viewpoint and motivation through an exploration of <strong>subtext</strong>–the often unspoken motivations–of an individual.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Invite students to create a <strong>Statue,</strong> <strong>Frozen Image</strong>, <strong>Stage Picture</strong>, or tableau, to share with the group. During the sharing of the frozen image, place a hand on or near the shoulder of one person within the image and ask the student to speak their character’s inner thoughts: <em>When I place my hand on/near your shoulder, please tell us what your character is thinking…</em> Or, hold a hand over the character’s head (to make an imagined “thought bubble”) and invite students in the audience to speak an inner thought for the character (the student playing the frozen character remains silent): <em>What do we think this character might be thinking?</em> Take answer.<em> What else could this character be thinking? </em></p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/59" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Limited Space</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What did we learn when we added internal thoughts to our frozen images? </em></li>
<li><em>For those of you in the images, how did you embody the emotions, ideas, or thoughts of your character? </em></li>
<li><em>How does a character’s inner feelings help us better understand the story we are exploring in our work?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Think about how your still image and inner thoughts connect to embody the character. </em></li>
<li><em>What else might this character be thinking?</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/lower_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early Elementary/Primary</a></div><div class="field-item odd"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Use this strategy during an improvised scene between two characters. In this variation, the teacher or one of the students might “freeze the scene” (by yelling <em>Freeze!</em>, playing chimes, clapping their hands, etc.). While the students in the scene are frozen, the students watching might speak the inner thoughts of the characters in the scene, adding context/subtext to the action. The teacher then un-freezes the students in the scene, and they continue their improvisation with the added context/subtext in mind.</li>
</ul></div></div></div>Fri, 03 Jun 2016 16:16:29 +0000laradossett446 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/voices-head#commentsTour of a Space
http://dbp.theatredance.utexas.edu/teaching-strategies/tour-space
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Michael Rohd</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">2+ (even numbers are ideal)</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Tour of a Space </strong>asks students to offer a verbal and kinesthetic “tour” of a specific location to another student or group. This activity requires the guide to use sensory details and physical action to help other students imagine the place the guide is describing. This strategy helps all students develop further background knowledge and explore how our environment shapes our understanding of a time, place, or event.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Divide students in pairs and ask each pair to find their own space in the room. Invite pairs to sit and close their eyes. <em>Think of a specific place where you feel the happiest</em>. Imagine or recall this place in great detail, down to the color of the curtains or the texture of the grass. Next, ask each pair to decide on one person to be the guide. Each guide takes his or her partner for a five-minute tour of the imagined place. Encourage the guide to actively describe the details of the space around them, while they physically explore each part of the imagined space. The person on the tour can ask questions, and the guide may respond briefly though the focus must remain on the tour itself. After five to ten minutes, have the partners switch roles and so the former partner becomes the new tour guide. Afterwards gather the group together and ask each partner in the pair to briefly describe their colleague’s space to the rest of the group.</p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What do you most remember from your partner’s tour? What did you see/smell/touch/taste/hear? For those of you leading the tour, how did you help your partner see and understand the space?</em></li>
<li><em>Now that we’ve heard about all the spaces…what was similar and/or different about the places we toured? </em></li>
<li><em>How might these spaces and places invite us to think more deeply about our larger inquiry? </em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Be specific with your description of the space. Give as many details as you can. </em></li>
<li><em>How can you use your words and movements to make your partner feel like they are really experiencing the space? </em></li>
<li><em>Describe not only what you can see, but also what you smell, touch, taste, and hear in this space. </em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Have students draw/write words (e.g., we see trolls, we hear footsteps, we smell grass, etc.) about the space on paper before giving a tour. Lay the papers on the ground to help guide the tours.</li>
<li>Reading/Writing: Have students give a tour of a location from a novel, either from their own perspective or as a character from the book.</li>
<li>Social Studies: Have students research locations of important historical events or cultures and then ask them to give a tour of the space to others recalling important facts and events.</li>
<li>Science: Have students give a tour of a cumulous cloud, the tundra, the ocean, or an atom.</li>
</ul></div></div></div>Fri, 03 Jun 2016 16:09:40 +0000laradossett444 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/tour-space#commentsMapping Geographies of Home
http://dbp.theatredance.utexas.edu/teaching-strategies/mapping-geographies-home
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Drama For Schools (DFS); Jan Cohen-Cruz; Omi Osun Olum</p>
</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Mapping Geographies of Home</strong> invites students to map and perform their literal and figurative understanding of home on an imagined map on the floor. This activity asks students to think about how the construction of home is culturally situated and invites students to engage with and consider multiple experiences, perspectives, and definitions of home. </p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">6+</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/52" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Open Area</a></div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p><strong>Teach the strategy</strong>: Defines the outer boundaries of a large, open, playing space and orient a compass rose on the space for north, south, east, and west; this is the imagined “map.” Introduce the strategy: <em>I will give</em> <em>a series of prompts. You will respond by placing yourself as your answer on the map in the space that best represents your answer. </em>Explain that the map is very flexible and space/distance between locations will have to be flexible too. Begin the strategy. <em>If our current space is located at the center of an imagined map, please stand on the location – or one location – where you currently live.</em> Once placed, invite students to name where they are standing. Next, ask: <em>If our current space is located at the center of an imagined map, please stand where you were born.</em> Once placed, invite students to name where they are standing; some might shift in response to what others share. Finally, ask: <em>If our current space is located at the center of an imagined map, please stand at one of the physical spaces that you call home, recognizing that there may be more than one. This could be a place where you have spent a lot of time, or a physical space that you feel is “home” although you may have never been there. </em>Once placed, invite students to name where they are standing.</p>
<p><strong>Explore the strategy:</strong> Next, ask students to create a gesture, which offers an abstract or concrete representation of the physical space that they call “home.” Then ask all participants to perform their gesture at the same time as a rehearsal. Next, invite each student to pair up with another person near them on the virtual map, and teach them your gesture. Then, put the gestures together in a sequence. Finally, each pair is grouped with another pair. The group of four works together to create a final performance that includes all four gestures in a sequence of shared choreography. The activity closes with each group sharing its performance of “home” for the full group, while the students respond to what they see. Have each group shares their choreographed sequence through two times. Then, invite the audience to “popcorn” out one word that sticks with them–those words might be an emotion, an idea or an action that they saw represented or that they felt.</p>
</div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What did you notice about yourself in this activity? What did you notice about the group?</em></li>
<li><em>How did our map shift and change as we moved between imaginary map locations?</em></li>
<li><em>What </em><em>is home? What shapes our understanding of home? </em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Ask students to map more complex ideas, e.g., <em>Stand on the location where you first felt a feeling of love. Stand on the location of a place you would never want to visit.</em></li>
<li>Reading/Writing: Have students play as a character from history or from literature or from a play.</li>
<li>Social Studies: Using the first part of this activity, have students review geography and/or the location of different key events in history.</li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:54:00 +0000laradossett443 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/mapping-geographies-home#commentsMachine
http://dbp.theatredance.utexas.edu/teaching-strategies/machine
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Viola Spolin</p>
</div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">4+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Machine</strong> is a game in which students connect multiple simple, repetitive body motions in a sequence to represent an idea, theme, or process. In <strong>Machine</strong>, students explore vocal and body theatre skills – like projection, articulation, level and shape in space, quality of motion, and tempo – as they consider how an individual action is part of a larger connected system.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Invite the group to sit facing an open space or in a large open circle. Ask: <em>What is a machine? </em>Develop a definition together, naming different types of machines as examples. Based on their suggestions pick a machine to explore. Ask the group what simple sound and gesture–or movement–might appear in this machine. Invite a volunteer to move to the front of the space or the center of a circle and make this simple, repetitive sound and movement; this is the first piece of the machine. Invite another person to find a way to add another sound a motion to the first person’s action. Then, either continue to call students into the machine or encourage them to enter on their own. Ideally, each student’s motions relates to what the other students are doing, as pieces of a machine do. Students can be invited to link to the machine in any area or be instructed to just build onto the last player to be added. When a large portion of the group has joined in, play with tempo—turn up the speed so the machine must work quickly, or slow down the machine so it must work very slowly. After a bit, freeze the machine and asks students who are watching to name the machine. <em>Thinking about the types of movements we saw, what kind of machine is this? </em>It may be the original machine idea or it might have become something else. <em>What else could it be? </em>Encourage another interpretation. All students return to the outside circle and the group dialogues about what worked well in the machine creation. Build another machine. This time explore a less-familiar machine, such as a spaghetti-making machine, a winter machine, or a happiness machine, or let them make a machine that gets named at the end. If making a themed machine, it might be helpful to brainstorm actions that relate to the given theme. Continue to explore cause and effect, levels, tempo, and quality of movements throughout the activity. </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/53" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Room for a Circle</a></div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>How would you describe our machine?</em></li>
<li><em>How did each student add to it? </em></li>
<li><em>What </em><em>does this machine say about our larger topic of exploration?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-possible-side-coaching field-type-text-long field-label-above"><div class="field-label">Possible Side-Coaching: </div><div class="field-items"><div class="field-item even"><ul><li><em>Keep doing your sound and motion so others can join in!</em><em> </em></li>
<li><em>Think about how your sound and action relates to our theme. What do you see missing that we need to add?</em></li>
</ul></div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/lower_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Early Elementary/Primary</a></div><div class="field-item odd"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item even"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item odd"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>Try taking out a piece of a machine and observe what happens. This becomes a strong metaphor for interdependence.</li>
<li>Reading/Writing: Create a machine that relates to an event, theme, or character from the text. For example, students might create a gossip machine for <em>The Scarlet Letter</em>, or a Big Bad Wolf machine for <em>The Three Little Pigs. </em></li>
<li>Science: Create a machine that relates to an environment/setting or cycle. For example, students might create a rainforest machine or a water cycle machine.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:50:24 +0000laradossett442 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/machine#commentsBippity Bippity Bop
http://dbp.theatredance.utexas.edu/teaching-strategies/bippity-bippity-bop
<div class="field field-name-field-citations field-type-text-long field-label-above"><div class="field-label">Source Citations: </div><div class="field-items"><div class="field-item even"><p>Various</p>
</div></div></div><div class="field field-name-field-related-video field-type-node-reference field-label-above"><div class="field-label">Related Video: </div><div class="field-items"><div class="field-item even"><a href="/content/donkey">Donkey</a></div></div></div><div class="field field-name-field-number-of-students field-type-text field-label-above"><div class="field-label">Number of Players: </div><div class="field-items"><div class="field-item even">8+</div></div></div><div class="field field-name-field-what-is-it-and-why-use-it- field-type-text-long field-label-above"><div class="field-label">What is it and Why Use It?: </div><div class="field-items"><div class="field-item even"><p><strong>Bippity, Bippity, Bop</strong> is a fast paced game that asks students to work together to recall and create specific three-person images within a given time limit. This is a playful way to work on focus and collaboration and to make and practice non-linguistic representations of vocabulary words.</p>
</div></div></div><div class="field field-name-field-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p><strong>Teach the strategy: </strong>Invite students to stand in a circle. Introduce the strategy: <em>In this activity, I will teach a series of images, then I will stand in the center of the circle as the caller and point at a group of three to make one of the images. If chosen, your job is to make the body image I ask for within the count of three. </em>Teach the first image: “Elephant.” Point to a person in the circle and ask them to make a long trunk with one arm, ask the person on either side to each form an ear in a “C” shape facing toward the trunk. Call out: <em>Elephant 1-2-3</em>. Practice “Elephant” with the group, pointing at lots of different people around the circle, working to build confidence and speed. Next teach “Palm Trees.” Explain that in this image all three people do the same thing. Point to a person and ask them, and the person on either side, to wave their hands in the air above their head like a palm tree blowing. Call out: <em>Palm Trees 1-2-3</em>. Once both images are taught, play the game with “Elephant” and “Palm Trees” calling on students as quickly as you can around the circle. Finally, introduce: “Bippity, Bippity, Bop.” Explain that if the caller says “Bippity, Bippity, Bop” the person being pointed to must say the word “Bop” before the caller completes the word “Bop” at the end of the phrase. The two people on either side of the person being pointed to, do nothing and must not move. Practice with “Bippity, Bippity, Bop.” Then, play with all three calls (Elephant, Palm Trees, and Bippity, Bippity, Bop); work on speed and accuracy.</p>
<p><strong>Explore the strategy: </strong>Once students understand the activity, introduce 2-3 content related vocabulary words (e.g. a math unit might use <em>obtuse angle, acute angle</em> and <em>right angle</em>, while a science unit might use <em>solid, liquid, gas</em>). Build a three-person image for one of the words. Practice the word as an image in the game. Then, split the group in half, and each invite each half to create a three-person image of one of the remaining vocabulary words. Remind the groups that it must be an image that every body can do, which can be created quickly on a count of 3. Each group shares and teaches their image to the rest of the group. The game resumes with the new vocabulary, plus the original terms of “Elephant,” “Palm Trees” and “Bippity, Bippity, Bop.”</p>
<p> </p>
</div></div></div><div class="field field-name-field-space field-type-taxonomy-term-reference field-label-above"><div class="field-label">Space: </div><div class="field-items"><div class="field-item even"><a href="/taxonomy/term/53" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Room for a Circle</a></div></div></div><div class="field field-name-field-aka field-type-text field-label-above"><div class="field-label">AKA: </div><div class="field-items"><div class="field-item even">Donkey</div></div></div><div class="field field-name-field-processing-points field-type-text-long field-label-above"><div class="field-label">Reflection: </div><div class="field-items"><div class="field-item even"><ul><li><em>What did you have to do to play well?</em></li>
<li>I<em>n our content vocabulary, how did we differentiate between our images? Why did we do this?</em></li>
<li><em>Why might it be useful to construct a body image of vocabulary word? How can we use this technique to help us better understand the material?</em></li>
</ul></div></div></div><div class="field field-name-field-materials field-type-text-long field-label-above"><div class="field-label">Materials: </div><div class="field-items"><div class="field-item even"><p>None</p>
</div></div></div><div class="field field-name-field-age-group field-type-taxonomy-term-reference field-label-above"><div class="field-label">Age Group: </div><div class="field-items"><div class="field-item even"><a href="/upper_elementary" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Upper Elementary/Primary</a></div><div class="field-item odd"><a href="/junior_high" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Middle School/Secondary</a></div><div class="field-item even"><a href="/highschool" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High School/Secondary</a></div></div></div><div class="field field-name-field-variations-and-extensions field-type-text-long field-label-above"><div class="field-label">Possible Variations/Applications: </div><div class="field-items"><div class="field-item even"><ul><li>This can also be played so that when a student makes a mistake they move to the middle and serve as the “caller” and the teacher joins the circle. If using this choice be sure to remind the “caller” to use speed and an element of surprise to try and get out of the center. The caller needs to be fast to keep the game moving.</li>
<li> The game can be played with students getting “out” if they make a mistake. However, when this happens it’s important to find a way to keep them engaged in the activity as judges or in another role.</li>
</ul></div></div></div><div class="field field-name-field-image-work-strategies field-type-taxonomy-term-reference field-label-above"><div class="field-label">Image Work Strategies: </div><div class="field-items"><div class="field-item even"><a href="/image-work-strategies/images-action" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Images in Action</a></div></div></div>Fri, 03 Jun 2016 15:45:32 +0000laradossett441 at http://dbp.theatredance.utexas.eduhttp://dbp.theatredance.utexas.edu/teaching-strategies/bippity-bippity-bop#comments