Unit
One - Introduction to Drama
Module 2: Actor's Tools
Lesson 6 - Imaging and relaxation
Introduction:
An actor needs to be able to
give up control, focus and imagine. The purpose of this lesson
is to introduce the actor to these skills.
Objectives:
- to concentrate during drama experiences
- to
cooperate
with others
- to relax their bodies with assistance
- to suspend disbelief during guided imaging
Resources:
mats or a carpeted surface, script for imaging (pdf)
or voice recording
CELs:
C, CL
Components:
Creative/Productive
Activities:
Warm-up:
Have your
students view the picture below and discuss it with a partner.
They should brainstorm the things it reminds them of, or think
of stories they can imagine about it. (5 min.)
Activity
1 - Releasing control through relaxation:
-
Each
student should choose a partner with whom they will have substantial
physical contact.
-
A
lies down on the mat, hands at sides, head aligned with the
body, and the small of his or her back pressed against the mat.
-
The
purpose of the exercise is to relax sections of the body and
to release control.
-
The
legs are the first portion of the body the partnership works
on. B sits beside A and lifts As leg slightly.
B rotates A's leg at the ankle and encourages
it to relax. When the ankle is totally relaxed and A
is no-longer anticipating the movements, the pair moves on to
the knee.
-
B
bends A's leg at the knee, then lifts and lowers it until
A is able to relax the leg at the knee.
-
The
process is repeated at the hip when the knee is relaxed.
-
The
entire leg should now be able to raise and lower or rotate under
B's control.
-
The process is now repeated on the other leg, and then the arms
at the wrist, elbow and shoulder.
-
Some
students will find releasing control very difficult. Continue
attempting release.
-
If success is achieved, B will feel a sudden weight that
indicates A's muscles are no longer controlling the limb.
-
The
head is the last area of the body that a release is performed
with. Discuss safety in handling the head as a class before
beginning.
-
B
sits near the top of A's head and places his or her fingertips
under A's neck. B's thumbs are placed on the outside
of A's head to provide support and prevent quick or unintended
movement of the head.
-
B slowly draws his or her hands up towards the top of
the head until the entire head is held. Then B slowly
lifts A's head and rotates it slightly. All tipping and
rotation of the head should be done slowly.
-
B
should stop immediately if A complains, and should not
"bounce" A's head. The head will feel very
heavy if successful release is obtained.
-
A
and B should now switch positions and repeat the process.
-
As
a class discuss who was successful and who was not. Then speculate
why people in general might succeed or need more practice (15-20
min.).
Activity
2 - Guided Imaginary Journey: focusing the mind
As
a group, define the process of imaging and brainstorm
reasons why an actor might need to be able to clear his or her
mind and relax. Record your ideas and a definition of imaging.
The students should lay down on mats and follow the imaging as
it is read to them. They should be laying on their backs, with
their hands at sides, and their heads aligned with their bodies.
Very slow pacing and a neutral, relaxed voice are necessary on
the part of the teacher. The teacher reads the relaxation script
to the class in about 10-15 min, or plays the audio recording.
Following the exercise, the group debriefs through talking circle
(rest of class period).
Instructional
Strategies: Lecture, Cooperative learning
Evaluation:
Students will peer-evaluate a partner's ability to relax control
and provide verbal feedback. Students will evaluate their own
success at guided imaging.
On-line
Activity Alternatives: All the same activities may be done
with a partner in a remote location. The vocal recording played
on the computer for students. The relaxation and discussion activities
could be done in the journal and e-mailed or faxed to the teacher.
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