My students shared a super creative improvisation game with me (yes they are looking up new improv games all the time), I love how inspired they are and we had great results!
Taxi Driver:
One students sits on a chair, with two students seated behind him/her. The student seated in front is considered the "taxi driver", while the other students are the "passengers." Students create their own characters, improvise their own conversations with passengers, taxi driver, even calling out to people on "the street." When a student passenger, runs out of ideas they can claim that "this is their stop," and tag a new student "from off the street." Students are constantly rotating through, even the taxi drive can "change their shift."
I expected the students to hold conversations, cause arguments, "jump out of the cab" etc, but what I did not expect was their reaction to the "driving" of the taxi driver. Students would lean to one side or the other depending on the way the taxi driver was pretending to turn the wheel. There was even a group of students who "stopped short" and fell out of their chairs! Some made comments like "You missed that stop sign," "Look out for the cross walk," "We were hit by a deer!" I loved watching them become engaged beyond the conversation and create/react to situations or environments.
Thursday, December 13, 2012
Wednesday, December 12, 2012
Musical Conversation
Last week our improv group worked on an activity called "Musical Conversation." This game is an exercise in responding to ensemble members, and actively listening to ensemble members while improvising.
The ensemble was broken up into pairs, who each sat at a xylophone, each student holding one mallet. I asked students to have a conversation with each other, not my using words, but by creating little melodies and motifs, playing with dynamics and phrasing and interacting musically with each other. I then gave the ensemble about five minutes to hold their conversations. We then had a class discussion where the pairs described what was happening in their "musical conversations."
I was amazed at how well the students listened to each other, both musically and at how they were attempting to find the flow of the conversation or the emotion behind it. Musically, I could see/hear students figuring out their melodies and phrasing to either compliment or contrast their partner's creation. I could also hear them experimenting with their note choices, using some repeated notes, or making a point to not just play glissandos which is always very tempting on a xylophone. What was an interesting addition to the positive musical experimentation was how much the students were critically thinking about their conversation and even using it as an acting exercise. Students were developing scenes in their own minds and were expressing how they were feeling towards what their partner was "saying," (remember students were not allowed to verbalize any ideas, so one person's scene or interpretation could be different from their partner's). At times, I even caught students making faces at each other or physically presenting the emotion they were portraying in their music.
It was hysterical when we all discussed our conversations as a group, especially when students were realizing they had a completely different idea in their head than their partner! It was amazing how they made it work, made it sound musically interesting and listened before reacting even though they could not read each others' minds!
The ensemble was broken up into pairs, who each sat at a xylophone, each student holding one mallet. I asked students to have a conversation with each other, not my using words, but by creating little melodies and motifs, playing with dynamics and phrasing and interacting musically with each other. I then gave the ensemble about five minutes to hold their conversations. We then had a class discussion where the pairs described what was happening in their "musical conversations."
I was amazed at how well the students listened to each other, both musically and at how they were attempting to find the flow of the conversation or the emotion behind it. Musically, I could see/hear students figuring out their melodies and phrasing to either compliment or contrast their partner's creation. I could also hear them experimenting with their note choices, using some repeated notes, or making a point to not just play glissandos which is always very tempting on a xylophone. What was an interesting addition to the positive musical experimentation was how much the students were critically thinking about their conversation and even using it as an acting exercise. Students were developing scenes in their own minds and were expressing how they were feeling towards what their partner was "saying," (remember students were not allowed to verbalize any ideas, so one person's scene or interpretation could be different from their partner's). At times, I even caught students making faces at each other or physically presenting the emotion they were portraying in their music.
It was hysterical when we all discussed our conversations as a group, especially when students were realizing they had a completely different idea in their head than their partner! It was amazing how they made it work, made it sound musically interesting and listened before reacting even though they could not read each others' minds!
Sunday, December 9, 2012
Improving Math Problems
This one is a very basic idea that can be implemented into any math class of any grade, but the kids loved it and it gave them something to do besides just complete a worksheet.
We had been practicing adding and subtracting decimals and I told the class to each have a number between 0-9 in their head and that I would be randomly calling on students to create decimals. In my head, I knew what type of problems I was going to give them (adding decimals with equal number of place values, whole number minus decimal to the thousandths, etc), but didn't know the numbers. I called on one student at a time to create two or three decimals to add or subtract, then had everyone solve the problem. We did this as review for our quiz, but it could definitely be used as classwork too. It can be used for whole numbers, decimals, fractions, and even more. If you really want them to have fun, create a "class problem" with them, where each student has a chance to pick a number that will appear in a single problem.
Besides just creating problems to solve, this also gave us the chance to talk about the types of number that we had to choose. For example, when subtracting, if the first number was 4.508, students needed to understand that the ones digit of the second number couldn't exceed 4, or else we couldn't solve the problem.
- Mike
We had been practicing adding and subtracting decimals and I told the class to each have a number between 0-9 in their head and that I would be randomly calling on students to create decimals. In my head, I knew what type of problems I was going to give them (adding decimals with equal number of place values, whole number minus decimal to the thousandths, etc), but didn't know the numbers. I called on one student at a time to create two or three decimals to add or subtract, then had everyone solve the problem. We did this as review for our quiz, but it could definitely be used as classwork too. It can be used for whole numbers, decimals, fractions, and even more. If you really want them to have fun, create a "class problem" with them, where each student has a chance to pick a number that will appear in a single problem.
Besides just creating problems to solve, this also gave us the chance to talk about the types of number that we had to choose. For example, when subtracting, if the first number was 4.508, students needed to understand that the ones digit of the second number couldn't exceed 4, or else we couldn't solve the problem.
- Mike
Metric Conversion Improv
This one I actually have took a video of, but its a simple idea. My 6th grade class was acting out a number line that we use to convert units in the metric system. I started by giving them examples and we had students act as the different marks of the number line and a student who acted as the decimal point of a number, who would count the number of jumps and identify the direction. Eventually, I started cold calling kids to give a starting measurement, another student to choose the unit of measure that we would convert into, and another student who would be the decimal point. I'll have to share the video at our next meeting!
- Mike
- Mike
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