CHAPTER- 16
IMAGINE
ACT 2 SCENE 3—SITUATIONAL PERCEPTION
Activity 7 Magic Pit (Situation)
Let us create new
worlds, become
different people and
get into new exciting
situations! How
does it all happen?
Through your minds!
What you think
becomes the reality!
BASIC - Getting ready and coming to school,
falling down and going to the doctor.
ADVANCED - Two students enact a situation. One student starts the situation. Another student joins the first and adds to the situation. For example, falling down and going to the doctor. Here, one is the patient and the other is a doctor .
So, now you have started to understand how COMMUNICATION can be improved by combining action (body language) and expression. It requires CREATIVITY and IMAGINATION. You can see how you are not only understanding these terms that are fundamental to theatre, but also building these skills, so you can become experts in theatre.
Discussion and
Feedback
• Were you able to create situations?
• Were the situations
from your
experience (seen or
been through) or
imagined?
• Can you create
situations inspired
by lessons from
other textbooks? Circle Time Notes............................................................................
What is happening in
these two situations?
Observe the details
of their actions
(body language) and
expressions and describe
Activity 8 : Object Improvisation
Instructions - The teacher calls one child
and gives an object. (Everyday classroom
objects like pen, duster, chalk piece, etc.).
The object must be used as something else
apart from its original function. The others
guess the reimagined object. The same
object is then passed on to the next child.
The child uses it as something different
and the others make a guess. You cannot
repeat what others have done already.
Remember — The shape of the object
enacted should resemble to the original object.For example, a pen — It can be depicted as a
toothbrush, comb, or a ladle as the shape is
similar. It cannot be used as a book, a helmetor a shoe… because they are different in shape .
Tip: Using expressions along with body language or gestures or
action will help communication better.
BASIC - Pen, chalk, duster, and
other classroom objects.
ADVANCED -Book, bag, or something that is
bigger than level one objects.
Discussion and Feedback
Object —
Pencil box
Object —
Handkerchie
Object —
Water bottl
Laptop Treasure box opening .........................
SCENE 4—visions of sounds
We now move on to the next level – SOUND!
Sound itself has a quality to bring up certain thoughts
and feelings. How do you feel when you hear the
sound of birds chirping? What about the sound
of a river flowing or ocean waves? Each sound can
mean different things to different people. Let us see
how you give meaning to what you listen to and tell
me what each music piece is communicating to you .
Activity 9 Sound Improvisation
BASIC Rhythms of local drums, whistling, etc. Recorded music could be used for instrumental music of a flute, ektara, etc., to create different moods and emotions.
ADVANCED This is a group activity, where the reactions
are in a group. They create a simple visual for
the mood of the sounds they hear. Example: A
lively music bit could be visualised as a festival
celebration; a deep sound of drums could be
visualised as a scene of mystery and exploration.
Discussion and Feedback
Till now, you have heard these sounds many times. But you have not seen any meaning in it. What we did just now is called LISTENING. This is different from HEARING. Listening is when you pay attention to sounds or spoken words to understand, absorb, and respond appropriately.You HEAR a lot of sounds everyday in class.But you LISTEN when your teacher speaks.
Isn’t it amazing to see we are doing
activities about communication without
using speech or language? And we thought
communication is just about talking! We
used our face, body and sound to create
visuals and even tell stories. Do we need
language at all? Think about it. But for now let us start using speech!