Perform relaxation, breathing and resonance exercises  (Page 3/6)

The temperaments or occupations must be revealed to the audience by means of the actions and attitudes of the performers.

At the conclusion of each short scene, the players must stay in the acting area while the learners attempt to say exactly what each performer represented.

Exercise 3: The “Take-over”

Your educator will place a number of objects (any objects will do) in the middle of the acting space.

Examine the objects.

These objects can be used in a short scene, either as they really are or as some other symbolic object.

Remain in the same group as in the previous exercise.

You are allowed 5 minutes for preparation.

Perform your scene with the chosen objects.

Your educator will, at his/her discretion, point to another group to move into the acting space and take over from the first group – the first group must allow the second group to take over their space and objects and move away from the acting space back to their places in the circle.

Your educator will point to another group, until all the groups have had a turn.

The transitions must happen rapidly.

To initiate the ‘take over’, your educator can also play music, blow on a whistle, clap hands, shout, play a musical instrument, etc., so be ready for this.

ACTIVITY 3

TO USE SENSORY DETAIL AND EMOTIONAL EXPRESSION IN DRAMATIC ACTIVITIES: OBJECTS AND SENSATIONS

[LO 1.7]

The aim with this activity is to strive for clarity of communication, without speech, by using graphic movement. Do not worry, you are still playing games!

Exercise 1: Look at it

Think of something, animate or inanimate, which you can come and look at within the acting area.

You may not touch it or act with it, but just look at it and react to it.

Do not attempt to start the exercise until you feel fully prepared and able to visualise the object clearly.

The other learners must be able to ‘read’ your subtle reactions.

After each visualisation, the learners can volunteer options as to what they thought the object of attention was.

Exercise 2: Sensation

Choose one of the senses to perform

• taste e.g. bitterness, hot curry, rancid butter, sweetness, medicine;
• smell e.g. perfume, gas, fresh air, smoke;
• touch e.g. a caress, a blow, a snake, an ice block, something rough, sticky, silky, light, heavy;
• sight e.g. sunrise, rugby match, accident, attraction, repulsion, amazement, distant object;
• hearing e.g. gossip, gunfire, compliment, cry, music, doorbell;

Use your facial expressions as well as body to express these senses.

Exercise 3: Objects and Sensations

In your groups, devise a short scene combining Exercise 1 and 2.

You are only allowed to use one object.

You are allowed to use as many senses as you like.

Perform your scenes to the rest of the class.

Comment on each scene after every performance.

Choose the ‘winning scene’ after all the performances have taken place.

Assessment

LO 1

CREATING, INTERPRETING AND PRESENTING The learner will be able to create, interpret and present work in each of the art forms.

We know this when the learner:

DANCE

1.1 in preparing the body, follows a warm-up ritual that develops co-ordination and control;