Students will demonstrate their ability to further understand community by participating in active discussions throughout the lesson.
Materials Needed
Large blocks (2-3), 2-3 blankets
Lesson Directions
(non competitive games that help them work together) Count to 10 game/ count to 20: To get them warmed up and focused. Each person will have to say two numbers. Heads up Heads down- Everyone begins with heads down in a circle. When caller says “Heads Up,” look for someone else’s eye contact in the circle. If you catch someone’s glance, remove yourself from the circle.
STEP 1: Group Discussion- Get out your definition of community and read through it before you begin the next activities. Ask if their definition has changed or they still agree with it. Post it on the wall, so it can be seen throughout classes. Next have a discussion about why the students think it might be important to create a devised piece and take it to an elementary school? Have a real discussion about this for a few minutes.
STEP 2: Group Practice- These next set of activities are for the students to get to know each other and break the ice a bit more. These next activities will help build trust in each other and again build relationships.
Finger Follow- Get the class into two vertical lines. Line 1 closes their eyes. Tell the students “We’re not going to play any tricks on you while your eyes are closed. Now stick your finger out like you’re ringing a doorbell.” Line 2 chooses a partner from Line 1 with eyes closed. Line 2 touches fingers with Line 1 and begins to lead their blind partner through space. This should be more like a dance than a simple lead/ follow. Give and take. Blind partner should stop when their partner stops, turn when their partner turns, play with levels and space. Hold. Blind person now opens eyes, while leader closes. Game continues with reversed leader/ follower.
This activity will help them build trust. Sometimes we couldn’t decide who was the follower and who the leader- element of unity. Safety. Focus on partner was very intimate, but still low pressure.
STEP 3: Transition/Discussion- Ask the class what was that like? What was it like being the leader or the follower? What was hard about it, easy? Was it hard to not know who was guiding you? If you knew who was leading you, how did you figure it out? What was this game about to you and why? Possible answers: this game was about…“ trust, space, connection, movement, intuition, choice, cooperation, community, responsibility, choice.
STEP 4: Group practice- Once again these games will help develop community, something that we will continue with through the next few weeks.
The Block Game- Divide the class into teams. Each team needs a block or some other large, heavy object. Each team first chooses one of their members to race from one point of the room to the other, carrying the block. Whichever team member arrives first wins. On the way back, that team member, or another team member if desired, must race back with the block, but carrying it without using their hands. These two races are then repeated with the entire team carrying the block (first with hands, then without). Which was easier, carrying the block by yourself or with a team? How did you decide together how to get the block across? What made this easier or harder? Folding the Table Cloth- Each family must stand on a tablecloth or large blanket. They then must fold that blanket in half, with all of them still on it. No one can step off the blanket in this entire activity. They then fold it in half again and then again until it is quite small, but with the entire family still finding a way to all be on it. Whichever family can fold their blanket/tablecloth the most times and still be on it wins!
STEP 5: Group Discussion- What was difficult about this activity? What made it easier? How did you come up with ideas to accomplish the task before you? What does this have to do with community? Does your definition change? Is it strengthened?
Assessment
At the end of the lesson you want to the students to feel more comfortable around each other. They can be assessed by their participation in the activities and the discussions.
