Individuality
by Sarah Sanchez
Description:
Using composition to highlight importance of individuality. 7th and 8th grade drama students who will be performing a play based on the theme of uniqueness. This is the second or third session. The group has already gotten to know each other a little.
Workshop Directions:
Materials:
- Paper and pencil for each person (15-20)
Aims:
- To explore and embrace qualities that make us unique
- To relate to other members of the group who may have hidden their uniqueness
- To introduce composition as a catalyst for expression
- To explore the idea that individuality can strengthen a group
Objectives:
- Students will warm up physically
- Students will define something that makes them unique
- Students will work in smaller groups to create images of what makes each person unique
- Students will share their work with the whole group
- Students will discuss the value of individuality
Warm Up-Blob Tag
- Start with one person in the middle with eyes closed-they are the blob. The rest of the group will try to get as far from the blob as possible (staying in the room) in five seconds.
- After five seconds, the blob opens his or her eyes and starts to chase the rest of the group. If the blob tags someone, they attach themselves to the blob and start trying to tag other people.
- Variation if there is time: each new person to become blobbed will make a sound that the rest of the blob will mimic. The sound will change each time a new blobber joins.
- The game ends when all have become part of the blob.
- If time allows, can have a short discussion on what it was like to be chased by the blob versus chasing others to get them to be part of the blob. See if there is a difference between belonging/conforming to the group and trying to avoid the group.
Activity-Draw Your Own Body
- Give everyone a piece of paper and a pencil. Have everyone find a comfortable place in the room where they can lie down without touching anyone.
- Have them close their eyes and visualize their body. Ask them to visualize each part of their body. Try to be especially aware of features that make your body different from everyone else's.
- While the students are doing this, ask them to think of an experience when this unique part of them really stood out and made a difference (good or bad) in their life. Ask them to recall specifics about this experience-who was involved, how did they feel, did it cause any actions or reactions?
- With the pencil and paper, have the students draw their body without opening their eyes. Ask them in their drawing to remember the unique parts of their body and maybe implement that uniqueness in their drawing. Give one minute to do so.
- When everyone has finished their drawings, have them turn the paper over and write one thing that makes them absolutely unique. They can open their eyes to write this word or short phrase.
- Without anyone seeing their own drawing, collect the papers and set them on the floor in the front of the room. Have them try to find their own drawing (without looking at what they wrote on the back)
- When everyone has found their drawing, they will form groups of three or four (depending on the class size) based on the word or phrase they wrote about themselves. Try to find people who used a similar attribute.
Activity-Frozen Image
- In these groups, have the students discuss the words or phrases they chose. Ask them to sculpt or build and image of their uniqueness (it does not have to be physical, nor does it have to directly correlate with the experience recalled in the previous activity). They will all be part of the same picture, but don't necessarily have to represent the same or similar attributes. They have three minutes to do so.
- When everyone has finished their sculptures, each group will in turn share their picture with the rest of the class. The audience will give a 1-2-3-freeze and the performers will hold their picture for a few seconds.
- After all of the sculptures have been presented, ask the class what they thought about this activity. What was it like being in the picture? What did you see in the other pictures? How were they all different? Were any similar? Did you recognize anything from your own life in one or more of the images?
Activity-3 Images Uniqueness
- In these groups of three or four, find some part of the room separate from the other groups. If you feel comfortable, share the experience you thought of during the "draw you're your own body" activity. Pick one of the stories to share with the rest of the class. It would be beneficial to choose an experience that has some sort of meaning for each member of the group.
- Once a story has been decided in each group, ask them to form three images of the story. These images can be moving or frozen and cannot have any talking. The three images should represent the beginning, middle, and end of the story and must communicate clearly the group member's feelings about this experience with uniqueness. They have five minutes to do so.
- Each group in turn will present their images. The audience can close their eyes between images or can just do a 1-2-3-action.
Conclusion
- Gather in a circle. Discuss what people saw as audience members. Focus on the idea of uniqueness. What was it like being in these images? What was your story about? What does it mean to be unique? Is it important? Do you like being unique or would you rather be part of a large group? Can you be unique and still belong to a group?