Activity 1.5: making the spaces of space – performance

Introduction

In this activity students respond to the video stimulus. They explore dramatic play to create a response using memory, imagination, collaboration and found objects. They also develop their performance skills – they rehearse, refine and edit, and they perform to their peers. Further, they can add the stagecraft area of music to their creative work.

Duration

15–20 minutes

Resources

• Open space large enough for students to move comfortably and safely
• Music to create atmosphere
• Method of recording and posting memories, for example:
  • whiteboard and markers
  • pencils and paper/sticky notes
  • iPods or other MP3 players
  • iPads or laptops
• Objects such as:
  • classroom chairs
  • wooden cubes
  • large pieces of fabric
  • gym mats
  • hula hoops
  • witches hats
  • recycled materials – whatever you have available that can spark imagination and be used in a 'transformative' manner

• Activity stepsShow details

  This activity asks students to recall and then re-create aspects of the video.

  1. Begin by having students write down three moments or objects they remember from the video about Rex Walheim.
  2. These can be written on separate sticky notes and be 'posted' onto a large wall or board, written on a whiteboard, or collected via ICT. By creating a collection of recollections the students' thinking around the stimulus is broadened.
  2. Students then work collaboratively in small groups or pairs.
  3. Explain that in their groups they will choose from the board three of the objects or moments they remember from the video. They will then create those objects or moments in the space – they can use any of the shared ideas.
  4. When creating their objects or moments, they can draw on a combination of found and supplied props (for example, fabric, hula hoops and chairs).
  5. Introduce the different types of props that students can use and how many of each – for instance each group may have the same types of props, or each group could use a maximum of four different objects, whatever works best for your class and facilities.
  5. Have the groups sit down with their objects and discuss how they would use a combination of a chair, a hula hoop and large pieces of fabric to create the space rocket. How would they create the Mission Control room? A space suit? The darkness of space? The cramped interior of a ship?
  6. Give the students time to play with some ideas in the space.
  7. Tell them to 'freeze'.
  8. Next have them think about transformation. How would they use their props (for example, fabric) to make one moment and then how would they transform or change that prop so that it became something else?
  9. Who would move each prop? How would they pick it up? Where does the group agree each prop should now go?
  10. Advise the students they can also use their bodies to be part of the moment or they can choose to be people or characters in the moment.
  9. Introduce music and have the students consider how the music might help them to transform between each of the moments.
  10. Remind them that they need to work collaboratively so that everyone is clear about their part.
• Extension activityShow details

  Duration

  25–30 minutes

  Resources

  Various music options to create atmosphere

  Activity steps

  1. As an extension to this activity, have each group choose their own piece of music, one they feel will work best with their ideas. They could create a mood such as suspense, danger, wonder or excitement.
  2. You may want to appoint a 'music technician' for the performances – an important role. It will be someone who can cue and time each piece of music.
  2. Students rehearse their three moments to their selected music with a view to performing to the rest of the class.
  3. They need to consider how long their performance will be and how long the music needs to be – they may wish to edit their music to fit their performance.
  4. Ask the students to think about beginning with stillness and ending with stillness – this allows them and the audience to recognise the beginning and ending of the performance.
  3. Create a performance space for students to show their work – for example, half of the room, a raised area or an outside space.
  4. After the performances give students an opportunity to respond to what they have seen. What were the moments? How would you describe the mood or atmosphere? What did you feel about the chosen music? How did the groups use the objects to transform them?