September 12, 2018
|Walking Activity||-Walking around the classroom.
-Change of speed levels
-Change of direction / no routines
-Fill the room, fill in the empty spaces
-Make eye contact with everyone you pass
|I found that the majority of the class found this activity to be simple. It helped everyone loosen up and find comfort in the classroom space. Making eye contact with everyone we passed was uncomfortable for some.|
|Walking Activity + Clapping/ Spinning||Continuation of the walking activity with the addition of synchronising a clapping and spinning routine with who ever you make eye contact with.||-Lots of giggles filled the room with this activity.
-Had to focus on the task at hand. There was no time to look around/worry about who was watching you.
-Good way for students to be in the moment.
|Secret Hand Shakes||-Continuation of the walking activity with the addition of creating a secret handshake.
-When you make eye contact with someone you must improvise a handshake in a ‘natural’ state as if you’ve known this person for years.
|-Some individuals in our class were comfortable and executed this activity just like they have known their handshake partner for eternity.
-Others were very uncomfortable. I think that this was because many people have difficulties thinking on their feet under pressure. We will also find students who feel embarrassed easily and will participate with low energy; in fear of doing something embarrassing.
-I think that students will need time to become comfortable in the environment before it will reach its full potential.
|Zoom||-Everyone gathers in a circle, ensuring everyone can make eye contact with one another.
-Practice clapping, then transitioning the clap movement into the “zoom” movement. (clapping and sliding one hand forward)
-One person starts by making eye contact with someone from across the circle and in unison saying ZOOM and pointing the “zoom” movement towards them.
-The person who received the “zoom” symbol then repeats the action by making eye contact with someone from across the room, etc..
-The goal is to keep the movements flowing smoothly and ensuring the energy within the room is upbeat.
|-I think this is a great Drama ice breaker activity because;
*Everyone has to perform the same movement – do not have to worry about making something up.
*The energy is dependent on the energy of everyone in the room. It can be a fun way to play with different variables (emotions, body levels, faster, slower, voices).
-The activity keeps everyone engaged and on their toes. Anyone could get “zoomed” at in any moment.
-Helpful way for students to work on their rhythm skills.
|Pass the Clap||-Everyone continues to stand in the circle, eyes and bodies are open and available to everyone.
-Turn to your left, make eye contact with the person beside you, attempt to clap your own hands in unison with this person also clapping their hands. This is the movement needed to pass the clap.
-This person will now turn to their left, make eye contact with the person beside them and in unison continue to pass the clap.
-If both people participating in the passing the clap movement want to switch directions, they can have a double unison clap. Now the person giving the clap can turn to the person on their right.
|-It is important for students to understand that the point of this game is not how fast you can pass the clap. You are not trying to beat the person at the clapping.
-You and the person beside you must make a non-verbal connection with your eyes and body movements to ensure you are clapping together as one.
-This is a good activity for self control and composure.
-Students can work on their spatial awareness and body movements.
-Students can recognize non-verbal cues
|Passing an Action||-This activity took place in a circle as well.
-One person begins by standing on the inside of the circle in front of someone.
-This person performs a irrational movement and a sound that corresponds with it to the person they are standing in front of.
-The person who watched the movement mirrors back the action and sound.
-The two individuals switch places; the action receiver now becomes the action creator and can run off and stand in front of anyone else in the circle to create their own action.
-Once the students begin to understand the concepts of the game you can add in more action creators, so more people are involved in the process.
|-This activity thrives when people are comfortable in the space and with their peers.
-It is a good activity for students to show their support and spread a sense of belonging amongst the group.
-By imitating your peers actions, it helps build the confidence needed to create your own action. – It is comforting knowing that whatever the action you create is, your partner will support you by repeating the action.
|Improv Both Class Activity||-Everyone was split into four groups.
-For each group the instructor switched into the particular roll of a fellow student, teacher, the press and a Ministry of Ed employee.
-She put a picture into each groups head of what their expectations/roll in the improvisation scene was going to be.
-Before anyone had time to overthink the situation, the scene began.
-Everyone mingled with one another, trying to figure out who was part of what group all while embodying the part of the roll they were given.
|-I personally found this activity extremely difficult to take part in. It was difficult for me to take it seriously and embody the role I had to take on.
-It was easy to distinguish who has participated in an activity such as this and who has not.
-I think that this activity would best take place in a classroom with students who are all comfortable and have experience embodying different roles.
-I also think that it is a good activity for those who are not comfortable because it gives them an opportunity to observe and learn from their peers.
September 18, 2018
|Group Stretch||Stretched out for one minute. Rachel used this as an opportunity to see how her students were doing/feeling.||-We talked about how this activity is a good opportunity to catch up with students and give them a heads up of what you have prepared for them for the day
-We wished that there was more time to stretch, in a real classroom you could make time
-It is important to give your students a picture in their head about how long they need to be participating for. Ex. We are going to do each stretch for 20 seconds each – feel free to count with me
-Can let students facilitate the stretch to keep them engaged
|Bananas||STEPS: Embody a banana.
Vocals: Form Banana, form, form banana.
Movement: Move arms upward.
Vocals: Peel Banana, etc.
Movement: Move arms downward.
Vocals: Chop Banana, etc.
Movement: Make a chopping motion with hands.
Vocals: Mash Banana, etc.
Movement: Stomp, like you are mashing grapes.
Vocals: GO Bananas, etc.
Movement: GO BANANAS.
|-This is a rules based activity, its repeatable but also provides opportunities for students to express themselves and shake things up
– Gives students an opportunity to be vocal and loud
-Let them repeat the “GO banana’s step” to encourage their silliness
|Mirroring Exercise||-Circle up in groups of 6-10
-Pick a theme. Example: The zoo, favourite food, an instrument.
-One person in the circle mimes something that relates to the theme.
-Students can also choose to make the vocals relative to their action.
-They can make this movement for the person on their right to mirror – or they can make it for the whole group to mirror.
-They can make this decision by positioning their body towards someone or positioning their body to the centre of the circle for all to receive the message.
-Once the action has been mirrored, the person on the right can create the new action.
-Go around the circle until everyone has created one or two actions.
|– This is an activity where everyone is involved and has the chance to actively participate
– As a class we discussed that it may be more beneficial if we utilized our vocals more so they can embody the animal or instrument
– A positive adaptation made by Patrick was that they can play the same instrument as someone else, but play it differently – show different variations of the same thing
– Good use of change orientation by changing the groups around. This helps students who are resistant to change, are too comfortable or are bored of a group.
|Walking Exercise (Adaptations)||-The same walking exercise as the first day but with adaptations
-Walk around looking up towards the ceiling
-Walk around looking directly at your toes
-Walk around backwards, sideways, shuffle, jog
-Make the area smaller. (can only walk on half the classroom floor)
|-Good opportunities for students to establish space awareness
– I found it very uncomfortable to look directly down at my toes while walking
-I think it is a good activity to help students grow out of their comfort zone
– Use visuals “even out the ship” “imagine the room is a checker board, don’t be in the same space as someone else”
|Pass the Clap Exercise with adaptation||-Everyone stands in a circle. Eyes available for everyone. Same clapping exercise as the first day with the adaptation of creating your own clapping rhythm and offering it to the whole class
-Once you have accepted the clap offer from your partner you can use this as an opportunity to continue passing the clap or you can offer your own rhythm to everyone before passing the clap on.
|-This activity (and the mirroring exercise) sparked the conversation about providing an organic offer.
For example: when a child gives a movement to the whole group it creates an opportunity for everyone to organically take their offer and creates a sense of acceptance for everyone in the room
|Name Exercise||-Everyone stands in a circle.
-First person creates a movement while they say their name
-Everyone in the circle repeats the movement and says that persons name.
-Person on the right repeats and creates their own movement for their name. This continues until everyone has their turn.
-Person who is creating the movement has to pause in the end position of their movement.
-Next person has to create a new movement beginning in this paused position, this continues until everyone has a turn
|-This activity brought up the question “What do we do if a student goes out of control/ does something crazy?” – The answer is EBRACE IT. If our students are comfortable enough to let themselves go – encourage their confidence – let them release their energy
– Jason said something on the lines of “I am going to be vulnerable and do a wacky move and feel super insecure about it, then feel super good about myself when everyone copies me”. I think this is such an important message for us as teachers to remember.
September 25, 2018
|Telephone||-Small groups of 4-6
-Everyone stands in a circle
-First person says the word “telephone”
-Next person has to say a word that begins with the last letter of the previous word. In this case it is the letter “e” (example: elephant)
-The point is to think on your feet and think of words at a quick pace
|-Good exercise for students to be on the ball and think quickly
-Works on their spelling
-Can be used as a cross-curricular activity in a classroom
|Ships Ahoy!||-Fundamental Movement Game
-Instructor calls out examples such as “Scrub the Deck” “To the Bow”
-Students respond by running to the corresponding side of the room or making the appropriate action
-There are lots of different versions available for modifications
|-Good activity for students to work on their direction skills (Example, left, right, north, south, east, west)
-Students can work on their memorizing skills – have to know what each word the teacher calls out means and what action corresponds with it
-I liked that the game does not have to be competitive but there is an adaptation that can make it so
-Depends on your group of kids whether it is appropriate to make this game competitive or not
|Stretch/ Warm Up Muscles/ Tapping / Breathing||-Simple Stretching
-Warming up the entire bodies muscles by patting hard like a drum.
-Softly tapping the face/neck
|– I really enjoyed this stretching and tapping exercise
-Woke up body muscles that have been sleeping for what feels like forever
– I think that this would be a great a great brain break activity for kids in the classroom. – Especially the breathing exercise
|Body Movement Pattern with Elbows||-Followed the instructor through a series of movements with our elbow leading the way
-Elbow up high, to the side, stretched out and wind it all the way around
-Started off slow then sped up the pace
|-Really good body rhythm activity
-I have terrible rhythm and it took me a few tries to figure this activity out
-Definitely would be useful to use in the classroom to give students an opportunity to work on their movement skills
|Walking Directly||-Similar walking activity to the previous ones, but with precision
-Walking direct to a spot and making quick transitions into a different direction
-Add in walking backwards, sideways, different levels (high/low)
|-Good activity for students to work on fundamental movement skills|
|Group Choreography||-Spilt into groups of 4-5
-Create a dance using the above direct movements.
-Additions were: One rapid pace change, one moment of dis-unification (everyone does something different)
-Performed our creations in front of everyone
-Critiqued each group’s work
|-It was evident who had background experience in dancing and who did not in this activity
-In an actual classroom I think that I would give my students more time to choreograph the dance
-I really liked how the prof told us about the tricky adaptations periodically throughout our develop stage of the dance because it made us pause, reflect and think about how we could creatively implement it in our dance – gave us new ideas as well
|Chop Stick Activity||-Partnered up into pairs, each pair received a chop stick
-Each partner put pressure on opposite ends of the chop stick to make sure it did not drop
-Move around with your partner trying to not let the chopstick drop
-Change pace, elevation, spin around, build a bride and walk over another group, lay down
-Get rid of the chopsticks, pretend you still have them by placing your fingers in the same position/space apart from one another and try to move around in the same way. What do you notice?
|-Good opportunity for students to get creative and test their boundaries
-Also good trust exercise, have to trust their partner to put an equal amount of effort into the activity to prevent the chop stick from falling to the ground
-Good activity for students to work on their muscle memory / imaginations
|Tabloid Activity||-Split into groups
-Each group received a flashcard with one word on it
-The group had to create a tabloid that represented that one word
-Everyone had an opportunity to guess what each group was trying to represent.
|-This activity proves that everything is up for interpretation and that everyone has different point of views|
October 2, 2018
|Blind Snake Trust Warm Up (facilitated by me)||(Can see full description of this Exercise in my other hand in sheet)
-Partner up. One partner standing in front one standing in the back.
-Person in the front has their eyes closed
-Person in the back uses the hand signals given to help their partner safely maneuver their way around the room
-Adapt activity by making groups of 4-6
|-This activity was at times scary, overwhelming and uncomfortable for most
-Took everyone out of their comfort zone
-Had to place trust in everyone around us – not just the person facilitating your movements but others who were facilitating the movements of those around you
|Trust Fall Warm Up||-With a partner, take turns falling into each other’s arms
-Get in groups of three
-Fall to the left side of your body into someone’s arms, have them assist your body by slightly pushing you to the right into the other partner’s arms
-This activity reminded me of a human pendulum
|-I found this activity also to be scary and worrisome
-Difficult to trust the physical abilities of people you do not know to ensure your body does not fall to the ground
-Also puts a lot of pressure on the person in the catching position because they would feel terrible if someone fell under their watch
-Have to put trust in yourself to ensure you are their for your partner when they need you
|Stretch/ Tree Yoga Pose||-Simple Stretching
-Warming up the entire bodies muscles by patting hard like a drum.
-Softly tapping the face/neck
-Adaptation of the Tree Yoga Pose
-Begin by focussing on a spot on the wall/ floor ahead of you then challenge yourself by placing your hands up over your head and try to keep your balance
|-This activity works on your balance, coordination and pushes you to challenge yourself
-No punishment for your leg falling/ body going out of balance – just have to get back up and try again
|Lazy Tag||-With a partner, decide who will be it for a game of tag
-When you are tagged you must spin around in a circle, then get into the football centre position and yell “HUT” before you can try and catch your partner
-Adaptation: it is not a race, play slowly
|-The first trial of this activity had everyone running around like mad men, almost smashing into each other. It was absolute chaos
-The prof added in the adaptation of taking things slow
-By taking things slow it actually made it more difficult to catch your partner because it was easier for you to use others body’s as a barrier between you and your partner
-Good activity to put different life experiences into perspective
|Hopping Exercise||-Everyone gathers in a circle
-There is a starter and a finisher
-The starter begins by jumping once, this sequence follows around the circle, if the finisher has the opportunity to end the sequence the starter can begin a new sequence of 2 jumps, then 3 jumps, etc.
-If the finisher cannot finish the sequence the sequence must continue around the circle repeatedly until the finisher can finish
-If someone jumps out of sequence or misses a jump you must start all over
|-If someone makes a mistake in this activity it stops the game and brings everyone back to square one
-This brings into question whether this activity will make people feel out of place/isolated
-The prof mentioned that she will only use this activity with a group of students that she knows will not take it too seriously and make others feel bad about themselves
-She also mentioned that it is the responsibility of the teacher to not give the students time to dwell on the mistake, if someone messes up she will begin the next sequence right away so students do not have time to taunt anyone
|Body Part Directed Dancing Activity||-This activity began by creating a dance that is lead by your elbows
-We then created a dance sequence of 8 counts each, beginning with the leading body movement of the right arm, then the left arm, shoulders, elbows, hips, right leg, left leg, then walked it out
-Adaptations: do the sequence in small movements tight to your body, do the sequence big and proud throughout the whole room, do the sequence as if your are out of this world
|– This activity is fast pace and has numerous steps that must be remembered.
-This keeps students busy to focus on themselves and only worry about what their bodies are doing in the immediate time and place
-It does not leave enough time for students to look around at others body movements or judge anyone around them
-At the end of this exercise we would celebrate our accomplishment of getting through the whole sequence by free dancing. Maple made the comment that she felt more uncomfortable free dancing than she did with the body movement dance. I would absolutely agree. Even though we had to self express our own body movements in the sequence dance, we at least had an expectation of what body movement was at focus throughout the entire dance. Where free dancing provides zero expectations, which can make students feel uncomfortable and out of place.
-Even though I am not a dancer and do not particularly enjoy dancing, I think that this is a great dancing activity to implement in a classroom.
October 9, 2018
|Zoomie Zoomie||-Have students place themselves in a circle.
-The teacher or a leader who is familiar with the game is ZOOMIE.
-Go around the circle naming students off by numbers. Everyone gets their own number
-Practice the Rhythm first. Two claps on the ground. Two claps with hands. Repeat rhythm for the entire game.
-Rhythm on the ground script is the name or number you represent ex. “zoomie, zoomie” or “one, one”
-Rhythm with the hands is who you are offering the next round to. Ex “three, three” or “ten, ten”
-“Zoomie, zoomie, three, three”
The number three will reply by saying “three, three, five, five”
-Continue rhythm and passing off the leading roll until someone makes a mistake then start all over again
|-The leader can have the opportunity to change the pace with the speed of claps.
-Can be competitive in nature if you have the students who lose out of the game run around and distract those who are still in the game.
-Can use names instead of numbers to simplify the game
-Once students have a good understanding of the rules, you can split into smaller groups to ensure all students have the opportunity to participate equally. It is also a good idea to recognize which students understand the game and use them as anchors for the small groups.
– For some students, using their voice can be more vulnerable than using body movements.
-Can help minimize this fear by beginning with a vocal activity. This will help set a base volume for all of the classmates to use.
An example: sirens with the voice.
-Play the game on your feet. This invites this students to dance/ give personal flare and commit to the game.
|Wimbledon Wombledon||Script: Wimbledon to Wombledon is 15 miles. Wombledon to Wimbledon is 15 miles. Wombelden to Wimbeldon, Wimbledon to Wombelden is 15 miles.
-One by one substitute the words with a body movement/noise. Ex. Snap, clap, stomp.
|-This is an activity that works on memory and rhythm.
-Can write the script on the board for visual students to read
– Can say the words and practice the actions until the students are comfortable with the script and motions
– Offer a spectrum of action options. Example: sound, scream, silly movements
-Can play in a circle to create balance in the room and will help students follow their peer’s actions
-Can travel with the movements. Adapt it into an active movement exercise
|Group Matching/Addition Game||-Split the room into two sides.
-Have students walk around randomly and freely.
-Shout out two numbers that add up to the number of students in the room.
-Example: 20 students.
-Say: 7 + 13
-Students silently have to work together to ensure one side of the room has 7 people and the other side has 13.
-When students feel confident that they have accomplished the task. Everyone can simultaneously clap and begin to move around again.
|-cooperation and strategic activity
-discover your role: are you going to pick any side and depend on others to ensure the right amount of people are on both sides? Are you going to be the counter? What side of the room is easiest to count?
-No talking allowed, only visual awareness
|Walking Activity – Quick Start/Stop||-Walk around randomly, fill the room.
-When you or someone feels the urge to stop. Stop walking.
-When you notice someone stopped, stop walking yourself. Continue this until everyone in the room has discovered that the group has stopped walking.
-Try to resist the urge to continue walking. Once the urge has surpassed you. You can begin walking.
-If you see someone beginning to walk, you may begin walking as well.
|-Fight the urge to stop/start
-Make yourself uncomfortable
-You will notice that students unconsciously create a rhythm of when they choose to start/stop
-Pause the activity. Reflect on the purpose
-Have students try to prolong their start/stops even further.
|Who are you?||-Groups of 4-5
-One student begins the activity by describing themselves to the group
-One by one each of the other group members will ask. Who are you?
-The individual will answer one by one, describing themselves in a different manner.
-Go through the cycle twice.
-Each person should describe themselves approximately 8 times before they switch roles
-Have to think quickly on your feet
-Can be uncomfortable and challenging for some
-It is beneficial to show an example of yourself participating in the activity beforehand to set the state/goal of the game
-Give students time to think about who they are before the activity
|Liars Club – Make up a story||-Groups of 5-6
-Collaboratively come up with a true story that happened to someone in the group
-One person tells the true story
-The rest of the group tell their own version of the story as if it were true. The theme and main contributing factors of the story must be the same, but the rest is up for variation.
|-I was shocked to see that many people could not guess who was telling the true story
-This activity is only successful when students give it their all, sell their story, are confident, believe in their own story
-Cooperation among all group members is key for this activity
October 16, 2018
|Human Knot||Groups of 5-10 (depending on classroom)
-Groups gather in a circle
-Everyone puts their left hand up, reach it across to someone standing on the other side of the circle, hold hands
-Repeat with the right hand
-Try to strategically work together to get out of the knot
|-As a teacher it is important to recognize boundaries for both yourself and your students. Do not participate in activities such as this one, where you are too close for comfort.
-This activity is challenging.
-Good strategic and problem solving activity
-Can be frustrating, uncomfortable, awkward, silly
-Communication is key for the beginners but can challenge your students by making the activity a silent one
-Show a demo before starting. Give students tips and tricks. Foundation to fall back on when they are struggling
-WINNING DOES NOT EXIST. Participation is the goal. When you “win” the game, your only prize is getting to participate and try again
-If you have a student who is uncomfortable with this game and does not want to touch people. Find a way for this student to still participate in the game. Ask them how they would like to partake in the activity. If they are unsure offer them a role of a leader who can give tips to the teams that are struggling.
|Wink Murderer||-Everyone gathers in a circle
-One person is given the role of the detective. They step outside of the room for 10 seconds so the rest of the group can decide who the wink murderer will be.
-Who ever is chosen for the role of the wink murderer will have to secretly wink at other members of the group. The idea is to be sneaky with the winks and to not get caught by the detective.
-When you are winked at, you must die a dramatic death. This death may be strategically paused so the detective is further distracted/lost. You do not want to give the wink murderer’s identity away
|Non-murderers must always cooperate as a team to deceive the detective. With the use of facial expressions, movements, expressions, loud dramatic deaths, they will successfully fool the detective.
-Must be aware of the sensitivity the name of the game may create. If issues arise, change the name of the game to Wink Fairy.
-We played one round in a circle and one round moving around the space. We found the movement activity to be more challenging for the detective because there were a lot more obstacles and less opportunities to witness the clues.
-Show an example of the dramatic death prior to the game. Have students practice their dramatic death prior to the game as well. Have students stand in a circle say something like “I want you to imagine you are the star of the most dramatic action movie ever before aired, imagine it is at the end of the movie and it is your turn to act out the most intense, earth shattering death.” Go around the circle and point at the students to give them the signal to practice their dramatic death scene.
-Modifications for a child who is blind: Begin by asking them if they have an idea on how they can participate fully to the activity. If they cannot think of anything offer that they can be the fifth person to perform the death scene. They have to pay special attention to the noises of their peer’s death scene so they know when it is their turn.
-Offer this to the whole class so everyone is prepared that “Johnny is going to die 5th”
-This modification will also give the students motivation to execute their dramatic scene loud and proud to ensure their friend knows when it is his turn.
|Trust/Cooperation Activity||-Partner Activity
-One partner has their eyes closed. The other partner leads them safely through the room with their arm, shoulder, then mid back
|-Adaptation to the warm up I did.
-Good for kids who do not like holding hands/touching each other. (can use shirt sleeves or other manipulatives)
|Building a Location/ Tableau Activity (As a group)||-Have student line up on one side of the classroom
-The space across the room is where they will collaboratively create a tableau that resembles the environment given to them WITHOUT TALKING
-Example: a kitchen. Everyone runs across the room
-Dependant on the collaborative effort of the group
-Discover connections/relationships between objects
|Building a location with visual and vocal representation||-Have student line up on one side of the classroom
-The space across the room is where they will collaboratively create a tableau that resembles the environment given to them WITHOUT TALKING.
-Students can make the vocal sound that represents the object they are.
-Dependant on the collaborative effort of the group
-Discover connections/relationships between objects
-There is more of a risk in this activity than the previous one because there is the added aspect of the voice
-Voice also makes the activity easier by having a better understanding on what object everyone is. This makes it easier to build relationships/add on to someone else’s object.
October 23, 2018
|Vocal Warm-Up (Shoo ba boom)||-Music in the background
-Lyrics “my mom”
-Change vocal tone (high-medium-low)
|-Teacher plays an important role in this exercise
– Engaging energy by teacher = greater offers/participation from students. When teacher is personally risking their own vulnerabilities makes students more willing to take risks as well
-use of rhythm helps with confidence
-Can play with the volume (higher/lower) to receive greater offers from the students
-Can add a physical element, expansion of the body, can assign body movements or create some with the group, (what is an action that goes with my mom?
|Master, master Who Am I?||-Split into groups of 4-6.
-One student keeps their eyes closed
-One student with their eyes open says in an unrecognizable voice “master, master, who am I?
-The student with their eyes closed has to guess who spoke.
-good “get to know each other” game.
-Team building exercise (“what a neat thing to learn about you” “I did not know you could make your voice sound like that”)
-Can make it a competitive game. Similar to red rover. Two lines of people. One group keeps their eyes closed and the other group chooses someone to say “Master, Master who am I?
-Group with their eyes closed has to guess. If they guess it right the “master” has to go to their side. If they get it wrong someone from the losing side has to go to the master side.
-Offer the group a pallet of voice options before the game begins.
-Practice in small groups first so students can make their craziest voice
-When students are armed with a voice that has been validated, they will bring more offers
|Small group 5 Element Story Telling||-Location
-Use these five elements to create a story. All elements must be organic to the aspect that came before it.
-Groups of 4-6 people
-One at a time have students add the new aspect of the story
-Low Risk Game
-Can implement this in ELA, writing stories.
October 30, 2018
|Warm up Exercise (Relax, movement, relax)||-Breathing Exercise
-Speed Walk/Jumping Jacks/Burpees/Skipping
|-Holistic Movement Break
-Good balance of movement and rest.
-Focus is on relaxation
-have students reflect on their emotions before the exercise and again after
-Use more vocal dialogue
-Spend time to focus on one body part at a time
-Add calming music
-Game play through progressive movements
-Quick start/stops with a variance of physical activities
-Imaginative (tones in the body)
|Simon Says Yoga||“Simon Says” – Students do what Simon says.
-Say something and “Simon” did NOT say it. There is no repercussions just need to continue doing the exercise prior to that one.
-make sure kids know the yoga poses before so they are not relying on the leaders demonstration
-Competition (if you are eliminated you become “Simon”.
-Use vocals, express what they should be stretching, how it should be feeling. This helps with safety and confidence
-Students can take turns being Simon
|Guess the Picture||-Make cards that have different shapes on them
-One student has 30 seconds to explain the picture in enough detail that the rest of the class can recreate the picture.
-Only has two tries to describe the picture.
-Walk around and see if anyone drew it right.
-CAN’T use hands/body language to give away clues. Can ONLY use voice.
|Skills that this game uses:
-Confidence (person describing the picture and showing off your perception of the picture)
November 6, 2018
|I am going on a trip||-Groups of 6-10 people (this can vary depending on classroom size/complexity levels)
-One person starts by saying “I am going on a trip and I am bringing ________” next person says “I am going on a trips and I am bringing _(what the person ahead of them said)_____ and ________”. This will continue until everyone has said something.
-Challenge the group to go around the circle twice before beginning a new cycle.
|-Just words the first round.
-Add actions with the words the second round
-Engage movement and work on muscle memory.
-Different strategies to remember things
-Relate the word with the person who said it
-Have students change their spot in the circle each round to challenge their memory skills
-Switch individuals in each group. This can add a layer of complexity. “
-Can add a theme. Example I am going on a trip to Mexico, I am going on a trip to the mountains.
-Scattegories. Can only say objects that are green. Only start with a certain letter. Add 2 descriptive words.
-Can make bigger groups to add complexity
-Make it only verbal. Can blindfold or turn around.
|Swticharoo – Environmental Switch||-One person has to step outside the room.
-Classroom creates an environmental tableau while person is standing outside
-Person comes back in and has 30 seconds to look around the classroom. They try to memorize where everyone is.
-Person has to leave the classroom again.
-Two people switch positions in the tableau.
-Guessing person comes back in the room and tries to guess who switched spots
|-We chose to make small switches
-Students work on special awareness, community, relationships, teamwork, predictions/inferences, competition.
-One person is only left out of the group for a short period of time
-“lets all be really good at this together”(relationships/team building)
-“Can we do such a good job that they cant guess it?”
-Can modify by having 2 individuals guessing together.
– add sounds. Can be a distracting tactic to make it more complex.
-The person guessing can instead put the individuals back into the tableau where they belong.
|Movement Grid (Walking Exercise)||Directions:
-Students can jog, walk, sit, follow someone else around classroom the space.
-When you switch the movement option you must also switch the direction you are moving. (left,right, forward, backward) Pretend you are on a grid.
-Where do you belong in the space? What relationships/connections can you create/notice? What are you doing in relation to others?
-Common arc of this exercise is 5-10 mins. At this point you are more or less good at this game. But if you stop here you will not get everything out of the exercise (this is something to recognize for every activity you facilitate/participate in)
-If you participate longer you have the opportunity to re invest your personal desire to learn more.
November 13, 2018
|Sound Ball||-Everyone stands in a circle
-Passing around an invisible ball
-Person who starts gets to decide how big the ball is
-Person who catches it must catch it as if it were the same size. When they catch it they have the opportunity to show case the shrinking or enlarging of the ball.
-Have to make a noise that represents the size of the ball when passing. (big ball = loud noise / small ball = quiet noise)
|-Energy passing exercise
-We noticed that the ball would go directly from small to big as it was passed around the circle. This is a good opportunity to point out to the students the pattern/rhythm they have created and challenge them to stay away from patterns/rhythms. Also good opportunity to offer a variety of sizes/noise levels.
-Give students a sense of what the ball size/noise levels/sounds could be before the activity so they are armed with options. (changes in voice, body movements, weight of ball)
-Throw the ball in a variety of ways. Over hand, underhand, backwards.
-It is a good idea to have a voice warm up prior to this activity. (our sounds live in our throats we often do not have opportunities/knowledge on how to get it into our diaphragm for more vocal awareness/choices)
-Practice dynamic body movements and sounds
-Can use this in other curricular subjects!!
-Math game. Throw the ball at a percentage. Every time you pass the ball you need to add or subtract 10 pounds from however you received it. Can you toss it a percentage slower/faster than you received it?
-Can pass around the periodic table. Can turn into a memory game.
-Musical Scales around the circle. “Do rae me fa so la te do” the size of the ball can represent the note you are singing.
-Physical Education Activity.
Actually practice your throwing/catching fundamental movement skills. Use different sizes of balls.
|Dance/Stretch Diamond||-Have 1 student position themselves in the North, West, South, East.
-Have the rest of the students fill in the space. (should create a diamond)
-One student standing in the front will begin the activity by dancing/doing an exercise. Everyone will follow their movement. When they choose, they can move their body towards a different direction. The leader of that direction will take over and begin leading a new dance/exercise.
-Periodically rotate leaders with people in the middle of the activity.
|-Many individuals in this class felt like this exercise did not request too big of an offer
-I beg to differ, I felt very uncomfortable as I am not a dancer/ do not like to dance. I was thankful that many of us authentically adapted it into a yoga/stretch exercise. This made me feel more comfortable as I have had more experiences in yoga/stretching.
-This is a good physical warm-up exercise.
-Can adapt this in all sport activities. Can focus on stretches/push-ups, sit ups, squats, etc.,