{"id":4710,"date":"2016-02-29T19:01:26","date_gmt":"2016-02-29T19:01:26","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4710"},"modified":"2016-02-29T19:01:26","modified_gmt":"2016-02-29T19:01:26","slug":"introduction-to-movement","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4710","title":{"rendered":"Introduction to Movement"},"content":{"rendered":"

Lesson 5:<\/strong><\/p>\n

Introduction to Movement<\/strong><\/p>\n

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by Meredith Walsh<\/em><\/p>\n

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Educational Objective<\/strong>: Students will demonstrate their understanding of movement skills by performing in a group scene with emphasized movement.<\/p>\n

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Materials Needed<\/strong>: Situation Cards (for Step 6), Chalk and Board, Internet Connection<\/p>\n

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Hook<\/strong>: Explain\u2014Ask students for applicable examples of movement, how different motions are associated with emotions. Also, discuss how stage performance would be pretty dull if there was no movement\u2014it helps tell the story! Ask (standing up, in circle)\u2014how do you move if you are [emotions and actions]\u2026 excited, angry, happy, scared\/ afraid of own shadow, with a false fa\u00e7ade of liking the person next to you, grief- stricken\u2026 swimming through Jell-O, like the floor is hot, in a winter wonderland, etc.\u2014other possible examples from students.<\/p>\n

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Step 1\u2014Transition<\/strong>: Discuss with students what they thought about the movement in the circle. Ask\u2014how did you know how to move with a certain emotion or in a particular setting? Discuss\u2014stage performance would be pretty dull if there was no movement or expression, it helps tell the story and make it believable!<\/p>\n

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Step 2\u2014Instruction<\/strong>: Write MOVEMENT on the on the board (What makes movement significant? How does movement help give detail to your character?) Explain how motivated movement gives more power and emphasis to a character\u2019s point or message. Every character\u2019s movement should have a purpose. We use various strategies to get what we want.<\/p>\n

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Step 3\u2014Activity:<\/strong> Explain to students that music will be playing in the background. One by one, come up and create a situation. Let the music help you visualize what might be happening in that setting. They can internally decide who and where they are, but they can\u2019t vocally tell anyone else. They must create the image through action and movement. Each student will add their own characters and movement without saying a word. The music will change, so adjust the scene as you see fit.\u00a0 Activity music link: http:\/\/www.youtube.com\/watch?v=pZzpgShSYog<\/a><\/p>\n

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Step 4\u2014Reflect:<\/strong> What influence did the music have on your actions? How did a student\u2019s actions influence your own and your interaction with them? Now, think of a movie score\u2014 for example, you don\u2019t hear a happy-go-lucky tune when Harry Potter is facing Voldemort; music<\/em> can help define movement.<\/em> Ask\u2014what made you know what was going on, though no one was speaking? Most actors on stage are SEEN before they are HEARD, if they are heard at all\u00e0 Clip that exemplifies stage movement: \u201cRowan Atkinson Live: \u2018Pink Tights and Plenty of Props\u2019\u201d http:\/\/www.youtube.com\/watch?v=V06qgl2w4zM<\/a><\/p>\n

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Step 5\u2014Instruction<\/strong>: Movement and stage position are contributors to the significance of a characters actions and words (reflection of preceding lesson on stage direction, which I feel would be an appropriate order to a unit). For example, you can recognize the power of entering from stage left, and the finality of exiting from stage right.<\/p>\n

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Significant aspects of movement:<\/p>\n