Movement is a primary form of communication. Through movement, we can access thoughts and feelings and convey what might be hard to say in an easy-to-understand way. This activity will allow us to imagine and explore different characters—different parts of who we are—and communicate with each other in fun ways. We will also listen to music and consider how the elements of music (such as rhythm, pitch, harmony, tempo, and timbre) can be expressed through movement, and empower us to communicate as a creature or character we may not usually portray. We will "try on" these characters, see what we can learn from them, and integrate that wisdom into our everyday selves.
Paper
Drawing utensils
Speaker (for pre-recorded music)
Live or pre-recorded music selections
You may read parts of this verbatim or use this as a guide for personalizing the experience for the students you are working with.
Begin by taking three grounding breaths. Take three more, envisioning colorful light moving into and out of your body as you breathe. Take three more, allowing a movement or stretch to release with each exhalation.
Before starting the activity, warm up to the drama with a game of expressive peekaboo. As the leader, cover your face, and reveal a new expression each time you say "peekaboo," inviting the students to mirror your face. After providing a few examples, allow student volunteers to lead the group.
Start playing the music or playlist you have selected for the activity. Invite silent listening and movement as it feels natural.
What kind of creature or character does this music evoke? How would they move? Are there quiet sounds they would make? How would they interact with the other creatures and characters in the room? Your movements can be large or small, and complicated or simple. They can evolve or repeat. Stillness counts as movement when it is intentional. Are there items in the room your creature or character wants to use as "props?"
As the music selections change or develop, invite a new creature or character to emerge with each piece. How do the evolving creatures and characters interact? Do they dance together? Keep this process going with multiple musical selections.
Now, during the final musical selection, start to remember all the creatures and characters you have played. Act them out once more in the succession they want to re-emerge in. Allow them to overlap or morph together. Towards the end of the selection, return to your primary self. How do you want to move, dance, or interact with the other participants?
In silence or with background music, take a moment to visually journal about your experience. You can draw your creatures/characters, draw who you interacted with, or you can just free draw.
Optional: in silence or with background music, take a moment to write about your experience. How were your inner creatures/characters different or like one another, or your primary self? How did it feel to recognize them? How did it feel to interact with others in this way? Is there anything from those creatures or characters you would like to bring into your primary self's communication styles?
Partner sharing about the experience, feelings, and gems of discovery from the process.
Voluntary group discussion/sharing.
Closing: remember your inner creatures and characters. Thank each and every one. Show group members gestures of appreciation before departing.
DA:Cr1.1.3.b - Explore a given movement problem. Select and demonstrate a solution.
DA:Cr1.1.6.a - Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events).
DA:Cr2.1.3.a - Identify and experiment with choreographic devices to create simple movement patterns and dance structures (for example, AB, ABA, theme and development).
DA:Cr2.1.3.b - Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices.
DA:Cr2.1.4.a - Manipulate or modify choreographic devices to expand movement possibilities and create a variety of movement patterns and structures. Discuss movement choices.
DA:Pr4.1.3.c - Change use of energy and dynamics by modifying movements and applying specific characteristics to heighten the effect of their intent.
DA:Pr4.1.6.a - Refine partner and ensemble skills in the ability to judge distance and spatial design. Establish diverse pathways, levels, and patterns in space. Maintain focus with partner or group in near and far space.
DA:Pr6.1.5.b - Identify, explore, and select production elements that heighten and intensify the artistic intent of a dance and are adaptable for various performance spaces.
DA:Re.7.1.5.a - Find meaning or artistic intent from the patterns of movement in a dance work.
TH:Cr1.1.3.a - Create roles, imagined worlds, and improvised stories in a drama/theatre work.
TH:Cr1.1.3.b - Imagine and articulate ideas for costumes, props and sets for the environment and characters in a drama/theatre work.
TH:Cr1.1.3.c - Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.
TH:Cr2.7.b - Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
TH:Pr4.1.4.b - Make physical choices to develop a character in a drama/theatre work.
TH:Pr4.1.6.b - Experiment with various physical choices to communicate character in a drama/theatre work.
MU:Cn10.0.5a - Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding.
TH:Re7.1.6.a - Describe and record personal reactions to artistic choices in a drama/theatre work.
MU:Cn11.0.5a - Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Self-awareness
Self-management
Responsible decision-making
Relationship skills
Social awareness