1.
Close observation
2.
Eye – hand coordination
3.
Signing
Start with a Magic bag of objects. A child reaches into the
bag and feels an object.
S/he must describe the object for her partner and partner must guess what it is. The objects name may not be used in the description. The chooser of the object may be further constrained by only being able to answer yes or No. a variation is where the pupils can’t say either yes or no.
S/he must describe the object for her partner and partner must guess what it is. The objects name may not be used in the description. The chooser of the object may be further constrained by only being able to answer yes or No. a variation is where the pupils can’t say either yes or no.
Sitting in their desks, pupils do a sense memory exercise
used by Stanislavsky to train his actors in close observation and memory
recall. Pupils close their eyes in pairs. Now they think of a game they played.
What was used in the game? A ball, a hurley, a racquet? Ask them to imagine
that they are holding the object in their
two hands. Feel its texture, slowly. Then as they do this their partner has to
guess whether it is a hurly, a racket or a ball? Reverse role.
In desks one pupil thinks of present. Hand it to the other
pupil who must react as if they are receiving real object. Weight, size and texture are important. They
receive the present , realise that it is something they do not want. However
the y have to show respect for the giver
and not offend them .
Using an object (pencil) as a pencil- what is the person
doing? Reverse role. Use the object as something else (e.g. the pencil could
become a lollipop.) This should be modelled for each group regardless of age.
This will set the standard of expectation. Pupils will take it seriously if
teacher does it well initially.
When these exercises have been completed well in class, they
may be repeated in the Hall in a circle with each person working with the
person beside them. The object can be passed on from pupil to pupil and it
should change each time it changes hands.
A passes a mimed object (a gift) to B. B does not know what
it is. B must react to what a passes to him or her and receive the present with
good grace, even though it is the last thing s/he wanted. Both must save face
and not be embarrassed.
A goes in to circle centre and mimes working with an object.
S/he continues for s few moments. Another person comes into the circle and asks
them “What are you doing?” TO which A replies with the absolute opposite of
what s/he is actual y doing. B then Immediately c begins to mime what A has
said and then A leaves the circle. Now C comes in and asks B “What are you doing?
“To which B replies the opposite of what s/he is doing. C immediately starts doing
that activity. Clarify if it should be an indoor or outdoor activity.
Connecting objects
Take any two objects. In Pairs.
Using two random objects the pupil sin pairs mime the two activities
in sequence. The other pupils have to guess the connection and possible story.
Variation: One activity can be a good one and the other a
bad one. Hard/ Easy/ quiet/loud and any other opposites suggested by the
pupils.
Add a character:
Interrupting Object
Here the pupils select an object- say a suitcase. Then a character (say a child
and a suitacse ) this may suggest a journey - the child is interrupted
by a pupil in role as a Garda who has a problem and needs her to do something for him, to help him with this
problem.The pupils decide together what hte problem is.Then try t find asolution that fits well.
Hide an object on your person. A is stopped by policeman
B. Suspects As object is stolen. B has
to explain to suspicious B that is not and give lists of reasons why it is
theirs. If the explanation is not good
enough then they will be arrested.
ABC. A must pass something belong to B to C without B
knowing.
Policeman/ Criminal, Soldier/Prisoner
etc
