Drama-Based Instruction - Conflict, Power & Problem Solving
https://dbp.theatredance.utexas.edu/theatre-game-metaphor-strategies/conflict-power-problem-solving
enObstacle Course
https://dbp.theatredance.utexas.edu/content/obstacle-course
<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">5+</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>Obstacle Course</strong> is a strategy in which an individual or group navigates a blindfolded person through a series of obstacles without touching them. This strategy is used to work on sensory perception and clarity of directions. It can be used to metaphorically explore the types of conflict or “Obstacle Courses” in an event, situation, or relationship.</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-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><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. 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>
</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>On a scale of 1 – 10 how successfully did we play this activity? Why?</em></li>
<li><em>What strategies did you or the group use to make the journey as safe and successful as possible? What adjustments did we make throughout the activity?</em></li>
<li><em>Why do you suppose some people say life is like an Obstacle Course?</em></li>
</ul></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>Give precise directions—how many inches or centimeters do they need to move?</em></li>
<li><em>If you are trying to cross the field, listen carefully and only do what your navigator tells you.</em></li>
<li><em>How can we clarify what, exactly, our directions mean?</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>Collection of random objects and a blindfold</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>Reading/Writing: Explore characters from fiction. An example is Romeo’s journey from <em>Romeo and Juliet</em>. Students can use lines of the text to represent various forces and stand in as the various objects (“mines”) whispering the lines of text as Romeo navigates the space. Another participant (or students) represent Juliet who works to verbally navigate Romeo through the space.</li>
<li> Social Studies: In a unit on US History, have students represent the obstacles that Native Americans faced as they were forced to leave their homes during the Trail of Tears. </li>
</ul></div></div></div>Mon, 18 Apr 2016 13:20:25 +0000laradossett421 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/obstacle-course#commentsShoes
https://dbp.theatredance.utexas.edu/content/shoes
<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>Megan Alrutz</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 class="field-item odd"><a href="/taxonomy/term/61" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Large Space</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>Establish a playing space with clearly-defined borders. Ask students to walk within the space without talking or making any contact with others. <em>Walk as yourself, by yourself for now.</em> Experiment with pace by asking students to speed up (safely) and slow down. Invite students to make eye contact with others as they pass by, but remain silent. Have the group freeze and explain that in a moment you will ask them to organize themselves into groups based on what they have on their feet. This first task is a silent, non-verbal one. Once everyone has found a group with at least one other person, have each group talk about their shoe characteristics and decide on a title for the group. Share out group titles.</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"><p><strong>Describe</strong>: How did we organize ourselves?</p>
<p><strong>Analyze</strong>: What types of categories did we use?</p>
<p><strong>Relate</strong>: What information did we synthesize to title the groups?</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"><p>"Remember this is a non-verbal activity, so find other ways to communicate with each other as you form groups."</p>
<p> </p>
</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"><p>Play a second round focusing on unseen characteristics of shoes - allow students to talk to one another for this round.</p>
<p>Create connections to research and synthesizing information.</p>
</div></div></div>Wed, 11 Dec 2013 21:55:12 +0000Meredyth367 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/shoes#commentsWho Started the Motion?
https://dbp.theatredance.utexas.edu/content/who-started-motion
<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-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>Who Started the Motion</strong> is a problem-solving activity that requires close perception and ensemble skills. This strategy asks students to collaborate and use soft focus and physical gestures to follow an assigned leader’s movements. It requires one participant to use observation and problem-solving strategies.</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">8+</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-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 in a circle. Introduce the activity: <em>In this game we will ask someone to be the ‘Investigator’ and they will leave the room. While they are gone, I will choose someone else to be the ‘Leader.’ The ‘Leader’ will do simple arm and body movements that everyone will follow. Then we will bring the ‘Investigator’ back into the room, they will stand in the center of the circle and they will have three guesses to figure out whom the ‘Leader’ is. </em>Choose an ‘Investigator’ and have them leave the room. For the first round, select yourself as leader; this is a good way to model the game especially for younger players. Start the movements and keep up a consistent stream of motion, such as tapping the head, snapping fingers, waving arms, etc., changing occasionally while the rest of the group follows along. Invite the ‘Investigator’ back into the room. Remind students that whatever the Leader does, everyone in the circle must copy exactly, so that everyone is always doing the exact same thing. The ‘Investigator’ stands in the middle of the circle, observes the group, and makes three guesses to try to figure out who the ‘Leader’ is. Afterwards, a new ‘Investigator’ is selected to leave the room, and the game repeats with a new ‘Leader.’ Play continues until everyone has a turn in one of the roles.</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 strategies did you use to keep the Investigator from guessing the Leader</em><em>?</em></li>
<li><em>What strategies did you use as Leader to avoid being found out?</em></li>
<li><em>How do we use these same strategies in other parts of our curriculum or in our current inquiry?</em></li>
</ul></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>H<em>ow will you keep the Investigator from guessing the Leader</em><em>? </em></li>
<li><em>Remember we need to make sure we are all doing exactly the same thing so we can stump the</em> <em>Investigator.</em></li>
<li><em>Investigator, give yourself time to look closely before you make a guess. </em></li>
<li><em>Let’s avoid looking directly at the Leader. Can you use your peripheral vision (looking at someone else on the side of the Leader) to stay on track and follow the Leader?</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="/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></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 create motions around a central theme or idea. For example, the Leader might generate motions that come from a specific story or from a specific location like the ocean.</li>
<li>Reading/Writing: If the class is reading a book that involves investigation/mystery, have the Leader and Investigator take on specific roles from a novel. </li>
</ul></div></div></div>Fri, 14 Sep 2012 04:22:56 +0000Meredyth212 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/who-started-motion#commentsThree Changes
https://dbp.theatredance.utexas.edu/content/three-changes
<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>Kat Koppett</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>Three Changes</strong> is a strategy where students simultaneously make imaginative changes to their appearance while using close observation skills to figure out what changes have been made in their partner’s appearance. This<strong> </strong>activity can be done with a large or small group and it encourages students to notice visual details.</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+</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-procedure field-type-text-long field-label-above"><div class="field-label">Directions: </div><div class="field-items"><div class="field-item even"><p>Begin by counting the group off into two lines facing one another, two to three feet apart so that each person has partner: line A and line B. All students take a full minute to observe the person they are facing, noting clothing, hair, accessories, and so on. Partners then turn their backs on each other and each makes three changes in personal appearance; for example, they might change the part in their hair, untie a shoelace, switch a watch to other arm, etc. After a minute, partners face each other and try to identify the three changes the other has made. Ask students who guessed all three changes to raise their hands. Then, line A steps sideways so that each person is facing a new partner, while the person on the end of line A moves to the front of the line. Repeat, each person makes three more changes. The game continues for three or four more rounds, or until the first person in line A has returned to his original partner. Students are encouraged to be creative as they work to discover different ways to make changes.</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 the changes we made in the beginning compared to the end of the activity? How did you come up with new ideas for changes?</em></li>
<li><em>What strategies did you use to be successful in this activity?</em></li>
<li><em>How do the skills required in this game relate to everyday life or our larger inquiry? </em></li>
</ul></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>Once a change is made it may not be altered.</em></li>
<li><em>Think outside of the box; find new ways to make changes.</em></li>
<li><em>Find a new use for your accessories, shoes may become hats and belts can be headbands. Have fun!</em></li>
</ul><p> </p>
</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="/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>Math: Ask students to determine how many changes they each made during the game. What is the mathematical equation needed to answer this question? How many changes did the entire class make during the game? Explore probability, percentages, fractions, graphs, etc.</li>
<li>Reading/Writing: Connect this activity to a character from a book. Has this character made big choices or small, safe choices or dangerous ones? Have students write about a time when they had to make a big change.</li>
</ul></div></div></div>Mon, 10 Sep 2012 06:17:41 +0000Katie Dawson190 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/three-changes#commentsDefender
https://dbp.theatredance.utexas.edu/content/defender
<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>Boal, Augusto. <em>Games for Actors and Non-Actors</em>. Trans. Adrian Jackson. New York: Routledge, 2002. Print.</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>Defender </strong>is a game that allows students to explore and embody conflict through non-verbal play. This activity can be related back to a real life scenario or kept in an imaginary frame. The anonymous nature of who is chosen both as an enemy and a defender allows for emotional safety.</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>Begin by defining a very large, open playing area for students to move within. Ask students to walk silently around the room at their normal pace. After a minute or two, invite students to secretly pick one person in the group and imagine this individual has a force or energy that makes them stay as far away as possible. Be very careful in your choice. Don’t say the person’s name or give them any indication that they have been picked. Keep walking but, now, try to stay as far away from this person as possible. Next, secretly pick another person in the room to represent a force or energy that pulls you as close to them as possible. Try to move as close to this new positive force person as possible; remember to also stay as far away from your opposing force person. If possible, suggest students keep the defender (the positive force) between themselves and their enemy (negative force) at all times. </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 as you participated in this activity? </em></li>
<li><em>What did you notice about the group and how it moved?</em></li>
<li><em>What strategies did you use to keep your defender between you and your enemy?</em></li>
<li><em>How does this activity relate to moments in our daily lives? </em></li>
</ul></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">Protector, Wolf and Beast</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 your positive force or defender between you and your negative force or enemy at all times! </em></li>
<li><em>How close or far away from your defender can you be to stay safe</em><em>?</em></li>
<li><em>Remember this is a silent activity.</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>Reading/Writing: Explore character relationships in a story or from literature through this strategy. What would Romeo and Tybalt's relationship look like in this activity? If they are enemies, who would be each of their defenders? Include a motivation for avoiding the enemy. How does shifting motivation in an imagined story change how the game is played?</li>
<li>Science: Explore covalent bonds through this strategy.</li>
<li>Math: Have students play as numbers. Explore different variations that allow them to play with the relationship between numbers. For example students must make an effort to try and stay between two factors at all times. </li>
</ul></div></div></div>Tue, 04 Sep 2012 00:03:18 +0000Meredyth139 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/defender#commentsMirrors
https://dbp.theatredance.utexas.edu/content/mirrors
<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>Violia Spolin</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>Mirrors</strong> is a paired activity that allows students to work on leading/following through collaboration and focus. Partners work silently to create mirrored kinesthetic movements. The activity involves shared trust and responsibility as partners work to keep each other safe. </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+ (even pairs)</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>Divide the group into pairs and asks that each pair decide who is Player A and who is Player B. Player A will be the mirror and B the actor. Pairs stand facing one another. Ask students to make eye contact. As Player B begins moving, A is to mirror B’s actions exactly. Both players should maintain eye contact, with Player A seeing B’s movement through his/her peripheral vision. Encourage slow and sustained movements to begin with and/or simple actions like brushing teeth or playing a sport in slow motion. After a set time, ask students to switch leaders. Eventually, pairs can be encouraged to switch back and forth between leaders on their own or to try and work together where neither person is leading.</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>Which did you prefer: leading or being led? Why?</em></li>
<li><em>How did you strategize to help your partner keep up with you?</em></li>
<li><em>What does this activity have to do with trust and the work we are about to do together?</em></li>
</ul></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>Try your best to move as one unit.</em></li>
<li><em>Try experimenting with different levels.</em></li>
<li><em>Take turns shifting between leaders; find a natural way to switch who is leading and who is following.</em></li>
<li><em>Remember to maintain soft focus throughout the activity. </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="/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> Have students explore feeling vocabulary (sad, excited) through their movements.</li>
<li>Science: Have students explore different environments (the rainforest) or times of year (summer) through their movements.</li>
<li>MATH: Have students explore different types of angle movement (acute, obtuse) or types of lines (parallel, perpendicular). Ask students to explore rotation, translation, and reflection and have them choreograph a dance that uses each form of movement, which they can teach to others.</li>
<li>Reading/Writing or Social Studies: Have students explore literary or historical themes – like war or gossip – through their movements. </li>
</ul></div></div></div>Sun, 02 Sep 2012 19:01:44 +0000Meredyth134 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/mirrors#commentsGive and Take
https://dbp.theatredance.utexas.edu/content/give-and-take
<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-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>Give and Take </strong>invites students to explore a range of repetitive sounds and movements, and to consider how they connect together as part of the give and take of energy between performers on stage. The activity focuses on improvisation, repetition, active listening/responding, and abstract/concrete embodied ideas.</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">8+</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>Define an open space as the “stage” with space in front for the “audience.” Invite a portion of the students (5-10 is best) to play first. Ask them to evenly position themselves throughout the stage space, with space to move between them. Everyone is frozen, except for one player who uses a repetitive sound and movement to travel through space and “give” their sound/movement energy to another player, who makes a new repetitive sound and movement. Players can use literal or abstract movements. For example, player A stomps their feet and says “Boing, Boing, Boing” as he travels across the playing space to player B who is frozen; A makes a loud final “Boing” in the direction of player B. Then A freezes and B jumps up and grabs her toe saying “Ow, Ow, Ow” as she hops one foot saying “Ow” to C and then freezes. C shoots her arms out, saying “Ohwah, Ohwah,” and so on. After the group has played for a while, swap groups and begin again. Introduce themes to inspire movement/sound like: <em>School</em>; or <em>Fame;</em> or <em>The Ocean</em>. Once “give” is mastered, introduce “take.” In “take” players repeat the same pattern, but instead of waiting for a player to “give” the energy, players “take” it. When the energy is taken, the player it was taken from freezes. After the group understands the rules for “give” and “take,” players can use both; so, C may “take” from B, and then B can “give” to player A, and so on. </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>On a scale of 1 – 10, how successful were we at this activity?</em></li>
<li><em>How did our sound/movements evolve throughout the game? Did we tend to use literal or abstracted movements more? Why do you think that is?</em></li>
<li><em>How did our sound/movements build a story or connect to our larger inquiry when we were working with a theme?</em></li>
</ul></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>Try to use your whole body.</em> <em>If we are playing on a 4, on a scale of 1-10, what does a 10 look like?</em></li>
<li><em>Remember that you must remain completely frozen when it isn’t your turn. </em></li>
<li><em>This is an ensemble game; it is your responsibility to make sure everyone has a turn. </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>During thematic explorations students can use short word phrases; encourage students to really listen and respond to what is given them to build out a story.</li>
<li>Social Studies: Have students explore events in history (Industrial Revolution) or a time period.</li>
<li>Reading/Writing: Have students explore the setting or world of a story, key themes, and characters.</li>
<li>Science: Have students explore ecosystems, seasons, weather, and animal characteristics.</li>
<li>Math: Have students explore skip counting (give 3 to 6 to 9).</li>
</ul></div></div></div>Sun, 02 Sep 2012 03:24:39 +0000Meredyth123 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/give-and-take#commentsTrust Walk
https://dbp.theatredance.utexas.edu/content/trust-walk
<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>Boal, Augusto. <em>Games for Actors and Non-Actors</em>. Trans. Adrian Jackson. New York: Routledge, 2002. Print.</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>Trust Walk</strong> involves pairs working together as one participant closes her/his eyes and is led through the playing space by the other participant. The goal is to create a physically and emotionally safe experience for the partner who is walking without sight. This strategy involves verbal or physical direction, spatial awareness, and collaboration. </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+</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>Divide the group into pairs; each group chooses who will be Player A and B. Player A will close her/his eyes (or put on a blindfold) and then Player B will guide A on a journey around the space. Depending on comfort levels, B can place a hand on each of A’s shoulders, one arm around A’s shoulders and/or hold A’s inside arm/wrist/hand in order to guide them physically as well as verbally. Player B should try and explore levels, tempo, and space, being sure to vary how s/he moves and where s/he moves in the room. Once directions are explained the group begins their work. After a set number of minutes, switch roles so that Player A can lead Player B and repeat the process. When everyone has had a turn the teacher brings the full group back together to reflect.</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>Which did you prefer—leading or being led? Why? </em></li>
<li><em>What responsibilities did you have as the leader? As the person being led?</em></li>
<li><em>What does it take to trust someone to lead you? What does it take to be trustworthy leader?</em></li>
<li><em>How might these ideas inform our larger class inquiry?</em></li>
</ul></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>If you are leading, start slowly. You are responsible for your partner’s safety.</em></li>
<li><em>If you are being led, experience the space as fully as possible. What do you hear, what do you feel, etc.?</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>Blindfolds (optional)</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>Have B take A on a journey through an imaginary space with several invented obstacles (a forest, etc.). For a similar activity, see <strong>Obstacle Course</strong>.</li>
<li>Allow everyone to choose at any point if s/he wants to be an A or B. Player A can stop and open his/her eyes to find someone to lead. Player B can stop leading and find someone else to lead or stand with eyes closed for someone to lead him/her.</li>
<li>Have the leading partner narrate what s/he is seeing and what it makes her/him consider as they move through the space.</li>
<li>Reading/Writing or Social Studies: Reflect on the strategy, connecting to themes from history (qualities of leadership) and literacy themes (trust, leadership, what is seen/not seen)</li>
</ul></div></div></div>Thu, 30 Aug 2012 17:00:42 +0000laradossett114 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/trust-walk#commentsKeeper of the Keys
https://dbp.theatredance.utexas.edu/node/43
<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>New Games Foundation</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>Keeper of the Keys</strong> involves strategy, collaboration, and the use of multiple senses to solve a collective challenge. This strategy creates opportunities to generate dialogue about individual and collective group strategy and to practice engaging more of the five senses. </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">3+</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-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 create a standing circle around a stool or chair. Choose a player to be “Keeper of the Keys” and invite them to sit on the seat with a set of keys underneath. The “Keeper” wears a blindfold or keeps their eyes closed. Invite all other players to sit in a circle (real or imagined) 5-7 feet from the seat with the keys. Begin the game. Players can sneak forward and attempt to get the keys without the “Keeper” hearing them. If the “Keeper” hears someone, they raise a hand and point at where they heard the sound. If the “Keeper” points at a player trying to steal the keys, that person must go back to the outer circle and begin again. The game continues until someone steals the keys and brings them back to the outer circle without the “Keeper” knowing. Once the keys are taken, all players pretend they have the keys behind their back. The center person then takes off the blindfold and gets three guesses to figure out who has taken the keys. Repeat with a new person as the “Keeper.”</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 tactics did you try out in order to retrieve the keys?</em></li>
<li><em>What tactics seemed to work? What made those tactics effective?</em></li>
<li><em>In what other spaces or in which other times do we need to think strategically?</em></li>
</ul></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 we can work together to capture and fool the keeper of the keys</em><em>.</em></li>
<li><em>What other strategies can we use to get possession of the keys? </em></li>
<li><em>How might we work together to get the keys</em><em>?</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>Keys</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="/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>Reading/Writing or Social Studies: Have students play this game in role as someone else from a real or imagined story. The Keeper of the Keys and the keys themselves can represent characters or ideas from a variety of content areas. The Keeper might be a character from a literary story or history that wants to hold on to power in some form or another. The keys might represent key resources or ideas that others want to get to take or share.</li>
</ul></div></div></div>Fri, 08 Jun 2012 03:29:01 +0000site-admin43 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/node/43#commentsKnots
https://dbp.theatredance.utexas.edu/node/41
<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>Boal, Augusto. <em>Games for Actors and Non-Actors</em>. 2nd ed. Trans. Adrian Jackson. New York: Routledge, 2002. Print.</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>Knots </strong>is a game that requires students to solve a physical dilemma. In this activity, students need to use spatial skills to try and unravel a human knot made by the connection of the arms across a standing circle. To be successful, students must engage in physical contact, be aware of physical limitations, and work together to solve a challenging problem. </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">8+</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-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 stand shoulder-to-shoulder in a circle. Each participant puts both of their hands in the center and grabs any two hands that 1) don’t belong to somebody right next to them, and 2) belong to two different people. Once all the hands have been grabbed across the circle, the group should be tied together in a large knot. One way to test this is to pass a hand squeeze around the knot; everyone should get the squeeze exactly once. Without letting go of the other students’ hands, the group must untangle the knot. If the group is large, divide up into two or three circles and play simultaneously.</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>On a scale of 1-10 how did you do? What did you notice about yourself? What did you notice about the group?</em></li>
<li><em>What did you have to do to untangle yourselves?</em> <em>How were decisions made within your group? </em></li>
<li><em>What skills did you have to use in this activity? In what other situations might these skills be useful?</em></li>
</ul></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>Who can see what needs to happen next?</em></li>
<li><em>If one idea doesn’t work, try another tactic</em><em>. </em> </li>
<li><em>Remember to be safe with the movement and flexibility of other’s bodies</em><em>.</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="/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>Have the group untangle the knot silently using only non-verbal cues.</li>
<li>Invite one person to stay outside the knot and work to help unknot the group.</li>
<li>READING/WRITING and SOCIAL STUDIES: Explore themes of entanglement from literature or history. Explore ally relationships or the ways complicated systems are entwined. </li>
</ul></div></div></div>Fri, 08 Jun 2012 03:25:45 +0000site-admin41 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/node/41#comments