Learning Activity

Guided Imagery/Relaxation

Subject Area

Arts Education

Grade(s)

Overview

Students will participate in a guided visualization exercise. This technique will stretch their imaginations like a muscle. Students will share their imagined performance with their class.

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

Content Standards

Arts Education (2017) Grade(s): 7 - Theatre

AE17.TH.7.11
Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

Unpacked Content

Vocabulary

Research
Analysis
Vocal
Movement
Characterization
Directing
Design
Theatrical production

Skills Assessed

Students will use analysis skills through Contextual Reading, Characterization, and Dramaturgy
Students will incorporate design elements by using information in plays to inspire design choices.
Technology can be used to influence design and prepare students for career pathways.
Students will incorporate research by using historical facts and images for ideas and inspiration.
By utilizing cultural facts and images for ideas and inspiration, students expand ideas and make cross curricular connections in World History and English.

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

As a whole group, students will design the set, sound effects or costumes for the play A Christmas Carol. They will use historical images of that time period to create the visual aspects of the play. This can be done in conjunction with the English teacher as the play is a part of many 7th grade curricula. Students will participate in an online research project on the history of Technical Theatre. They will pick a time period and design a set, lighting, sound or costume design using only the tools available in that time period (Greek-Victorian preferred). After completing the research and designs, students will create a visual character board for the character that they are representing in a class play or assigned monologue.
Students will actively participate in the rehearsal process for their assigned piece and prepare for performance.
By studying each form of staging, students will create stage directions for one scene of a provided play. (Suggestion: Use the same play for all lessons and build on each activity throughout several week-long unit.) Students should choose thrust, proscenium, in the round, or experimental.

Resource:

Anchor Standards

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

Interdisciplinary Connections

Phase

During/Explore/Explain

Learning Objectives

The students will participate in a guided visualization exercise. The students will visualize and imagine their performance as they listen to a story being read aloud. Students will share their imagined performance with their classmates in writing or verbally.

Activity Details

The students will find a comfortable space, for example resting their heads on their desks or resting on the floor if there is plenty of space available. The teacher may opt to use lamps or lower the lights in some other way.

Prior to this activity, the teacher will choose one of the two guided visualization stories to read to the students. Read the chosen story aloud to the students. The stories come from childdrama.com and the link is provided as a digital resource.

The teacher will introduce the activity by explaining that even as athletes stretch their muscles to prepare, actors stretch their imaginations. The teacher can further introduce the activity by asking the students to use their imaginations to visualize themselves experiencing and performing all of the details of the story the teacher will read aloud.

Have the students focus on their breath and clear their minds before beginning. Prompt the students to remember the details of the teacher's chosen story for journaling or sharing with their classmates afterwards.

During the reading of the story the students are still and silent. They should be actively imagining the story in their minds.

After the story is complete, again have the students focus on their breathing. Have them sit up and bring the lights back up to their normal brightness.

The teacher can ask the students to think, pair, share with a student near to them or the teacher can have the students journal their experience.

Here are some example questions:

"The Trip"

Where did you go on your trip?

Who did you see while you were there?

What was the problem you helped solve?

"Spring"

What kind of animal were you?

What was the large item you explored with your senses?

Where will you go the next time you leave your burrow?

Assessment Strategies

Informal Assessment: Have the students turn and talk after participating in the guided relaxation.

Formal Assessment: Have the students journal about their experience.

Use these questions either on the board, for think-pair-share, or for their journals:

"The Trip"

Where did you go on your trip?

Who did you see while you were there?

What was the problem you helped solve?

"Spring"

What kind of animal were you?

What was the large item you explored with your senses?

Where will you go the next time you leave your burrow?

Acceleration and Intervention

Variation Tips

The students can journal or turn and talk about their experience after you have completed the activity.

Background and Preparation

Background / Preparation

Have a copy of the story you are going to guide the students through printed or prepared. You may wish to dim the lights in the room.

Digital Tools / Resources

Guided Imagery Stories

http://www.childdrama.com/guided.html

Approved Date

2018-04-03

Author

Owner (Author)

jsalvant

Learning Resource Type