Drama-Based Instruction - Ensemble, Energy & Focus
https://dbp.theatredance.utexas.edu/theatre-game-metaphor-strategies/ensemble-energy-focus
enCrumbling
https://dbp.theatredance.utexas.edu/content/crumbling
<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>Unknown</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>Crumbling</strong> invites students to move around an open space, control their bodies, and be responsible for gently catching one another as they crumble to the ground. This strategy helps students build trust and awareness skills through a collaborative group challenge.</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>Define a large designated space with lots of room to move. Introduce the activity: <em>In this strategy everyone receives a number. Then we cover the space silently and I will call out a number and the person with that number will call out “Crumbling!” then crumble their body very slowly and safely towards the ground. At the same, the rest of the group tries to support the crumbling student to stand upright again. </em>Clarify that the goal for the group is keep the person crumbling from falling to the ground. The goal for the person crumbling is to call out loudly and to crumble slowly, so that they can be caught. It can be useful to model this action and ask the group to establish rules for safety and physical contact for both the people crumbling and the people working to catch the crumbler/s. Invite students to walk in the space, without speaking or making physical contact. When the group has reached a comfortable rhythm and pace, call out a number. Once the crumbler has been brought back up, repeat the process. Once directions are clear, 2 or 3 numbers can also be called at the same time. If the group is struggling, pause the game and strategize ways to be more successful.</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? What did you notice about the group?</em></li>
<li><em>How did it feel to crumble, to be caught, and to catch?</em></li>
<li><em>What skills did we use in this activity to be successful and safe and solve the problem? How else can we use these skills?</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>The group is responsible for everyone’s safety and there are never too many catchers.</em></li>
<li><em>It should be silent except for the voice saying, “Crumbling.”</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>The group can use “the force” or imagined energy from their hands to support the people who crumble; no physical touch is required.</li>
<li>Math: Have students wear a sticky note with their number attached to their shirt. Explore different sorts of math facts. <em>Crumble if you are an even</em> <em>number? a factor of 2? Divisible by 3? If you have a 2 in the hundreds place? If you are multiple of 5? </em></li>
<li>Social Studies: Have students play as a US state (e.g., California, Ohio, Virginia). <em>Crumble if fought on the side of the south during the Civil War?</em> Or as a figure from history.</li>
<li>READING/WRITING: Have students play as a character from a story. <em>Crumble if you were against war in our story? </em>Or as a word. <em>Crumble if you are an adjective?</em></li>
<li>SCIENCE: Have students play as animal or an element from the periodic table.</li>
</ul></div></div></div>Fri, 15 Apr 2016 01:59:41 +0000laradossett419 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/crumbling#commentsTwo by Three by Bradford
https://dbp.theatredance.utexas.edu/content/two-three-bradford
<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>Augusto Boal</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>Two by Three by Bradford</strong> 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.</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 are ideal)</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>Invite students to make a pair facing one other; one person will be A and one will B. Introduce the activity: <em>In your pair, please count from 1-3, with each person saying one number. </em>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. <em>Now, instead of saying ‘One,’ A will make up a movement and sound that both players can easily do to replace ‘One.” </em>Invite students to make up their own gesture/sound and try this sequence. <em>Now, instead of saying ‘Two,’ B will make up a movement and sound that both players can easily do to replace ‘Two.’ </em>Students will have a sound/gesture for ‘One’ and ‘Two<em>’</em> and the number ‘Three.’ Invite students to try this sequence. <em>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.” </em>Invite students to try the full sequence. </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>How did it go? What kinds of sounds and actions did you and your partner use during this activity? </em></li>
<li><em>How did you negotiate with and support your partner in this activity? </em></li>
<li><em>How might the strategies we used to be successful apply to 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><em>Try to use different sounds and actions for each number.</em></li>
<li><em>Continue to work at a speed that you can be successful at with your partner. </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>Take the count up to 5 or 7. Any odd number will work.</li>
<li>Base all rhythmic sounds and actions on theme. For example: <em>All sounds and actions must represent modes of transportation</em>. Or, <em>All sounds and actions must be verbs e.g., Run. </em></li>
</ul></div></div></div>Thu, 13 Sep 2012 00:48:39 +0000Meredyth200 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/two-three-bradford#commentsThumbs
https://dbp.theatredance.utexas.edu/content/thumbs
<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-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>The purpose of this strategy is to help students consider how they juggle multiple objectives at the same time. This allows the students to tackle and make visible the challenges of problem solving through a simple activity. It also serves to energize and focus a group at the beginning of a lesson.</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">5+</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 or stand in a circle, then ask students to create the “thumbs down” sign with their right hand and hold their left palm open, facing upwards slightly in front of the person to their left. Next, students shift their right thumbs facing down over the person’s palm standing to their right. The thumb should just graze the open palm of the other person. Explain that the goal of activity is try and grab the person’s thumb that is over your hand, while moving your thumb away from the person who is trying to grab your hand. Both actions happen at the exact same time on the count of 3-2-1-GO. Ask for questions. Then, play a few rounds. After each round ask how it went. Next switch hands so the left thumb is down and the right thumb is up. Try the process a few times with the new configuration.</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>How did it go? What did you notice about yourself in this activity?</em><strong> </strong></li>
<li><em>What strategies did you use to be successful?</em></li>
<li><em>What does this activity have to do with our preparation for our work together today?</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>Focus on your objectives.</em></li>
<li><em>How does it feel to work for two different objectives at the same time?</em></li>
<li><em>How can you improve your skills at playing the game? </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="/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 one of the students count for the group: 3-2-1…GO.</li>
<li>Play with anticipation by counting extremely slowly, or pausing after counting to two and observe how many students go early.</li>
</ul></div></div></div>Thu, 13 Sep 2012 00:35:12 +0000Meredyth198 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/thumbs#commentsThree Ball Toss
https://dbp.theatredance.utexas.edu/content/three-ball-toss
<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>Unknown</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>In <strong>Three Ball Toss</strong> students toss multiple balls or beanbags across the circle in a particular pattern. Students work together to keep the pattern going, generating strategies to be successful as they practice. <strong>Three Ball Toss</strong> offers a way to physically rehearse a sequence and also serves as a metaphor for collaboration and working together towards a common goal.</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">5-15</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/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>Get three balls or beanbags to use that can easily be thrown (or rolled) and caught by the participants. Invite students to stand (if throwing) or sit (if rolling) in a circle. Introduce the activity: <em>our goal is to successfully pass this ball to each person in our group. To do this we will make eye contact with someone else, say that person’s name, and throw (roll) the ball using a gentle motion so the other person can catch it.</em> <em>We will do this until every person has had the ball once. Then it returns to me. Any questions? </em>Play a round to establish the pattern. If students can’t remember who hasn’t had the ball yet, invite those waiting a turn to raise a hand. Once the full round is done ask everyone to point to the person who threw the ball/bag to him/her. Then, ask everyone to point to the person they threw the ball/bag to in the circle. After this review, start with the first person and repeat the toss pattern exactly as it was done before; rehearse this pattern until students can move through the full cycle with speed. Once the group is comfortable, add the second ball, a few seconds after the first, to follow in the same pattern or a new pattern. Finally, add a third ball/bag in the same pattern or a new pattern.</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>What skills did you have to practice to keep up with the task?</em></li>
<li><em>If you were giving someone else hints about how to play this game well, what would you say?</em></li>
<li><em>What does this game have to do with everyday life or upcoming tasks or the task we just completed?</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">Group Juggling</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>Remember the goal is to be successful as a group. What choices can you make to help your partner catch the ball? </em></li>
<li><em>Remember to make eye contact with you partner before you toss the ball.</em></li>
<li><em>What strategies can we use to help us remember the pattern that was created?</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>Small balls or beanbags</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 the second balls/bags to move backwards through the throwing pattern.</li>
<li>Direct the third ball/bag to go in a clockwise movement around the outside of the circle only.</li>
<li>Sequential Content Review: Have a ball track a pattern sequence for content review: MATH - skip counting; FOREIGN LANGUAGE – verb conjugation.</li>
<li>General Related Content Review: Have a ball track a content topic for review: GEOGRAPHY – name a country in the world; SCIENCE – name a mammal or element on the periodic table; WRITING – name a part of speech (e.g., verbs).</li>
</ul></div></div></div>Mon, 10 Sep 2012 06:04:24 +0000Katie Dawson189 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/three-ball-toss#commentsThis is Not a...
https://dbp.theatredance.utexas.edu/content/not-0
<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>Unknown</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/not">This is not a</a></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>This is a/Not a… </strong>asks students to use their imagination and pantomime skills to transform an object into something else. This activity supports students’ abilities to use specific details both in their pantomime skills and in their verbal description of the object if words are being used as a description. This activity also encourages students to explore how to infer based on context clues, and identify the main idea of an action.</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">Any</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>Hold up a roll of tape offer an imagination challenge for the group. The object of the game is to transform the tape roll into something it is not. For example: <em>This is not a roll of tape, this is my red, shiny apple </em>(pantomiming biting into the apple, and then making a sour face) <em>Yuck, with a worm inside.</em> Ask students to describe what you did. Reference the performance skills that actors use to transform an object including: the voice, body, imagination, face, point of view, descriptive language, etc. Explain that each person in the circle will take a turn. They will say: <em>This is not a roll of tape. This is a… </em>as they use the context clues of their performance and their words to transform the object into something new. Take questions. Pass the object around the circle so that each participant can transform the object. The pace of the game is dependent on the needs of the group, but the teacher should keep the goals of spontaneity and creativity in mind.</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 object transformations do you most remember from our exploration? Why?</em></li>
<li><em>How did the properties/characteristics of our object (tape roll) inform your transformation choices?</em></li>
<li><em>What skills did you use to be successful in this activity? Where else in our inquiry might we want to use these skills?</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 you can use your actor tools (voice, point of view, imagination, body shape, expression, etc.) to help us understand what the object has become.</em></li>
<li><em>In your verbal description of the object, try to use adjectives and adverbs to help us understand what this object looks like. </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>A roll of tape (alternate variations use a cloth, a 2-dimension figure like a triangle, a dowel rod)</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>Multiple objects (e.g., a group of 3-dimensional solids) can be placed in the center of the circle and each person can choose which object to use for their turn.</li>
<li>After playing multiple rounds, allow students to play a round in which the participant pantomimes the object WITHOUT words so that other students must guess what the object is.</li>
<li>READING/WRITING and SOCIAL STUDIES: Have students turn a piece of fabric or a dowel rod into something related to a story from class or from a time from history.</li>
<li>Math: Use 2-dimensional shapes (a triangle, a square) or 3-dimensional solids (a prism) to make connections to the shape and the larger world. In this version it can be useful to say: <em>This is triangular prism AND it is also… </em></li>
</ul></div></div></div>Mon, 10 Sep 2012 05:54:30 +0000Katie Dawson188 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/not-0#commentsTruth About Me
https://dbp.theatredance.utexas.edu/content/truth-about-me-0
<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>Unknown</p>
<p> </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/truth-about-me">Truth About Me</a></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>The Truth about Me</strong> creates opportunities for students to connect with each other as they exchange information about themselves. Once the group has played this to get to know each other, <strong>The Truth About Me</strong> can also be played “in role” to activate connections to curricular content.</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 class="field-item odd"><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 in a circle. It may be useful to mark each person’s space with a small piece of tape or some other floor marker; the teacher stands in the center of the circle. Introduce the activity: <em>One of our goals today is to learn more about each other. In this game the person in the center will share something about themselves by saying:</em> “<em>The truth about me is . . .”</em> <em>and then complete the sentence with a true fact. For example, the truth about me is that I like ice cream. If this statement is also true about you, you like ice cream too, then you must find a new space to stand in the circle</em>. Explain that the person in the middle is also trying to get a spot so whoever does not get a spot goes to the center and the game begins again with a new truth. Play a number of rounds. Encourage students to choose truths that will get more people to move. If the same person ends up in the center multiple times, they can choose a replacement who hasn’t been in the center yet.</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 played the game? What did you notice about the group?</em></li>
<li><em>Which statements made a lot of people move? Why do you think that is?</em></li>
<li><em>What did you learn about our group/your colleagues? Why is this important to know?</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>What guidelines can we use to be successful? </em>Invite the group to build safety rules for the game.</li>
<li><em>Remember your statement needs to be something that is true about you.</em></li>
<li>After some playing time, encourage students to move past simple observational statements (<em>The truth about me is I’m wearing red</em>), to more personal opinions (<em>The truth about me is I like scary movies</em>), and onward (<em>The truth about me is I have stood up for something I believe in).</em></li>
<li><em>Try to say a statement that will also be true for many other members of our group. </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>Chairs or masking tape to designate space</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 play as someone/thing other than themselves. To help review key information, the teacher or students can create info cards listing key information to hang around students’ necks. The cards may be later removed from play. </li>
<li>Math: Have students play as integers naming truths about their number.</li>
<li>Science: Have students play as animals, habitats, planets, or geographic formations.</li>
<li>Social Studies: Have students play as a US state or a geographical region or event in history.</li>
<li>Reading/Writing: Have students play as different verbs/vocabulary words; or have students play as a character from a story.</li>
</ul></div></div></div>Mon, 10 Sep 2012 05:33:46 +0000Katie Dawson187 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/truth-about-me-0#commentsTelephone
https://dbp.theatredance.utexas.edu/content/telephone
<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>Unknown</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>Telephone</strong> challenges students to share a single phrase, with the goal of repeating the phrase to the next person exactly as it was said to you. This activity demonstrates how verbal messages have the potential to change and evolve when shared over time through multiple people. It can also serve as a metaphorical representation of rumors and gossip, a circuit, or a catalyst.</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-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 sit or stand in a circle. Introduce the activity: <em>I will begin by thinking of a word or phrase and whispering it in the ear of the participant next to me. That person whispers the phrase in the ear of the participant next to them, in the exact same manner as it was passed to them, and so on around the circle. </em>Explain that the group challenge is to pass the message without changing anything. The catch is that no one may ask for a repeat of the whisper; students simply repeat whatever they thought they heard the first time. The idea is to see if we can get the same phrase to travel all the way around our group. Once the word or phrase has been passed around the circle, the first and last person shares the beginning and phrase. Discuss how or why the phrase might have changed. Suggest strategies for success and try again.</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>How did we do as a group? Were we successful? Why or why not?</em></li>
<li><em>How did the message change as it traveled?</em></li>
<li><em>How does this game relate to your understanding of a rumor or gossip?</em></li>
<li><em>What does this game have to do with the way people communicate everyday?</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>No repeats allowed—say whatever you thought you heard!</em></li>
<li><em>Remember the goal is try and successfully share and maintain the phrase around the circle. Think about what choices you can make to help us achieve our collective success.</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>Pass a pantomimed gesture or sound instead of words.</li>
<li>If helpful for the group, allow students say “operator” to hear the phrase a second time after it is spoken to them.</li>
<li>Reading/Writing or Social Studies: Use the strategy to discuss a moment in a story, text, or historical event in which information gets passed from person to person. Invite students to consider: <em>What parallels do we see between the way we passed information and the way information was passed in the event discussed?</em> Explore connections to how history is constructed or how media shares information.</li>
</ul></div></div></div>Mon, 10 Sep 2012 05:21:30 +0000Katie Dawson186 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/telephone#commentsGroup/String Shapes
https://dbp.theatredance.utexas.edu/content/groupstring-shapes
<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>Augusto Boal, Michael Rohd, 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>Group/String Shapes</strong> invites students to use their collective group of bodies to create and represent shapes, often with string. This strategy is an exercise in non-verbal communication and group problem-solving.</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">5+</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>Designate a playing space. Ask students to work together to silently make a shape (e.g., <em>Make a triangle)</em>, as quickly as they can use a length of string or their bodies. A time challenge can also be given. Afterwards, ask the group to explain how they know they’ve made the shape. Next, explore other shapes based on the investigation. For example: <em>explore specific types of triangles (equilateral, isosceles, right); explore the perimeter of a square, then use this measurement to make two right triangles</em>; <em>explore a two dimension shape and turn it into a three-dimensional shape; explore perimeter then area using standard or informal units of measurement</em>. Students may need to talk as they work to solve the challenge, especially when tasks become more difficult. With each shape made, it is important to work collectively to “prove” how students know they have made the requested shape. Students should be encouraged to use academic math vocabulary (angle, height, width, perpendicular lines, vertices, diameter, radius, etc.) whenever possible.</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 was the easiest part of this exercise? What was the most difficult? Why? </em></li>
<li><em>If working silently, what communication strategies did you use? How did your group work together as a team?</em></li>
<li><em>What relationships did we discover between the shapes we made? How can we use these same strategies in other areas of our curriculum or classroom?</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>How will you solve the problem without talking? </em></li>
<li><em>Open up your awareness to your group members who may be trying to communicate with you.</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"><ul><li>A large length of string or yarn, knotted together at the ends</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>Have students work in small groups to solve the same task and compare strategies and results.</li>
<li>Give students the answer and have them work backwards: <em>Make a rectangle with the perimeter of 12; pick your own informal unit of measurement. </em>Or, <em>make a scalene triangle with the perimeter of 13.</em></li>
<li>Math: Have students use string/yarn to make examples of angles (e.g., acute) or lines (e.g., perpendicular or parallel).</li>
<li>Reading/Writing: Have individuals or a group use string/yarn to “map a line or shape” which metaphorically represents their experience of something (“What I did over the summer” or “Our work together on the project”). Individuals or groups can also map a representation of a character’s journey and use post-its or other types of labels to map significant moments or events.</li>
</ul></div></div></div>Mon, 10 Sep 2012 05:03:09 +0000Katie Dawson184 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/groupstring-shapes#commentsStory of My Name
https://dbp.theatredance.utexas.edu/content/story-my-name
<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>Story of My Name</strong> asks students to share the meaning or story behind their first, middle, last/surname or a nickname. This strategy requires active listening skills and verbal communication; it is often used as ice-breaker or introductory activity or to explore themes from literature.</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">Any (even pairs is ideal)</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>Invite students to sit in a circle or in desks/tables. Introduce the activity: <em>Today we will share a brief</em> <em>story with a partner about some aspect of our name.</em> Explain that students can choose to tell the story of their first, middle, last name, or a nickname. Depending on the context or class, students can also invent a story about their name if they prefer. (This takes the pressure off people who do not have a story to tell.) Model the process by sharing the story of your name as an example. Next, give the students a moment to think about the story they wish to share with the larger group. Then, divide the group in pairs and ask each pair to choose one person to shares their story first. All students share their stories at the same time. After two minutes ask the pairs to switch and the second person shares their story. After each person in the pair has shared, the full group comes back together to reflect on the activity. Depending on the level of comfort and time, once back in the full group each pair member can introduce their partner and share a brief description of the story they heard, or the group can move directly to reflection on the larger activity without additional sharing.</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>Where do our names come from? Did we see any common themes? </em></li>
<li><em>If you’ve had the chance to name (or help someone to name) a new sibling, a pet, a doll, etc. what informed the choice you made?</em></li>
<li><em>What do names tell us? Are they important? Why or why not?</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">Who are You?</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>You can share the story of any piece of your name. </em></li>
<li><em>Try to be succinct in your story. </em></li>
<li><em>Pay attention to the storyteller’s body language. How do we look when we tell a personal story? What changes about our voice, body, and eye gaze? </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>Reading/Writing: Use this strategy as engagement for book where a key literary theme revolves around the importance of names (e.g., <em>Because of Winn-Dixie</em> or <em>Romeo and Juliet</em>).</li>
<li>SOCIAL STUDIES and HISTORY: Explore why certain names are popular at different times. Who do we name children after and why? Consider how culture, race/ethnicity, and language origin impacts the names we use.</li>
</ul></div></div></div>Mon, 10 Sep 2012 04:53:34 +0000Katie Dawson183 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/story-my-name#commentsStop and Go and Jump
https://dbp.theatredance.utexas.edu/content/stop-and-go-0
<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>Unknown</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>Stop and Go and Jump</strong> is a physical and mental warm-up that involves listening and body awareness. It begins with simple prompts that students respond to as they move through an open space. Later, when the teacher announces the meanings of prompts are switched, students must remember the new meaning for each prompt and the corresponding action.</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/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>Define the playing area and invite students to walk silently around the space. Encourage students to be aware of their pathways and change walking patterns often, while remaining aware of the rest of the group. Introduce the prompt “stop”: students freeze their bodies in place. Then, introduces “go”: students continue walking. Rehearse the prompts until they are understood. Next, introduce “jump”: students make a small jump in place, as bodies are able. The final prompt is “name”: students state their name out loud once. Once all the vocabulary and responses are clear play the game by alternating through different prompts. Next explain that prompts will begin to swap beginning with swapping “stop” and “go” with each other, so that when students hear “stop,” they start walking and when they hear “go” they freeze. Switch the actions of “jump” with “name.” If desired add a third set of actions “arms”: lifting arms up and “knees”: hands on knees, into the game.</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 different skills did you have to use to successfully participate in the activity?</em></li>
<li><em>What was challenging about this activity? What was easy? Why?</em></li>
<li><em>What skills did you use in this activity that you want to use in our work today?</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 not to walk in a circle. Make sure your feet are covering the entire space.</em></li>
<li><em>Listen carefully so you can process the command quickly before responding. </em></li>
<li><em>Remain aware of others in the space.</em><br />
</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>Invite students to be the caller who chooses the prompts for the group.</li>
<li>Work together to create new prompts with academic vocabulary and gestures to add to the prompt vocabulary.</li>
<li>MATH: Have students create gestures for parallel lines and perpendicular lines, or acute and obtuse angles.</li>
<li>SCIENCE: Have students create gestures for landforms like mountain, butte, or island. In this version the teacher does not swap gestures and names.</li>
</ul></div></div></div>Mon, 10 Sep 2012 04:30:27 +0000Katie Dawson182 at https://dbp.theatredance.utexas.eduhttps://dbp.theatredance.utexas.edu/content/stop-and-go-0#comments