tag:blogger.com,1999:blog-16307741639505536132024-03-13T03:05:30.435-06:00CREATE, PERFORM, RESPONDTips on Teaching Theater from a Denver Drama Teacher Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-1630774163950553613.post-17031035034764160482016-08-21T14:15:00.002-06:002016-08-21T14:15:53.209-06:00Back to School Version 8.0 <div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Any teacher knows that the eve before the first day of a new school year can induce some anxiety and mild depression that the summer is officially over. Tomorrow, there will be familiar and unfamiliar faces of kids waiting for you at your classroom and expecting you to be completely present for them for the next nine months. Self-care takes a backseat to lesson plans and putting out daily fires becomes more common than finishing a good book outside on the patio or getting an hour extra of sleep. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Reflection.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Judd and I sat down and created a calendar (something I love, more on that later…) on our own commitment to blogging this school year and sharing all of our up’s and down’s and ideas and happenings in the lives of two teachers. </span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Focus on the things I can control.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> This is tough! In my teacher training through Teach for America, this idea was highly stressed to us before we dove into the world of education. Unfortunately through the last seven years, I have noticed that I have become jaded about the education system in a lot of ways, and have forgotten this piece. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s important! </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Have fun! </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">It’s supposed to be fun, isn’t it? Being authentic to who I am in the classroom, which is someone who likes to have fun, and teaches theatre because of the joy it provides to all who are involved as participants and witnesses. </span></div>
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<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-88202738469562638542014-09-04T16:15:00.000-06:002014-09-04T16:28:05.116-06:00Voice and AuditioningI like to cover audition techniques and good vocal use in the first few weeks of school because it aligns with the school play auditions. My hope is that by doing mock auditions in my class, the students who don't normally consider auditioning might feel empowered to sign up.<br />
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After taking an amazing three day class at UNC this summer from Ms. Shelly Gaza, I had a lot of new knowledge on voice to share with my students this year- especially in the areas of the anatomy of the vocal chords and on good vocal hygiene and health. I showed this <a href="https://docs.google.com/presentation/d/1enL4mQqqCXhbET21ikQuO1tv2On90BxMNUd7_Odth_w/pub?start=true&loop=false&delayms=5000" target="_blank">Google Presentation about the Voice & Auditioning</a> over the course of two class periods and also had the students do a series of different vocal exercises and a bit of workshopping with Shakespeare's sonnet #29.<br />
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I also got a little help from a current opera singer friend/former choirmate <a href="http://majesticdisorder.com/daina-fischer-opera-singer-performer/" target="_blank">Daina Fischer</a>, who teaches voice. Because I work at an International Studies school, I thought it would be relevant and interesting to show a short video of Mongolian Throat Singing just as a fun and interesting example of what we can do with our voices, and also the video of the four voices singing with a camera on their vocal cords. Really interesting stuff!<br />
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Some wonderful resources for vocal pedagogy, exercises and sequences can be found in <a href="http://www.amazon.com/Freeing-Natural-Voice-Kristin-Linklater/dp/0896760715" target="_blank">"Freeing the Natural Voice" by Kristin Linklater</a> and <a href="http://www.amazon.com/The-Complete-Voice-Speech-Workout/dp/1557834989" target="_blank">"The Complete Voice and Speech Workout" by Janet Rodgers</a>. Some of my favorite are these tongue twisters:<br />
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"Cinnamon, Linoleum, Aluminum" (repeat 3 times fast!)<br />
"How many boards can the Mongols hoard, if the Mongol hordes got bored?"<br />"Pleasant Valley Pheasant Pluckers" (be careful with that one!)<br />
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The bottom line of this lesson for my students is to not get too hung up on mastering the technical part of speaking. While it is important and will help you to be successful in auditioning and competitive events, it is much more crucial to become comfortable and free with the voice that you have!<br />
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What do other theatre educators out there use to teach voice and auditioning skills?Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-83176622969156470842014-08-24T21:36:00.002-06:002014-08-24T21:36:25.549-06:00Thematic Teaching/Storytelling 'Twas the night before the first day of school, and all through the house... Teachers brains were so anxious and full, they'd never even notice the presence of a mouse.<br />
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I tried! This is the sixth eve of the first day of school, and entering this year I have decided on a true theme I would like to focus on with all of my classes.<br />
Ideally, every year would have some type of theme to follow through all the lessons and performances you do with students. I think this helps focus your own ideas for curriculum and helps you answer the question of what is important to cover and what should you not worry too much about. Maybe not intentionally I have had my own themes...<br />
Year 1: Survival (no, seriously like my own survival)<br />
Year 2: Tough Love<br />
Year 3: Improvisation (students and myself making things up as we go!)<br />
Year 4: Play<br />
Year 5: Build the plane as I'm flying it/Work Ethic<br />
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and now we are here at Year 6: Tell Your Story<br />
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I am designing a Storytelling Unit, but don't get too excited, it is still in the works. But I found two amazing clips that I am going to include:<br />
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The WhiteBoard History of Storytelling (which has a bit of a tilt to digital storytelling/movie making, which is totally cool) </div>
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And this cool TED presentation by the PigPen Theatre Company out of Carnegie Melon<br /><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/mV5ZY-eAU9I?feature=player_embedded' frameborder='0'></iframe></div>
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Other amazing theatre companies that I think tell stories quite well are <a href="http://www.buntport.com/">Buntport Theater Company</a> and <a href="http://www.tenthousandthings.org/">Ten Thousand Things</a>. Both do original work based on existing stories, or present well-known stories in very minimalistic ways to get to the truth of the story, for audiences that don't have access to theatre. </div>
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I am planning to roll out the storytelling unit in a few weeks, after we do basic getting to know you activities, and then a unit on monologues/voice. But I would ideally really like the students to create something original, generated from stories that they have of their own, or stories that are important to them. </div>
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How have you taught storytelling? What resources do you have to share? How can you get students to this total, creative take over, where they are the drivers in their own story of themselves? I think young people are so often silenced today, it is our job to help them develop their voices and see to it that their voices are presented thoughtfully, creatively and authentically. </div>
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Stay tuned for more adventures in storytelling... </div>
<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-48659313264111567302014-08-22T14:20:00.001-06:002014-08-22T14:21:15.408-06:00Personal Principles for a New School Year It's time to go back to school! It's been a week of meetings and planning time, and I can't wait to begin teaching for my 6th year, 4th as a Theatre Educator.<br />
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At a professional development this week, I read an article this week from Language Magazine called <a href="http://www.languagemagazine.com/LangPages/AidaWalqui_LM_Feb10.pdf">"Scaffolding Success" an Interview with Aida Walqui</a> that expressed this teacher's desire to have a creed, philosophy or personal principles which guide their teacher. Whether they are principles spelled out by other educators, ed philosophers or even yourself, to have a guidelines for yourself to "walk the walk WHILE talking the talk" is so important to practice and model for students. I particularly liked these quotes-<br />
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"There is nothing more practical than good theory" and "Theories help us describe and understand what we do, they can help us establish solid principles and practices and they give us a sense of strength, focus and direction. In accomplished teaching, theory and practice are inseparable."<br />
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While we spend time as educators studying theory and discussing it, how often do we consciously practice good theory, in its essence? Do we model to our students the type of people we'd like them to become or do we too often allow the stress that comes with the job overwhelm the way we present ourselves to our students (who are always watching us, by the way!)?<br />
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I've had these two signs up in my office the last year, and I've carried the framed one around with me since I first started teaching, thanks to my mom, just as little decorative pieces that would maybe catch my eye once in a blue moon and inspire me to change my attitude. But this year, I would really like to practice these theories, even if they are not deeply academic or even based in best educational practice. But I like the picture of the teacher that these paint, and I'd like to see myself as this teacher on a more regular basis.<br />
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<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-82758334228224313162014-06-04T11:37:00.000-06:002014-09-04T16:44:50.897-06:00Asian Shadow PuppetryA few friends of mine tease me about my affinity for shadow puppetry. It probably stems from my short stint working at <a href="http://openeyetheatre.org/">Open Eye Figure Theatre</a> in Minneapolis, and the imagination of Michael Sommers and my other friends who performed there. But ever since I started my own career as a Drama teacher, I have found time in the year to incorporate teaching shadow puppetry. I have seen kindergarteners all the way to high school students design, develop and execute some very imaginative stories through the use of simple items like an old box, a flash light and cut out silhouettes.<br />
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At the end of the year, we as teachers scrounge for last minute lesson plans and projects that will fill up the remaining time of the school year sufficiently to keep students interested, but busy and calm! I got my 7th grade students started last week on the shadow puppetry project, but before I did, I showed them two examples of other cultures that have strong traditions of shadow puppetry in their storytelling.<br />
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Indian Shadow Puppetry<br />
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Chinese Shadow Puppetry<br />
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I then asked the students, "Why does this matter? What would be lost if no one preserved these stories and continued to performed shadow puppetry in other countries?" and of course, one student replied, 'it wouldn't matter.It's just for fun." And I let that sit for a few seconds until finally, and fortunately, one of my less snarky students replied, "because it is a big part of their culture!" We then went on to have a short, but meaningful discussion about the craft and skill of performance that has been passed down through generations, how live performance strengthens us as sociable and courageous humans, and how the stories that were told before our smartphones need a way to be continued to be shared to help cultures survive and thrive. The outcome of making these connections, I believe, was a greater appreciation and understanding of why THEATER matters, and what the loss of performance would cost us as humanity.<br />
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I point out this lesson plan with 1 1/2 instructional days left of the year as evidence of theater being relevant in an international studies school. This argument has been a point of contention since I started my job this year, but an argument I have been hell-bent on proving is important! At a school that values language and the celebration and recognition of global perspectives, to leave out the arts would be to leave out an integral part of what those global cultures are made up of. Art is a universal language, therefore by providing it at this school for international studies, we are offering yet another language, which students may master and use to express themselves and communicate their ideas about the world they live in.<br />
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Luckily for me, throughout a series of stressful weeks and months with positions on the line and programs in contention, I made this argument this year at my school strong, and loud and clear. It has also helped led me to a greater mission of continuing to prove theater and drama's validity in not only all schools as an important piece of child development and learning, but specifically in a school with an international studies focus and mission.<br />
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So here's to a summer full of more investigation into teaching global theater, which will most definitely be inclusive of shadow puppetry, much to my friends' amusement.Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-58531641399910907452014-04-17T11:58:00.001-06:002014-04-17T11:58:14.835-06:00Teaching Improv RefresherWas needing some more inspiration to teach improv to 7th graders today and I came across this <a href="http://www.secondcitynetwork.com/15-reminders-for-every-improviser/">awesome list</a> from Second City.<br />
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Additionally, this great TED Talk:<br />
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As a sort of Second City alum, I love his 7 rules of Improv that he also connects to life! </div>
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1. Play</div>
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2. Let Yourself Fail</div>
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3. Listen</div>
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4. Say Yes</div>
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5. Say And</div>
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6. Play the Game</div>
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7. Relax and Have Fun</div>
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Finally, and I always share this with my kids, this quote from Stephen Colbert: </div>
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<span style="font-family: 'Goudy Old Style'; font-size: x-small; text-indent: -0.51in;">“Well,
you are about to start the greatest improvisation of all. With no script. No
idea what’s going to happen, often with people and places you have never seen
before. And you are not in control. So say “yes.” And if you’re lucky, you’ll
find people who will say “yes” back.”</span></div>
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Stephen Colbert in a commencement address </span></span></div>
Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-19170297796293797872014-02-23T11:11:00.001-07:002014-09-04T16:45:15.737-06:00The Antigone ProjectNext week I am beginning my thesis project with my students. We are going to read and study Sophocles' "Antigone" and then create our own adaptation of the play, highlighting our own themes and ideas about the underdog, about civil war, about courage and justice.<br />
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I came across the National Theatre's 2012 version and a bunch of awesome videos teaching about the play. These videos really sell a brilliant adaptation that I am really attracted to as a teacher, director, actor.<br />
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I want to know what else is out there though. I am afraid a lot of times as a teacher that what we show or speak to our students about is very biased based on our own taste and preferences. What other adaptations or sources for teaching "Antigone" do you know about out there in the drama world?<br />
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<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-55042610412518043082014-02-11T18:53:00.000-07:002014-02-23T11:11:50.613-07:00Best College Theaters<a href="http://www.bestcollegereviews.org/features/most-amazing-college-campus-theaters/">These are the best college theaters</a>...<br />
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Look who made it to #5!Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-31618571041365872342014-02-04T16:06:00.000-07:002014-02-04T16:06:06.281-07:00Some inspiration on a snowy daySorry it's been so long! The whole teaching drama and being a graduate student for teaching drama caught up with me!<br />
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Lots has happened though. But sticking with the present, I came across this <a href="http://inthesetimes.com/article/16215/chicago_youth_theater_refuses_to_be_silenced/">inspiring article</a> today about a youth theatre in Chicago. Wishing I had the guts/resources/inspiration to make something like this happen. This is the type of theater I'd like to do with youth. How do I start?<br />
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I also took my high school students to see "black odyssey" the Denver Center for Performing Arts to kick off my semester-long project tying into Greek tragedy and adaptations to relevant themes and events. Here's a little snippet of an interview with the playwright, Marcus Gardley, who wrote a really brilliant and inspiring piece based off of Homer's Odyssey intertwined with an African American soldier returning home from the war in Afghanistan, suffering from PTSD.<br />
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Stay tuned to our progress on the "Antigone Project."Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-26427118951920809432013-09-06T09:26:00.001-06:002013-09-06T09:39:10.965-06:00Huff Post Article Interview: Using Theater and Technology to Prevent BullyingWhile in New York City this summer, my boyfriend and I spent time with his good friend who works for social media at SmartSign, a company in Brooklyn.We were talking about the use of technology in schools today, and how teachers must stay relevant in order to reach their students, and got to further talking about cyber-bullying and the efforts teachers can take to prevent it in schools. <span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">SmartSign (</span><a href="http://www.smartsign.com/" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.smartsign.com/</a><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">) created an anti-bullying and digital responsibility campaign, #TakeNoBullies (</span><a href="http://www.mysecuritysign.com/take-no-bullies" style="background-color: white; color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.mysecuritysign.<wbr></wbr>com/take-no-bullies</a><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 13px;">)</span> He asked to interview me for an article he was working on, as he writes as a ghostwriter for a blogger on HuffPost - and today it was posted!<br />
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Check it out- <a href="http://www.huffingtonpost.com/sue-scheff/how-teachers-can-help-create-cyber-shields-for-their-students_b_3867567.html">Huffington Post Article</a> and thanks @thebigmikemiles, for your help promoting my blog and teacher website!<br />
<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-505681438358878242013-09-02T21:58:00.000-06:002013-09-02T21:58:24.628-06:00Physical Theater on Broadway: "Peter and the Starcatcher"My parents were in town this weekend for the long, Labor Day vacation, and I took them to the Denver Center for Performing Arts to see, "Peter and the Starcatcher." Maybe I missed the boat, but this was fantastic! I may be a bit biased, because I have a deep passion around the story of Peter Pan (wrote a 30+ page dramaturgical protocol on in last year for grad school) but it wasn't just the story that engaged me. The actors were on stage the entire time, doubling up the characters that they played with different items of the set, props, they used minimal other items to create the set as well, but truly using their bodies to transform and create the world of the play. I have never seen a "big name" Broadway touring show be so inventive, and physical with their acting.<br />
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I am beginning a week of movement and voice with my students tomorrow, and I am going to show them some of this little clip to give them a great example of improvisationally-based physical theater. It is refreshing to see that the Broadway venues are appreciating work that doesn't come to town with huge, elaborate sets and costumes, but returns back to the basic and most powerful tool of the actor, which in my opinion is the body. I am going to challenge my students to create with their bodies environments that live and change. Hopefully they grasp this concept, because I can't wait to see what they come up with! </div>
<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-68207769273780998492013-08-27T10:39:00.000-06:002013-08-27T10:39:50.678-06:00Still here! Apps for Theatre Games The first day of school was yesterday, and suffice it to say I have been neglecting this little blog, so I apologize!<br />
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My new school is almost too good to be true. Yesterday went by in a flash, teaching 6 classes, covering for an advisement teacher and on lunch duty! (woo hoo) Today is moving a little slower, so I wanted to reach out and ask about apps for theatre games. Since we teach such tech-savvy kids these days, why not let them download these apps to play as a reward at the end of class? Which ones do you use or like?<br />
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My colleagues from grad school introduced me to some good ones this summer, that we have occasionally busted out at the bar or other venues where it feels appropriate. These are the ones we like:<br />
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<a href="https://itunes.apple.com/us/app/charades!-guess-word-or-phrase/id653967729?mt=8">Charades! </a> is just what it says it is - but more fun because you pick the category and the words pop up while you hold the phone or device to your forehead. Even Ellen like this one.<br />
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<a href="https://itunes.apple.com/us/app/the-amazing-improv-generator/id481917502?mt=8">The Amazing Improv Generator</a> also gives different characters, locations and situations that you could use in lieu of those old - timey improv cards that the drama teacher before you left behind.<br />
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<a href="https://itunes.apple.com/us/app/shakespeare/id285035416?mt=8">Shakespeare</a> app includes all of the bard's work that you could keep on your device. Handy for referencing scenes, quotes, characters, etc.<br />
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There was another one that came up in my search called the Drama Resource App, but since I am working off the school's Dell today I can't download it. Anyone used that one before?<br />
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Happy back to school! Will post soon.Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-87509124793718476042013-08-18T16:52:00.000-06:002013-08-18T17:20:10.526-06:00Tons of Warm-ups and Background Information on Theatre of the Oppressed Came across this super handy list of games that I typed up for a Theatre of the Oppressed, Workshop that I led for Teach for America in the fall of 2010. Thought I would post for those who don't know, those who do know and want to share with their staff or students, anyone interested in Augusto Boal and structuring some lessons from this unique and powerful perspective:<br />
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<u><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Theatre
of the Oppressed History and Outline<o:p></o:p></span></u></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Background and Key People:<o:p></o:p></span></u></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Paolo Freire : </span></b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Paolo Freire was a Brazilian teacher who based
his pedagogy in education through the notion that there exists an inevitable
connection between knowledge and social conditions. He stressed that not only
is it important for students to read the word, but to read the world. The
foundation of his theories begin with the teacher immersed in the daily life of
the community, asking questions of the people.<span style="mso-spacerun: yes;">
</span>The teacher begins to understand the social reality of the people, and
develop a list of themes which could lead to discussion. Freire was imprisoned
and exiled to Chile for threatening the political systems in his country. While
in exile, Freire did most of his activist work and published his most acclaimed
works.<span style="mso-spacerun: yes;"> </span>Freire traveled worldwide helping
countries to spread his praxis of “freedom through education.” Freire’s work
continues to be reviewed and re-clarified according to current political and
intellectual thought.<span style="mso-spacerun: yes;"> </span>As long as the
struggle for <u>more humane educational practices,</u> for <u>deeper insights
into constructions of power and oppression</u>, and the impulse for people to <u>invent
their own identities and realitie</u>s exists—Freirean praxis will challenge
people toward personal </span><!--[if gte vml 1]><v:shape id="_x0000_s1026"
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</v:shape><![endif]--><!--[if !vml]--><!--[endif]--><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">and
social liberation, both in thought and action. </span><br />
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Augusto Boal</span></b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> :
Boal was a Brazilian actor, writer, theorist and teacher who initially did most
of his work on the stage in Brazil. Educated in the United States, Boal had his
‘breakthrough’ to the Theatre of the Oppressed during a ‘talk back’ from a
performance. A woman in the audience suggested that an actor change the way
they did something, and she came on the stage and showed them herself how she
believed it was to be done. This approach of empowering the audience members to
<u>imagine and practice change</u> as well as <u>reflect on the action and then
generate a plan for the future</u>, is the main point of TO. At this time in
the 1960’s, this empowering of the people was threatening to the political
systems in place in Brazil, and so Boal was kidnapped off of the streets,
arrested, tortured and exiled to Argentina. He eventually self-exiled to Europe
where he further developed his pedagogy and practice. Boal published his most
renowned writings before he returned to Brazil. He also formed over a dozen
companies which develop community-based performances and helped to form the PTO
Organization. (Pedagogy of the Theatre of the Oppressed)<span style="mso-spacerun: yes;"> </span>He died in the spring of 2009 but his son
Julian carries on his work through PTO.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Basic Tenets of the Theatre of the Oppressed<o:p></o:p></span></u></b></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>* The body is a unity of the physical and the
emotional, which are inseparable. By activating genuine emotions and physical
actions, we have more confidence and insight to a situation which enables us to
be genuinely capable of exploring how we can change the way we feel or react in
a similar moment.<o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">*
Theater is the rehearsal for reality. It is considered as a political tool to
make change.<o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">*
Audiences should not just be spectators, but rather spect-actors, active
observers whose input and opinions have the power to change a scene or a
situation. <o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">*
Reflection is necessary to be able to collectively generate an action plan for
the problems posed in the rehearsal for reality and understand how theater
connects to reality.<o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><u><span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">What does this look like in general?<o:p></o:p></span></u></b></div>
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<span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Games and Exercises: <o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">A
series of acting games and exercises that warm up the body and the awaken the
senses, create the essential culture of trust and comfortability within a group
that is necessary to cultivate the most honest work. Facilitator-ed, can be in
any size group. <o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Image theatre: <o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Individuals
are used to sculpt events and relationships sometimes to the accompaniment of a
narrative. The audience can participate in the image, activate the image, ask
for sound from the image or even manipulate the image. This is practiced in
many different forms with a facilitator leading the group to create the images
and respond to the images. </span><span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; font-size: 14.0pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Forum Theatre: <o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">A presentation of short, improvised scenes
that represent problems of a given community (example: gender inequality,
racial stereotyping).<span style="mso-spacerun: yes;"> </span>Audience members
observe than volunteer to interact by replacing characters in scenes and
improvising new solutions to the problems being presented. Reflection and focus
on changing the position of oppression comes through participants activating
their truest desires within a given situation.<o:p></o:p></span></div>
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<u><span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">What does this look like in schools?<o:p></o:p></span></u></div>
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games/exercises, doing image work with students<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: "Lucida Grande";"><span style="mso-list: Ignore;">*<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Creating a spectrum in
your classroom about an issue, and asking a student to show their placement on
the spectrum based on their feelings and their desired feelings. <o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: "Lucida Grande";"><span style="mso-list: Ignore;">*<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;">Student-generated
scenes or skits to demonstrate problem-solving with peers, or understanding an
academic issue, mini- forum theater<o:p></o:p></span></div>
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team building<o:p></o:p></span></div>
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that you work with, teachers, administrators.<o:p></o:p></span></div>
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<span style="font-family: "Lucida Grande"; font-size: 14.0pt; line-height: 150%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 10.0pt;"><o:p> </o:p></span><b><u><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Games for Actors and non-actors</span></u></b></div>
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<!--StartFragment-->
<br />
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Movement based activities: <o:p></o:p></span></b></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
cross and the circle<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Make an imaginary circle with their
right hand, cross with their left hand<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Colombian
Hypnosis<o:p></o:p></span></div>
<div class="BodyA">
<a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One person as the leader, the follower
is guided by their hand; variations include
one leader, two followers.</span>Minimum
surface contact<br />
Participants try to keep the least
amount of your body touching the floor, but
always changing that body part; variation includes touching every part of the body should come in
contact with the floor, always changing that body part.</div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Pushing
against each other to find equal balance<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Variations include arm-to-arm,
back-to-back, hand-to-hand, back dancing, back
walking.<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Object
at equilibrium<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants keep an object in the air
as long as possible, or balancing an object
between two people and two body parts to keep that object at equilibrium.<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Racing
on chairs<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Walk across a line of chairs, last
person has to bring the last chair to the front
of the line<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Rhythm
with chairs<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Facilitator calls out numbers, actors
have to make the image of the number with
their body and a chair, actors move around the room<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Movement
with levels<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Setting speeds with numbers, 1 being
slowest, most tired, most weighed down.
10 being fastest, most phrenetic, energetic. Find middle and different degrees of movement<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Walks<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Have a slow motion race<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Do other races like crab walk,
3-legged race, monkey walk, all 4’s, camel walk,
elephant walk, kangaroo walk, leaning against each other walk, wheelbarrow walk, your own walk, imitation
walk<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Massages<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> In a circle, backs then faces, back to
back massages<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Group based activities<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
Bear of Poltiers<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One person as the bear turns their back
on the foresters, who go about their own
business, the bear gives an enormous growl, and all the woodcutters have to fall to the floor and ‘play dead,’ and remain motionless. The bear goes up to each dead
woodcutter and can growl at them,
touch, tickle, anything to make them laugh or move. Their goal is to make them reveal they are alive. When the bear
succeeds, the forester, who has given
themselves away, becomes an additional bear. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Reflection
focus for Bear of Poltiers: feeling nothing, sending the senses to sleep. Being told to do this sends the exact
opposite reaction, when you are aware
of sending them to sleep, they become
extra sensitive. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Sit,
stack and remove chair<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Actors sit on the knees of the first
sitting actor, and so on, they lift left then right
until the first actor is off the chair. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Reflection
focus: balance, team work <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Grandmother’s
Footsteps (green light, red light) <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> What you remember from elementary
school, one person’s back is turned and
the others move towards that person until they turn around. Anyone still moving is out. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.blogger.com/blogger.g?blogID=1630774163950553613" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div>
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Sticky
Paper<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One person in the center, each person
on the outside makes contact with them
with a sheet of paper in between and has to keep the paper on them as they are moving. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Cat
and Mouse<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> This is a variation of a“tag” game, where each person is linked up,
and you can save yourself by
linking on to someone, but then that extra person has to be the one that is being chased. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Good
day<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants grab hand and say name,
can’t let go until they have grabbed another
hand.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Exquisite
corpse (drawing or story) <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Piece of paper is folded into multiple
sections, one person starts a story or a drawing
on one section, then the paper is passed to the next person to add on to it, then it is passed on to the next
person, revealing at the end a combination
of everyone’s pictures or parts of the story. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Listening/observing based activities<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">A
round of rhythm and movement<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One person sets the rhythm and
movement, then goes to another in the circle
and that person is challenged with changing the rhythm and movement.<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Reflection
focus<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> How subtle the changes were to the
changes. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Group
setting a rhythm and movement<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Group sets the sound and the movement,
then uses intuition and observation to
change the rhythm.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Ball
game<u><o:p></o:p></u></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Group passes the ball and keeps i
moving, maintaining a rhythm and pace that
the group has to follow. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Machine
game<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Motions set in place have to set the
next machine’s motions in place, same rhythm,
mechanical sounds and movements used. <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Accelerate rhythm, slow down rhythm,
increase volume on sounds, decrease volume
on sounds. Variation could be that the machine has a theme of love or hate, and they can only use sounds and
movements that relate to that theme. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
Peruvian ball game<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants mime to create an
individual ball for a sport, play with it, use it, get familiar with it, then you have to trade with a partner,
play with the ball, use the play,
then trade with another partner, repeat a few times then look for your own ball. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">West
Side Story <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants are split into two groups lined
up, facing each other. One group ‘challenges’
the other with a unified rhythm/dance from their side to the other side of the room. The other group has to
come back with a reactionary rhythm
or dance. The groups alternate, one person starts the dance, and others follow. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Orchestra
of emotion<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Facilitator chooses an emotion, the
group makes a noise to reflect this emotion,
and the conductor can have some people ‘singing’ or turn it up or down. The group has to follow the
director’s cues. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Imitation
circle<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Group forms a circle, and one person
walks up to anyone in the ciricle, they switch
positions and that next person walks up to another, imitating the first person’s walk. Notice how the very
first walk has transformed into something
completely different. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Walk,
stop, justify<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Group walks around the space until
‘freeze!’ is called, then the facilitator activates
participants and asks them to justify why they are stopped the way that they are stopped. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Carnival
in Rio<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Start a dance that others will imitate,
then change, imitate then change<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Breathing based exercies<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Breathing
techniques: <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Lying on back completely relaxed<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Leaning against a wall <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Standing up straight<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Breathe as slowly/quickly as possible <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Explosion- as loud as aggressive as
possible<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Lifting arms - during inhale, lowering
arms during exhale<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> pressure cooker- hold close nose and
mouth, making effort to expel effort<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Deeply through mouth<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> With clear definition and lots of
energy<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> ‘Pulling out the stopper’ of a partner<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Partners, groups- alternate in and out<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Hold one finger over one nostril when
breathing in, then switch to cover the other
nostril with you breathe out <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Blind exercises (all with eyes closed
or covered)<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Point
of focus<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Pick a point to focus on and walk to, then
close eyes, try to make it to that point,
if you hit someone you must hug them, then move to your target.<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
imaginary journey <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Partner guides another partner around
the space, then the partner has to say
exactly what the journey was, or guess where the ending location is. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
glass cobra<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Everyone stands in a circle with their hands
on the shoulders of the person in
front of them. With their eyes closed, they use their hands to investigate the
back of the head, the neck and the shoulders of the person in front of them. Then the glass cobra is shattered into
many pieces and the pieces of the cobra
have to try to find each other again to form a steel cobra. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
magnet<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants wander around the space with
their eyes closed, as negative charges,
if they hit someone else, they are to bounce off that person, they have to avoid touching other people. Then the
facilitator can change the charge to
positive, and participants have to stick to each other for a few moments and keep moving when they hit
someone else. Finally, everyone stops
and each person has to find a face and feel that face in order to construct an image in their mind about what
that face looks like. When the facilitator
prompts them, participants open their eyes to see how their image is different from the actual face.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
vampire of Strasbourg<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Everyone walks around the room with their eyes
closed, their hands covering their
elbows without colliding or touching others, The facilitator applies a little squeeze to the neck of the
one who is the first ‘vampire,’ after
a few seconds they give a scream of terror and from this point must seek out necks in order to vampirize
others. The vampire’s scream indicates the
whereabouts of the vampire so the others can escape him. As vampires are accumulating, if a vampire gets
another vampire, the victim lets out a cry
of pleasure and drops their arms to their sides, having been returned to normal human status. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Guess
the object<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The blind participant has to guess what an
object in their hands is, can change to
multiple objects.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Draw
your own body<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> With eyes closed, participants lay on their
backs on the ground and think about their
body as a totality, and they try to move each part of their body as they are thinking about it. The after a few
minutes of concentration, they are
asked to draw their own bodies on a piece of paper, then write their names on the back. Drawings are arranged on
the floor, and facilitator asks the
participants what they notice about the different drawings, positions of bodies, clothing, body parts, then
finally to identify their own body drawing.
<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Friend
and enemy<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Groups of 3 decide one person to be the
protagonist, then with their eyes closed,
the other two people choose to be the friend or the enemy. The protagonist closes their eyes and the
other two alternate between giving that
person orders or suggestions. The group switches after 2 minutes, then afterwards, reflect on the reasons
they had decided in their minds that a person
was either an enemy or a friend. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
blind person and the bomb<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One blindfolded person is surrounded by
the other people, the blind person must
imagine that a bomb will explode if she touches someone for longer than a second. At each contact, she moves
as far away as possible. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Touch
the color<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Facilitator gives the blind participant
5 pieces of the same type of clothing that
are 5 different colors. The blind actor has to feel the pieces of clothing and describe what color it is. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Space based exercises<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Leave
no space empty<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Participants walk and move to fill the
entire given space, high, low, perimeter,
middle, etc. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Numbers
and figures<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Leader calls out a number, geometric
figure, part of the body, color/item of clothing,
group has to walk according to the direction of the leader, correlating in groups of that number or
those wearing that color, or create that
shape or number on the floor. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Leader
prompts different speeds<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Mirror
sequences<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Plain mirror - subject and image
directly mirroring each other, leader can alternate
or be a mystery<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Mirror breaks - keep one part
stationary, the rest of the image can move<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Modeling
sequence<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Sculptor touches model - sculptor makes
model their subject using touch<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Sculptor doesn’t touch model - sculptor
makes model their subject without touching
them, just using pressure or mimicry<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Sculptors spread out around the room -
models have to watch their sculptors
prompting them from different areas of the room<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Sculptors make one model together - a
group of sculptors alternate positioning
one model, without speaking<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One sculptor, multiple models - a group
of models are sculpted by one model
without speaking<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Image games<o:p></o:p></span></b></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Complete
the image <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Two actors shake hands and freeze, ask
the watching group what is happening
in this image, used to show there are many meanings to one image. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> One partner removes themselves from the
image, leaving the other with their hand
extended. The other partners returns to the image and completes it in a different position, with a different relationship
to the partner with the
outstretched hand, changing the meaning of the image, but conveying an idea, emotion, feeling. Then
the first partner comes out of this new
frozen image, looks at it, then completes it, changing the meaning again. <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The important thing is to keep the game
moving and the ideas flowing. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Boxing
match <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Two people stand 5 feet a part, each must
react immediately to the ‘blows' doled
out by their partner. This works best if one person comprehensively beats up the other, then the roles are
reversed, it is difficult to react to imaginary
blows and dole them out at the same time. <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">lover’s
variation- partners are caressing each other<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">dancing
variation - dancing in couples, have to continue dances as if they were still
in each other’s arms<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Choosing one protector, and one enemy <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";"> Look
around the group and choose one enemy and one protector, move around the space, trying to stay far away from
the enemy and close to the person that is
their protector<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Furnish the space<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";"> Two
participants stand face to face, one moves and the other fills ‘the empty space’ if one draws back their hand,
the other pulls theirs in, if one shrinks,
the other grows taller, etc. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Complimentary activities <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";"> One of
the participants starts any movement, and the others try to discover what they are doing so they can then
engage in the complementary activities. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Tell your own story<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";"> An actor
recounts an experience, of any kind, as long as it is something that really happened to them, the rest of the
group illustrates the story. The storyteller
must not intervene to correct the group during the exercise. At the end they discuss the differences, the
storyteller can compare their reactions
to those of their colleagues. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Antiquated telephone exchange<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";"> Circle
of people watching each other, all have a number themselves and then one other number that they are observing.
The instruction is to do nothing, but
when the observed makes any one, tiny movement, the observer has to mirror that movement. After a few
minutes there are all extremes of behavior.
<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
Child’s Dream<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Half the groups writes their names on a
piece of paper, and a hero or mythical
figure that they dreamt of being when they were children. First, the participants move around the space using only
their bodies to show the characteristics
of that person they wanted to be. The then have to find a partner and start a dialogue with their
partner without saying anything to reveal
that character. After that, they switch partners again. Then the facilitator calls out a name and the other
group watching has to describe the
characteristics that they observed that person displaying. They should not try to guess, but rather the person will
reveal after all observations are reported.
<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The same game can be played with the
thing that they feared the most as a child.
<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The same game can be played with what
grown ups wanted me to be. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">The
opposite of myself<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Same game with the opposite
characteristic of themself highlighted, or written
on a piece of paper. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Reconnecting memory, emotion and
imagination<o:p></o:p></span></b></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Memory
sequence<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Remembering yesterday with the body,
with words- going through all the details
of the previous day, with movement and words, sitting in silence and thinking through the
day, then acting it all out, reflecting on
what they highlighted and what they left out, variations include a partner helping to probe for more
details or ask questions<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Remembering a day in the past,
significant day, holiday- same as above<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Remembering emotion and imagination -
remembering feeling a certain way, and
even dramatizing that emotion, taking it to a surreal level, the point being to reawaken the
sense to feeling that specific emotion<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Remembering an actual oppression - same
exercise as above, the partner may
suggest actions which may eventually lead to the breaking of the oppression being related. The
protagonist has to break oppression even
if they are following the directions of the partner. <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> <o:p></o:p></span></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Image theatre<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Image
of the word:<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Illustrating
a subject with your body- express a chosen theme in a visual form, work without seeing each other, then
then positions their bodies to express
an opinion, idea or expression of a theme given. When all the volunteers have shown, the facilitator
can ask if anyone in the group can suggest
an image different to those shown. Then one by one anyone who wants to add themselves to the image
can be in the image<o:p></o:p></span></div>
<div class="BodyA">
<br />
The facilitator can suggest the
participants move within the image in the following
ways -</div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Ask participants to move
closer to the desired state of being<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Ask participants to move
further away from the desired state of being<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Ask participants to
interrelate themselves to the other participants in the image<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Ask participants to further
dynamisize themselves in either the oppressed
or oppressors position in the image<o:p></o:p></span></div>
<div class="BodyA">
<br />
Illustrating
others’ word</div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> A theme is proposed, and one person
sculpts people in the image, then follows
the facilitators prompts to make the image follow their prompts. The bodies in the image have no power to
change their position, only the sculptor.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Image
of transition<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The subject matter has to be an
oppression of any kind the group has suggested.
Group is asked to construct an ideal model, in which the oppression will have been eliminated and
everyone in the model will have come to a
plausible equilibrium, a state of affairs which is no oppressive for any of the characters. Then return to the
image of oppression, then dynamise
it. <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Each person has a chance to sculpt and
change whatever they feel to be a transformation
to eliminate the oppression. After each person has showed their two images of transition, the
group starts to move towards freeing themselves
out of the position of oppressed or oppressor, that they are in. Stopping along the way to notice the
position that they are in in relationship to
others around them. The movement ceases when all conflicts have been resolved in the image. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Multiple
images of Oppression/Happiness <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> Now the aim is to show several images
which represent the subject of oppression.
The group can compare several perspectives of one subject. Participants enter the image on their own
choosing. They can ‘tap out' someone
already in the image, or they can add themselves to the image. The dynamization involves moving towards
their desired state within an image,
going back and forth from its original image to the ideal. They move together autonomously. They can show a
realistic or idealistic representation
of how they would like to see the image change. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Image
of the group <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";"> The whole group is inescapably part of
the image. Those outside the image are
still a part! (they are taking on the role of the happy watchers, and can choose whether or not become a part of
the nucleus of the group). Create an
image of this group, placing yourself in the position that corresponds exactly to the image each of them feels
they exist in, then move the image towards
the desires of each individual and the image that each is capable of realizing.<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Rehearsal for the Change Exercises -
Beginning of Forum Theatre<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Within
images, tap a person to speak their 3 wishes, activate into actions, activate
into dialogue, activate proposals for change. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Improvise
a story: personal story of oppression, someone tells the story and others act
it out, improvising the story as they interpreted it from the story teller.
Different dynamisations are practiced, different dialogues are engaged. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">People
within the forum suggest ideas to break the oppression in the story. They can
either direct the scene or put themselves in the scene. They can suggest
changes in blocking, dialogue, they can manipulate any actor in the scene. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">From
there, group discussion is incited for the group to engage in generating ideas
for change for similar stories to the one that is presented. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Actors
can switch positions within a scene, try being another actor/observer in the
scene. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Emotional
warm-up exercises - space walk that goes through all of the emotions, with or
without speaking. <o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Stop!
Think! <o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">Actors
stop in their actions and let out an inner-dialogue of the scene<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Exaggeration-
doing everything in heightened dramatics<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Caricature
- highlighting a specific characteristic of a character in the scene<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Swapping
characters/Rashomon<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Need
vs. Will - stopping and asking if you are acting on a need or want impulse<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Secret
whispers- doing all dialogue in a whisper<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-Long
Beach telegram- actors emphasize one word in their line of dialogue<o:p></o:p></span></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-bidi-font-family: "Times New Roman";">-I
don’t believe you - actors can say that to another actor only a few times in a
line of dialogue<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<b><span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Sociometry
Exercises<o:p></o:p></span></b></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Making a map of the country/world - what do you call
home, where do you live<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Placing yourself on a spectrum, hot to cold, scale of
1 to 10<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Touching a person you knew before you came here<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<span style="font-family: "Lucida Grande"; mso-ansi-language: #0400; mso-bidi-font-family: "Times New Roman";">Touching a person that said something that you
remember today<o:p></o:p></span></div>
<div class="BodyA">
<br /></div>
<div class="BodyA">
<br /></div>
<div class="FreeForm" style="line-height: 18.0pt;">
<br /></div>
<div class="FreeForm" style="line-height: 18.0pt;">
<span style="font-family: "Lucida Grande"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Resources: <o:p></o:p></span></div>
<div class="Body" style="tab-stops: 35.45pt 70.85pt 106.3pt 5.0cm 177.15pt 212.6pt 248.05pt 283.45pt 318.9pt 354.35pt 389.75pt 425.2pt 460.65pt;">
<br /></div>
<div class="MsoNormal" style="line-height: 200%;">
<span style="font-family: "Lucida Grande"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 12.0pt;">Boal, A. (1979) Theatre of the
Oppressed. New York: Theatre Communications Group.<o:p></o:p></span></div>
<div class="BodyTextIndent1" style="line-height: 200%; text-indent: 0cm;">
<span style="font-family: "Lucida Grande"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Freire, P. (2006) Pedagogy of the
Oppressed. New York: The Continuum International <span style="mso-tab-count: 1;"> </span>Publishing Group<o:p></o:p></span></div>
<div class="BodyTextIndent1" style="line-height: 200%; text-indent: 0cm;">
<span style="font-family: "Lucida Grande"; font-size: 10.0pt; line-height: 200%; mso-bidi-font-family: "Times New Roman";">Freire, P. (2005) Teachers as Cultural
Workers. Cambridge, MA: Westview<o:p></o:p></span></div>
<div class="FreeForm" style="line-height: 18.0pt;">
<span style="font-family: "Lucida Grande"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";">Games for
Actors and Non-Actors (Routledge Press) <o:p></o:p></span></div>
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<u><span style="font-family: "Lucida Grande"; font-size: 10.0pt; mso-bidi-font-family: "Times New Roman";"><a href="http://www.ptoweb.org/"><span style="color: #000099;">www.ptoweb.org</span></a></span></u><span style="color: windowtext; font-family: "Times New Roman"; font-size: 10.0pt; mso-ansi-language: #0400; mso-bidi-language: X-NONE; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: #0400;"><o:p></o:p></span></div>
Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-54165238489240132222013-08-13T17:41:00.001-06:002013-08-13T17:41:15.137-06:00Too Much Light Makes the Baby Go BlindPreparing my performance art unit for my students, I remembered a production I saw in college in our X-perimental student-led theatre, called "<a href="http://en.wikipedia.org/wiki/Too_Much_Light_Makes_the_Baby_Go_Blind">Too Much Light Makes the Baby Go Blind"</a> created by a group based in Chicago called the <a href="http://neofuturists.org/">Neo-Futurists</a>.<br />
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For those who don't know about it, it's essence is that it is 30 plays performed in 60 minutes, and the order of each 2-minute play is randomly selected (the Neo-Futurists roll dice, the performance I saw they asked the audience to pull balloons down from the ceiling with a number on it). Each number coincides with a piece that the ensemble knows, and either performs as a whole or requires one or a few of the actors. The pieces are created through improvisation in rehearsals, and can range from something humorous to something dramatic, a reading, a song, a movement-based piece, anything that has derived through their rehearsal process. There is never the same order created twice, which makes each performance unique, which a different arc coming from the order of the pieces.<br />
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Here is a little trailer/promo to give you an idea of what they do. I am considering using this structure for a final performance for my Improv & Devising class, except maybe a bit shorter. Or it could be a good piece for a one-act type showcase, or senior showcase.<br />
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Great learning opportunity for students to get an idea of the possibility of performance art and live art, how it breaks traditional conventions of theatre and forces the audience to think differently about their relationship as an audience member to a performance piece.<br />
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One part of the show I remember is when the actor called and ordered a pizza and the audience called out how they wanted it ordered and then when the one pizza arrived, the audience had to share it. haha.Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-71474855774032492922013-08-12T09:52:00.002-06:002013-08-12T09:52:55.759-06:00Taking students to the Big Apple<div class="separator" style="clear: both; text-align: center;">
Sorry for the lack of posting for a bit. I was actually in New York City for a long weekend, for pleasure, nothing professional... <i>yet.</i></div>
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Some outside of our field may call it crazy, but I had so many experiences traveling as a student that I couldn't pass it up especially starting at <a href="http://dcis.dpsk12.org/">Denver Center for International Studies</a> this fall. My new school does tons of travelling, with an emphasis on the international trips. But I thought, why not in my first year take a stab at taking kids to NYC for a Broadway-themed tour. </div>
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I have been using <a href="http://www.eftours.com/">EF Tours</a> who work with my school on a lot of their international trips. They have been really excellent to work with, considering my lack of experience and being new the school. I have my own <a href="http://www.efexploreamerica.com/preview-tour.aspx?pt=1441369wj">tour website</a> that families can preview the trip through, they have created all the advertising for me, written my parent letters, done my parent meeting powerpoint, given lots of incentives and freebies for enrollment, overall I think they run a great touring company and I can't wait to take kids next summer. </div>
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Who else has taken students to NYC, and what companies have you used? What have you taken them to do and what advice and tips do you have to share? I know some of my east coast colleagues are able to just collect money and take a bus there and see a show in a day, (how nice would that be?) but this is a little bit bigger of an endeavour, and MY first time actually taking students outside of Denver. I hope to instill a love for New York in my students the way that I fell in love with it as a young theater lover myself. </div>
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Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-46077670248173816342013-08-05T14:18:00.000-06:002013-08-05T14:18:26.976-06:00Research for Arts Education: what you do DOES matter! <div class="separator" style="clear: both; text-align: left;">
Is your principal looking for data? Do you need to prove to the school board that your drama class is making an academic impact? <a href="http://www.artsedsearch.org/">ArtsEdSearch</a> is a very useful website for finding research-based data to prove the positive outcomes of arts education in schools. </div>
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I find that we are constantly having to justify our programs and what their purpose is. Now you can search studies that prove that we are doing helps students academically, cognitively, personally and a multitude of other ways. I keep this webpage bookmarked to keep myself reminded and motivated that what I am doing every day is making more of an impact than I can see.Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-10166402546765711952013-08-03T14:03:00.000-06:002013-08-05T14:20:39.658-06:00Help with planning: Sample Curricula <div class="separator" style="clear: both; text-align: center;">
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Having taught drama for two years in a public school in Colorado to students from kindergarten to 8th grade, I have been fortunate enough to teach in a state that has.... (drumroll please...) great state standards for Drama and Theatre Arts! Now, I can't compare them to any other state's standards (or lack thereof) but I have used <a href="http://www.cde.state.co.us/CoArts/Documents/Drama/Drama_Theatre_PGC.pdf">these standards</a> as my bible to construct my planning. I have experience as a Teach for America teacher, and they have a very strong emphasis on backwards planning, beginning with the standards as the framework for your curriculum, working back to what the actual learning objective of the day is.<br />
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Last fall I had the opportunity to work with other drama teachers in Colorado on these sample curricula. We really dug into the standards, and worked together to differentiate what is taught at each grade level and also to give drama teachers a good base for building their curricula to include all of the standards in a thoughtful way. I think the most important pieces are seeing what concepts are being taught, what academic and technical vocabulary is being taught, what are you asking them to DO and KNOW, and final what are the good inquiry questions to help frame a unit.<br />
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I thought we did such an exceptional job on these samples that I am currently using them even now to help me plan for my upcoming high school classes I am teaching next year. I like to look at the inquiry questions and work on how I can provide students with lessons, projects and activities to help them come to their own answers.<br />
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Heres the <a href="http://www.cde.state.co.us/StandardsAndInstruction/Curriculum/DramaTheatreArts.asp">jackpot website</a> from CDE, it is very easy to navigate, enjoy and happy planning!<br />
<span id="goog_929511336"></span><span id="goog_929511337"></span><br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-4814098119860999702013-08-01T15:32:00.001-06:002013-08-01T15:32:42.174-06:00Whoosh!This is a warm-up that I've learned variations of, but definitely learned some of the best additions to it from our acting teacher this summer at UNC, <a href="http://richardrobichaux.com/">Richard Robichaux</a>. It's called Whoosh!<br />
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-Students begin in a circle and one student starts by saying "whoosh!" with expression and movement to the student on their right. The next student does the same to the student on their right, and so on all around the circle. Now come on the add-on's that can be said at any time...<br />
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-Boing: A student holds up their hands as if saying "stop" and says "boing" and the whoosh has to change directions.<br />
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-Bridge: the next two students after the whoosh are skipped and have to duck down.<br />
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-Tunnel: the next two students after the whoosh are skipped and have to jump up.<br />
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-Elevator: the two students on either side of the student who called "elevator" have to come in close together, and press the imaginary button and say in an annoying voice, "lobby!" and slowly squat down together.<br />
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-Viking: similar to Elevator, the two students on the side of the caller come in close and pretend to have oars and and rowing a boat, and the caller needs to hold up their viking horn and make a horn sound.<br />
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-Mouse: when a caller calls "mouse," each student needs to scream and go around the circle lifting up their feet one at a time as if a mouse is running underneath.<br />
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-Hyper Space: this is like a whoosh, but it can go across the circle over to any student in the circle.<br />
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-Lion King: the caller holds up an imaginary "Simba" and sings out similar to the song from the opening of the movie, and all the other students act like animals celebrating.<br />
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-Night at the Roxbury: all students freestyle dance and sing to the theme song from the movie.<br />
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So, hopefully you get the idea, you can make up your own add-on's, there are more that we did as well, these are just some of my favorite. Maybe I will post a video of "whoosh" when we get it started at my school.<br />
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What are some add-on's you'd like to try?Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com1tag:blogger.com,1999:blog-1630774163950553613.post-34360013096965682862013-07-30T13:09:00.000-06:002013-07-30T13:09:15.811-06:00More Blogs about Teaching DramaI did a little bit more browsing of other blogs with similar missions to mine. After reading up on how to make a more effective blog, I learned that it is important to see what else is out there in your same field, to check out what is already being done and to discover what is not being done. Here are the two favorites I thought were worth sharing with you- (and apparently Austrailian drama teachers are ahead of the game, because these both came from the land down under)<br />
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<a href="http://dramateachersnetwork.wordpress.com/">Drama Teacher's Network</a><br />
I connected with this one because the author is a young female teacher in Austrailia, with a strong teaching philosophy and clear posts that are varying and engaging. More narrative at times, but also good tips and different tabs and drop downs to more quickly get to specific topics. I like her advice on just plain teaching too, let's not forget that being a TEACHER is more than half the battle of this career.<br />
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<a href="http://www.thedramateacher.com/">The Drama Teacher </a><br />
This website is bit more professional, more outside resource-filled, with tons of links, plans, rubrics, news, and musings. The author is a teacher in Austrailia as well as the director largest drama teacher's association in Austrailia. His expertise is very clear, and the layout is very easy to navigate, as you can easily be drawn to some of the links on the side that he includes.<br />
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I think I'd like this to be a bit of a hybrid of both of these blogs, personal and inspiring but also stuffed to the brims with useful ideas, news, resources and writing from the field. What are some of your favorite blogs, on teaching or on drama or on both?<br />
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<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-41805019545185204952013-07-25T20:24:00.000-06:002013-07-30T11:39:14.098-06:00Great flicks for drama teachers <div class="separator" style="clear: both; text-align: center;">
Here are two films I watched recently about teaching drama that were pretty inspiring and give, what I think, very accurate and real accounts of the work it takes to teach and direct theater for youth. My wonderful boyfriend DVRed them both from me on OnDemand on DirectTV, but I am sure you could search for them on your cable provider, the library or even NetFlix. </div>
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<a href="http://shakespearehigh.org/">Shakespeare High</a> documents teenagers immersed in the Drama Teachers Association of Southern California's high school Shakespeare Festival that has been in existence for almost 100 years. Alumni of this program include Val Kilmer, Kevin Spacey and Richard Dreyfus, but don't be fooled, the students in this program are faced with many challenges, which they overcome through immersing themselves in this program. I highly recommend for urban public teachers, I shed tons of tears. </div>
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<a href="http://www.thespiansthemovie.com/">Thespians</a> gives insight to the intense preparation necessary for competing in the largest thespian festival. It follows four schools in Florida with students involved in different types of competitions and does reveal the outcomes of their performances. I learned a lot about the logistics of thespian competitions, (which admittedly I have never done!) and I was really invested in the students and their success. </div>
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So grab some popcorn drama teachers! </div>
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P.S. <a href="http://www.girlsonthewallmovie.com/">"Girls on the Wall" </a>is another film, recommended by my former teacher, Sonja Kuftinec. I can't wait to check it out, it documents an original musical being created by girls in a juvenile detention center. Hopefully I can find it at the library!<br />
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<br />Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-2929778281455488972013-07-17T17:17:00.001-06:002013-07-17T17:19:17.622-06:00Using Theater for Educational ReformFeeling lucky to have worked with the amazing Maria Asp who founded this group called <a href="http://www.tcdailyplanet.net/news/2013/06/16/act-education-forms-use-theater-bring-attention-education-issues">Act for Education</a> which has goals to create theater about education and perform for the communities that are affected by gaping problems in educational policy in Minneapolis and St. Paul. Her background and expertise comes from working as the head of the Neighborhood Bridges program, founded by Jack Zipes which exists underneath the Children's Theater Company. They work in the public schools every day with this program, teaching theater for social justice and literacy improvement, and so they know how politics constantly create barriers for kids to learn and grow.<br />
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Read the article about what they are doing, and be inspired! I am so proud that I can put on my resume that I spent a year working with these amazing people, and I am so excited to see what they do with this group, I wish I could be a part of it! Imagine how powerful it would be to begin a dialogue about public education through a theater piece? They are setting the bar high for what potential there is to do community issue-based work about such an important topic.Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0tag:blogger.com,1999:blog-1630774163950553613.post-40010000903826810612013-07-10T23:24:00.000-06:002013-07-10T23:24:58.551-06:00Twinning ProjectOne of the first projects I really wanted to share was the <a href="http://books.google.com/books?id=CnRVDf3nHSgC&pg=PA18&lpg=PA18&dq=noel+greig+twinning+project&source=bl&ots=vxw9_hoYgV&sig=LGpOKhVPfZwzem0kRxIosCidvsg&hl=en&sa=X&ei=Tj3eUdHfEsjRyQH4zYGgBg&ved=0CDAQ6AEwAA#v=onepage&q=noel%20greig%20twinning%20project&f=false">Twinning Project</a>. This link will just take you to an excerpt on Amazon, if you want an entire article, just comment and I would love to send it to you, or you can just order the book by Noel Grieg to learn more.<br />
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Two youth theater companies or schools from different parts of the world, or even different parts of the country, or a state or city, complete a series of activities in which they send each other specific information about their culture. Some examples are sending a box of 10 items, sending postcards, sending an account of a full day, or a full day's encounters with food, doing a similar service project in the community, and also later on the two groups practice the same theater exercises and activities for devising. With this information, the two companies develop a devised theater piece dedicated to, or for the other company. Using the specific landmarks, stories, cultural information, the group chooses what is important to highlight in a theater piece that is shared with the other group and vice versa.<br />
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The Creative Arts Team in New York City has done this, and has an amazing video example that we were able to watch in my MA program, but the book illustrates another example that was done between groups in Brazil and England. <br />
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I am also posting this as a call to any theater people in other parts of the country or the world that would be interested in doing this with me and my kids at the <a href="http://dcis.dpsk12.org/">Denver Center for International Studies </a>in Denver, CO. I think this would be an amazing opportunities for students to really learn about another culture through theater, as well as shape a clearer picture of what they think and feel about their own culture and how they want to portray it to other students.<br />
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Please comment back if you are interested!Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com2tag:blogger.com,1999:blog-1630774163950553613.post-21041252001402154672013-07-10T18:13:00.000-06:002013-07-10T18:13:05.757-06:00halfway, hump day, hooray! <div style="color: #333333; font-family: 'Lucida Grande', Verdana, Arial, sans-serif; font-size: 12px; line-height: 16.796875px; text-align: justify;">
My colleagues and I are halfway through our first summer intensive for our MA program in Theater Education at the University of Northern Colorado, and this has inspired me to begin this blog. I have blogged in the past, but I am starting fresh with this one with the primary intention of creating a space to share, to reflect and connect about teaching theater to youth. It seems as though we, as teachers of the arts, often are isolated while expected to keep ourselves updated with the latest ideas, strategies and trends in the field. Why not share with each other what we are working on, what is going well and what didn’t go so well, using a blog space as a medium for communicating and sharing?!</div>
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Hopefully what I post is helpful, inspiring, and relevant to readers who find it. If not, at least there should be some funny stories and pictures along the way to give some insight into the always exciting life of a drama teacher. </div>
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Caroline Yountshttp://www.blogger.com/profile/13518746278253877768noreply@blogger.com0