None
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.
Augusto Boal