Different ways to Walk

Different ways to Walk

There are many different ways to walk. In the lesson generally introduce them one at a time, with time for discussion in between. I would prefer to introduce them over a period of time ....Go slowly do not be in a rush... As the students walk coach …."Do not stop! Keep walking!....." Coach them through each of these changes. ....."Now let us walk as low…. as short as we can! Try and reach ground level. …and still walk… no crawling !!!.. Now walk heavy..like an elephant ..stomp each foot.."

• Change the dimension/ size of the movement. A movement can be made wider or narrower, higher or lower, deeper or shallower. One can make the walk wider or narrower by widening or narrowing the stance and swinging the arms further away or closer to the body. Once can make the walk higher or lower by walking on tiptoe or slouching. One can make the walk deeper by taking larger steps or swinging the arms further forward and back.

· Change the tempo/ rhythm of the movement. A movement can be made slower or faster.

· Change the power of the movement. Demonstrate by walking how a movement can be light or heavy. An angry person may walk heavily; a happy child may move lightly.

· Change the direction of the movement. A movement can be direct-... to a specific point without going off the path-... indirect- like wandering without any particular place in mind.

· Change the tension/force of the movement. The muscles can be loose and relaxed or tense and tight.

· Change the focus of the movement. It is easy for students to understand and really helps with emotional work. Focus is basically the direction of the gaze, with usually a matching bend of the body. Imagine the difference between a sad child walking about staring at the floor and a confident or happy child walking about with his chin up.

Anything Fabric

Anything Fabric

How to Play: Participants stand in a circle. The teacher shows the fabric to the students, saying "What could this piece of fabric be? We are going to pass it around the circle and each of you will show us something that it could become."

The teacher demonstrates, turning the fabric into something (for suggestions, see list below) and then says what it is .

The fabric is passed from child to child , with each student sharing an idea.

If an idea is repeated, such as "a hat", the teacher asks the student to be more specific (a turban, a bonnet), thereby making the participant come up with their own idea. If the number of participants is small enough, the fabric can travel around the circle twice or even more. We played it the participants of the MIG phase II teachers in the evening after class and the fabric traveled round the circle three times.

A variation on this game is to limit the ideas to a category such as clothing, or things that are the color of the fabric.

a duster

a sari

a dhoti

a loin clothe ( लंगूत)

a diaper

a stainer

Warm up activity before Life skill Class

How Do You Feel?

Objective: warm-up ice-breaker, learn about emotions, improve emotional lexicon, enhancing peer understanding

Description: (5 minutes) this ice-breaker can be used as a ritual/repeating activity at the start of every class or life skills session to help children express their emotions.

Students stand in a circle and one-by-one reveal how they feel…..in one word at that very moment.

It is important to establish consistency and have a regular activity, this enables the students to get familiar with the activity and in turn become successful at doing it.

This also gives the teacher an idea of what to expect from the student’s behaviour/ attitude in class that day.

Try it - Feeling Faces

Feeling Faces

Objective: learn about emotions, improve emotional lexicon, enhancing teacher-student understanding
Equipment: pictures of children and adults showing different emotions

Description: Each week choose a different feeling (happy, angry, sad, excited, calm) to focus on for that week.

Have children look at pictures of children and adults in different situations related to the focus feeling.

Show children how to identify feelings related to different facial expressions:

1. Describe the situation in the photograph,
2. Ask the children what they think the child in the photograph is feeling,
3. Ask children if they have ever felt like that and what was the situation that made them feel happy, angry, sad, and so on.
4. Ask them to make statues depicting the focus emotion.
5. Remind children that all feelings are okay, but not all behaviours are okay. For example, it is okay to feel angry when someone snatches a toy from you, but it is not okay to hit the person who grabbed your toy.

Dear December!!

Here I'm trying to give some points from the second stage of "Life skill through drama"

December,2009, Kelanpur, near Vadodara

Day-1

• General session

In the class room

• Review and reflections experienced by trainees.(Sharing with diary)
• Revision(Walking games-Pass the emotion-three steps-30minutes)
• Group mimes

1. Guided emotions (Teacher will give the names of emotions)

2. Group choice (Emotions will selected by trainees.)

3. Guess the emotion (The groups will perform the mimes. Others will guess the emotions)

4. Double emotions (Have mixed feelings at one time.)

Day-2

·         Game –Do you like me?

·         Group mime-

·         Hide the Emotion.

·         Change the emotion(The emotion will change in same situation)

·         Game-My name is__________. and show an emotion.

·         Circle story with emotion

·         Activity- Speak a sentence with differ emotion on your face.

·         Discuss- Different people- Different emotion (The Teacher will tell one situation and the trainees will tell “What do they feel at that situation?)

·         Emotions chart.

http://nvndsr.blogspot.com     (A primary School’s Blog)

GameS

Game no. 1-
WALKING & STATUE:
The facilitator says the students to walk in different directions…rather say here and there …
Then the F. says to walk as they are going to his/her maternal uncle’s house. The students will show their enthusiasm and walk at that time the F. says statue to them. The students stops.. The F. touch 1 students ‘s shoulder and free only him/her and say to observe others faces.. As the student Will Find that they are happy..
As second time, The F Says to walk like they haven’t done home work and it is sure they are punished by the teacher and they are going to school.. Do the same
Say statue after some time and release the students one by one and make him/her to observe others emotions..
By this game he students will learn to identify their and others’ emotions.
Most exceptional thing in this game is that the students are never hesitate because they are not going to see one another’s faces as they are walking here and there!

So try this game.. Give your comments and I will add some more games as time goes…

Game no.-2

ZING  ZANG 
  Entire group stands in a circle. Leader instructs the students that this is an exercise to practice focus and eye contact. One person begins by clapping their hands toward someone else in the circle saying "zing!". 
That person then passes the clap on to someone else by saying "zang!". Continue this until everyone has been zinged or zanged. Coaching hints: always keep the eye contact. be very sharp with your clapping motions towards other players. Advanced playing rules: Cut out the vocal "Zing" and "Zang" and use only your eyes to pass the focus.
 
Game  no.-3

PASS THE FACE
 

Entire group stands in a circle. While holding hands, the leader begins by turning to her/his left and passing a goofy face. Each person passes a different face. They shouldn't copy the face of the person before them. 
Playing options: instead of passing goofy faces, pass emotional faces.

Game no.-4

SURFACE

Shoes off and walk around the room. Imagine the surroundings in different ways. The floor is very hot/cold/sticky; the air is a thick substance. React accordingly.