Educational Objective:Students will demonstrate the many types of character movements and sounds by experimenting with soft and hard movements as well as soft and loud sounds and using these to create characters.
Repeat the same exercise from before. This time, add everything we’ve done over the past two lessons. Have them move slowly and quickly. Then have them stretch while saying the vowel sounds from before.
Step 1:
Explain that everyone walks and moves differently. Explain that we will practice different ways to move.
Start by saying we will do a soft movement. Have them imagine that they are a flower swaying in the wind. Model, and have them follow, as you demonstrate how a flower might move, slow and steady and light.
Ask them what sounds they might make with their voices that are soft. Make the sounds as you move.
Repeat by asking them to do a hard movement. Ask them to pretend they are a lightning bolt and make a downward slash (without touching their neighbor). Practice that hard movement.
Ask them what sounds they might make with their voices that are loud (without screaming or shouting). Make the sound with the movement.
Step 2:
Show some pictures to the kids (such as a gorilla, a bird, an elephant, a fish). Ask them whether they think this animal makes hard movements or soft movements. Practice each of the animals’ movements together. Have some of the students stand and demonstrate to their classmates.
Ask the students what types of sounds they think this animal might make- are they loud or soft? Practice making the sounds together with the movements.
Step 3:
Explain that we will all have a turn to practice this in front of an audience. They will create their own characters using their body movements and voices.
Have groups of students, four at a time, come up to the front while the rest of the class is a respectful audience (remind them what this includes).
Show the small group a picture and a movement (such as: cowboys riding horses, cats licking their paws, cows eating grass, policemen driving cars, firemen spraying fires). Discuss with the group in hushed tones whether this creature makes hard or soft movements, and loud or soft sounds.
Have the group demonstrate to the class. If the group is unsure or reluctant, do it with them. Give each student a chance to do this with a group.
Wrap up: Ask the students: What did you learn about your voices? What did you learn about your bodies? When is it appropriate to use a loud voice? How do the different movements help you feel like you’re becoming a different character? How are the movements different from how you usually walk and move?
