{"id":4407,"date":"2016-02-08T21:41:08","date_gmt":"2016-02-08T21:41:08","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4407"},"modified":"2016-02-08T21:41:08","modified_gmt":"2016-02-08T21:41:08","slug":"more-introductory-viewpoints","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4407","title":{"rendered":"More Introductory Viewpoints"},"content":{"rendered":"<p><strong>Lesson 4: More Introductory Viewpoints <\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p><strong>Lesson Objective: <\/strong>Students will begin to build a visual vocabulary by participating in an introductory Viewpoints workshop focused on tempo, repetition and gesture.<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Step 1: Behavioral vs. Expressive Gesture<\/em><\/strong><\/p>\n<p>Have students find their own space on the stage. Have them think of something they did this morning. Ex. brushing your teeth, eating breakfast, shutting the alarm off, brushing your hair, putting a shirt on, washing your face etc.<\/p>\n<p>&nbsp;<\/p>\n<p>Ask them to begin to silently act out the action so it becomes a fairly short action with a beginning, middle and end.<\/p>\n<p>&nbsp;<\/p>\n<p>What they\u2019re doing right now is called a behavioral gesture, something they\u2019d do in real life.<\/p>\n<p>&nbsp;<\/p>\n<p>Have the students stand still again. Tell them this time they will do another type of gesture, only this does not need to be directly related to an activity they do in their day-to-day lives. Have them think of an emotion. Tell them to then physicalize that emotion, without doing a gesture that mirrors and activity in life (i.e. making a crying face and wiping their eyes, if sad is their emotion) encourage them to abstract the emotion into movement.<\/p>\n<p>&nbsp;<\/p>\n<p>Ask: How is it different creating a behavioral gesture and an expressive gesture? How could both be used in a visual theatre piece?<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Step 2: Tempo and Repetition with gesture<\/em><\/strong><\/p>\n<p>Tell the students that we\u2019re first going to play with tempo and repetition.<\/p>\n<p>&nbsp;<\/p>\n<p>Ask: What is tempo? What is repetition?<\/p>\n<p>&nbsp;<\/p>\n<p>Tell them to begin exploring a gesture. It can either be the behavioral or expressive gestures they just came up with in the previous activity or they can use a new one. Once they\u2019ve figured out the gesture, tell them to keep repeating it over and over and that you will help them find different tempos with the gesture.<\/p>\n<p>&nbsp;<\/p>\n<p>Tell them that the tempo they\u2019re at right now is called medium.<\/p>\n<ul>\n<li>Speed up just a bit\u2014fast<\/li>\n<li>Speed up a bit more than that it\u2019s super fast.<\/li>\n<li>Go back to medium<\/li>\n<li>A little slower than that is slow<\/li>\n<li>A little slower than that is super slow<\/li>\n<\/ul>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Step 3: Tempo and Repetition practice<\/em><\/strong><\/p>\n<p>Have the students rest for a moment. Tell the students they will begin repeating their gesture again and you\u2019ll call out different tempi (based on the tempi they discovered in the previous activity) and they\u2019ll go that speed.<\/p>\n<p>Have them stop and reflect:<\/p>\n<p>What was your experience at different tempi?<\/p>\n<p>How do the different tempi affect the gesture?<\/p>\n<p>How did repeating the gesture affect the gesture and affect you?<\/p>\n<p>How do you think these two things might contribute to a visual theatre piece?<\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p><strong><em>Step 4: Closure<\/em><\/strong><\/p>\n<p>Have the students answer the last question in their groups. Then tell the students they will continue to explore creating Visual Theatre and gain more tools to build their visual theatre piece.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesson 4: More Introductory Viewpoints \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Lesson Objective: Students will begin to build a visual vocabulary by participating in an introductory Viewpoints workshop focused on tempo, repetition and gesture. \u00a0 Step 1: Behavioral vs. Expressive Gesture Have students find their own space on the stage. Have them think of something they did this morning. Ex. &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4407"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4407"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4407\/revisions"}],"predecessor-version":[{"id":4408,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4407\/revisions\/4408"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4407"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4407"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4407"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}