© boardworks ltd 20141 of 7 ks4 drama – acting skills: movement, mime and gesture acting skills:...

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© Boardworks Ltd 2014 1 of 7 KS4 Drama – Acting Skills: Movement, mime and gesture Acting Skills: Movement, mime and gesture Teacher’s notes included in the Notes Page Accompanying worksheet Flash activity. These activities are not editable. Web links Extension activitie s For more detailed instructions, see the Getting Started presentatio Icons key: Practical activitie s 1 of © Boardworks Ltd 2014

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Movement mime and gestureActing Skills:
Accompanying worksheet
Web links
Extension activities
Icons key:
Practical activities
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Learning Objectives
Learning objectives
Explore the concepts and uses of movement, mime and gesture in drama
Develop skills using mime, movement and gesture
Develop confidence through the use of mime, movement and gesture
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© Boardworks Ltd 2014
Movement
Teacher’s note: You may find it useful to refer to Physical theatre part 1 and Physical theatre part 2 n the Acting Skills section of Boardworks’ KS4 Drama.
Lined paper: © Leigh Prather, www.shutterstock.com
Ballet shoes: © Gary Blakely, www.shutterstock.com
Silhouetted actors: © Charles Willgren, www.flickr.com
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Mime
Teacher’s note: It may help students to follow the list below whilst preparing for a mime performance.
Select: Decide upon a mime activity, e.g. putting on make-up or changing a wheel.
Observe: How are the various objects handled in everyday life? Some tasks you can experience in real life, e.g. eating. Others will require you to conduct research, e.g. flying an aeroplane.
Analyse: What actions and combinations of movements are involved? What are the ‘properties’ of the objects in the mime – weight, size, texture etc.
Prepare: Before starting the practical work, relax and focus your body and go into neutral position.
Sequence: Break each action down into steps.
Imitate: Show how a character might interact with the objects, e.g. licking lips before eating a sticky bun.
Isolate: Concentrate your focus on each mimed movement.
Review: Ask for feedback on your mime – where was it accurate and believable?
Revise: Improve your mimed activity in light of the feedback.
Rehearse: Once you are happy that your mime sequence is accurate and believable, rehearse it until it becomes automatic – the actions will be committed to your ‘muscle memory’.
Weblink: Video of Marcel Marceau: www.youtube.com/watch?v=aw-nek2jV4E&feature=related
This weblink was working correctly at the time of publication. Boardworks takes no responsibility for the content of external sites.
Mime: © Korionov, www.shutterstock.com
Mime
Professional mime artists can make the audience see things that aren’t really there. In order to mime successfully, you need to have a detailed understanding of how your body moves when performing a particular action.
You also need to communicate a number of physical properties, such as size, shape, weight, and texture.
Choose an action, such as putting on a tie or jacket. Practise doing this movement for real a few times. Then try miming it. Remember how the object felt, and what your hands and body did.
Teacher’s note: Encourage students to really think about how their chosen action is carried out and to concentrate on what every single part of their body does.
Weblinks: Students may find it useful to watch a professional mime artist. Point out how precise their movements are.
Marcel Marceau climbing stairs (pay attention to his hand miming holding on to the banister): www.youtube.com/watch?v=qXmfSUIi9p4&feature=related
Marcel Marceau performing a short sketch: www.youtube.com/watch?v=i99k7nCnVwM
Mime artist performing a tug of war: www.youtube.com/watch?v=N2q9PCXTPRg&feature=related
These weblinks were working correctly at the time of publication. Boardworks accepts no responsibility for the content of external websites.
Tie: © Balasz Justin, www.shutterstock.com
Torn paper: © Toh, www.shutterstock.com
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Gestures are powerful forms of communication and expression, and are used across the world in many different cultures.
Kathakali theatre, which originates from southern India, is a vibrant combination of drama, dance, music, poetry, costume, make-up and ritual.
Gestures
Kathakali theatre uses gestures, or mudras, for its storytelling. These are usually hand gestures, although some involve the entire body.
Teacher’s note: Mudras are also used in Hindu and Buddhist teachings, in yoga practice, meditation, and for healing purposes. If students are interested in make-up design in Kathakali theatre then they should be encouraged to conduct further research into the meanings behind the make-up. A predominantly green face signifies someone of high birth; red indicates an angry or evil character; black is used for forest dwellers; women and artists have yellow faces. Markings on top of the base colour can indicate other character traits.
Weblink: Students can watch some Kathakali performances here: www.indiavideo.org/kerala/arts/performing-art-forms/kathakali/
This weblink was working correctly at the time of publication. Boardworks accepts no responsibility for the content of external sites.
Kathakali actor: © Aleynikov Pavel, www.shutterstock.com
Mudra: © Dmitry Rukhlenko, www.shutterstock.com
Photo backgrounds: © domagoj, www.shutterstock.com
In Victorian melodrama, exaggerated movements conveyed meaning and actors learnt stock gestures to show different emotional states.
In pairs stand opposite each other. Person A has an urgent message for person B. However, there is a sound-proof window between you, and B is unable to lip-read. Use only gestures to get the message across.
These images show three different melodramatic gestures. Can you guess which emotions they represent?
Gestures
Teacher’s note: The picture on the far left represents joy, the picture in the middle shows anger, and the picture on the far right depicts terror.
You may want to mention to the class that deaf sign language systems, such as British Sign Language (BSL), are also built on the use of gestures. Using the following weblink, discuss how sign language uses familiar or logical gestures in order to communicate. Even if pupils are unfamiliar with sign language, draw attention to the fact that they are able to guess what some of the signing means by using just their own general knowledge (such as for the word “beard”).
Weblink: www.youtube.com/watch?v=DQgMOSxSOG0. This weblink was working correctly at the time of publication. Boardworks accepts no responsibility for the content of external sites.
Torn paper: © Toh, www.shutterstock.com