Learning Activity

Mirroring and Flocking for Ensemble Work

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students studying ensemble building will work together using mirroring and flocking to learn how to lead and follow without verbal communication.

This activity was created as a result of the Arts COS Resource Development Summit.

Content Standards

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.11
Explore various acting techniques to expand skills in a rehearsal or drama/theatre performance.

Unpacked Content

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Essential Questions

EU: Theatre artists develop personal processes and skills for a performance or design.
EQ: What can I do to fully prepare a performance or technical design?

Skills Examples

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Interdisciplinary Connections

Phase

During/Explore/Explain

Learning Objectives

Students will explore the acting techniques of mirroring and flocking to expand their skills while using visual cues for movement and leadership in a rehearsal.

Activity Details

We begin by discussing the following ideals. In theatre, we are an ensemble and we work together. We do not always have one person that leads. We make sure in theatre that the leader at the moment is more focused on the success of the group than their own personal success. We discuss why that is important. We discuss what happens when people get left behind. We discuss the mistake of culling the herd of the “weaker” ones because we are all weak until we learn what we need to do for success.
Mirroring: Students will pair up. I have music that I use for this so that they do not chit-chat. They begin with looking at each other. They turn away and sit back to back. They then have to describe their partner’s physical appearance to their partner. What did they see? What did you make mistakes on? Why is it important to see people? They will then lock arms and use each other’s weight to stand up.
1. Once they have stood up, they will look at each other again. Have the students pick which partner will be A and which Partner will be B. Pick A or B to start the movement. They can pick any movement that they want to do (such as raising their arm, lifting their foot, etc.). They need to move slowly, and then they can speed up. Emphasize the importance of the taking care of your partner and staying where they can find success.
2. Have them sit and talk about what worked and what didn’t work. Where was the success?
3. Flocking: Have them pair up with new people in a group of four. This group of four will make a diamond. They will learn the group is like a compass and they will change their leadership like a compass. As they change direction it changes the leadership. So, if the students choose to turn North then the person that is North becomes the leader. If the North person chooses to turn left the leadership changes to the person that is East. It should be a fluid change in leadership. Let them know that they can change leadership quickly or it can take a little time to change; the speed of their changes doesn't matter. Remind them of the importance of giving up leadership to others; if they stay with one leader the entire time and never get a chance to be a leader, they will lose interest. Talk about the things that you learn from others when you give up leadership. Music plays for this as well. After they are getting it together as a group, let them know that they can jump groups or make their own groups. Let them know that they can move across the stage, they can change levels, or they can interact with other groups silently.
4. After the activity is done, we will discuss what we learned through the exercise. The following questions can be asked of the group: a. Who liked being a leader? b. Who didn't like being a leader? c. Did you like the fact that the leader changed a lot? Why? d. Was it hard as a leader to remember to move in ways that supported your group and helped them find success? Success is defined as the following: could everyone follow the movements, did people feel as if they were a part of the group, was the group able to move seamlessly as one unit. Why? Where there times when you felt the leader forgot about you? How did that make you feel? Did you leave the group if your leader didn't pay attention and try to help you have success? How does this work in theatre? Why do we have to lead by helping everyone have success rather than just our selves? The teacher should see success as if the students worked silently together, if the students shared leadership and supported each other, so the group could be one unit in their movement.

Assessment Strategies

The teacher will use the following rubric to assess student achievement of the learning objectives:

How well did the student follow directions in the exercises: 1 - 10

How well did the student use the music to work in their groups: 1- 10

How well did the student use nonverbal cues to lead and transition in their group: 1 - 10

How well did the student work with other students to expand their skills: 1 - 10

How well did the student participate in class assignments during the exercises: 1 - 10

Acceleration and Intervention

Background and Preparation

Background / Preparation

No advanced prep is needed.

Approved Date

2018-03-26

Author

Owner (Author)

jstephenson77

Learning Resource Type