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Loosening-up activities
Loosening-up is an important part of self and group affirmation. These activities help to raise energy levels, reduce personal anxiety and group tension through movement and laughter and create a secure environment for the challenges which may follow. Loosening-up need not be confined to the beginning of lessons; many of these activities are ideal for changing the pace or mood. Most of these activities require a large, clear space so that participants con move around freely.
Mathematical Exercises Participants stand in a circle. Starting with the left hand touching the left toes, the facilitator demonstrates positions from O- 7 0 (O = touching toes, 1 0 = arm raised vertically above head). Participants practise these movements with the facilitator calling out numbers. Both arms are then used in parallel to represent numbers from 1 1-20 (e.g. 15 = both arms horizontally in front). The facilitator now colas out numbers from 7-20, followed by some simple mathematical calculations (e.g. 7 + 8; 16 - 9; 6 x 3). Finally, more complicated sums con be introduces by means of each participant standing on one leg, thereby doubling the number represented by the arm positions. This activity combines mental and physical exercise in an enjoyable Way
Pru-ee Participants spread out in a large, clear space and close their eyes. The facilitator touches one person on the shoulder - she is now Pru-ee and remains silent and still. Other participants move gently around, trying to make physical contact with each other. »en contact is made, one participant enquires 'Pru-ee? if the other also responds with 'Pru-ee?, they both move on. When a participant comes across Pru-ee (who, of course, does not respond to the question), she becomes par¡ of Pru-ee by maintaining physical contact and remaining silent. Pru-ee grows and grows until everyone is joined up. Participants then open their eyes, usually to gasps of surprise!
Musical Meetings Participants walk around briskly in a large clear space with music playing. When the music stops, each participant shakes hands with the nearest person and a mutual¡ exchange of personal information takes place until the music restarts (7 5-20 seconds). The process is repeated but a new partner must be found each time. Note: because of the level¡ of noise generated by the discussion in a large group, a considerable volume of sound is needed to interrupt the talking.
Sets Participants stand in the centre of the room. The facilitator calls out a statement and indicates two positions at opposite ends of the room one for those who strongly agree with the statement, the other for those who strongly disagree. Participants con take up any position on the line between the two places indicated; when in position they discuss the statement with their neighbour. Statements, a mix of the light-hearted and the serious, should be called out at frequent intervals so os to generate plenty of activity and discussion. Some suggested statements: I would rather be at school than at home. I believe in ghosts. 1 think smoking should be allowed in school 1 have relatives living abroad (indicate positions in room to represent different continents). 1 am optimistic / pessimistic about the future. Variation: instead of forming a line after each statement, the facilitator con ask participants to take up alternative physical positions, e.g. -'hands above head' for those who agree, "hands below feet-' for those who don’t, 'horizontal position' / 'vertical position' etc.
Know Your potato Working in groups of six, students choose a potato each. For two minutes each student feels his/her potato, observes it from all angles, searches for its particular characteristics. The students then put the potatoes back in the middle of the circle and mix them up. Participants all close their eyes in turn and describe their potato to the group. Finally, participants all close their eyes again and search for their potatoes. As well as practising observation and descriptive skills, this activity can be used as a stimulus for considering issues to do with commonality and individuality.
Birthday Line Up Participants are asked to line up according to the month and date of their birthday, 1January at one end of the room and 31 December at the other. They should do this without speaking. When each participant has taken up a position a verbal check can be made, either going down the line in turn or by checking with neighbours either side. Participants who end in the wrong place in the line should be encouraged to change position.
Height Line Up Participants spread out and find a space in the room. They should make a mental note of their position before closing their eye-s. Participants then line up according to height, the tallest at one end of the room, the shortest at the other. When all participants have taken up a place they can open their eyes to check their positions, adjusting them if necessary. As the solution to the problem requires some physical contact, this exercise generates amusement as well as a feeling of group solidarity. It is helpful to give an occasional commentary during the exercise so that those who find their positions quickly know what is happening.
Zoom Participants stand in a circle. The facilitator makes the sound of a sports car, 'Zoom' passing the sound on to the person on her left or right. The sound is passed quickly around the circle by each participant in turn. At an appropriate point, the facilitator introduces a second sound, 'Eeek!' which represents the squealing of brakes' as the car stops and spins round continuing in reverse direction around the circle. Any participant can then apply the brakes and send the car the other way. A third sound can be introduces. Whoosh!-, which powers the car across a river to land at the opposite point of the circle, to continue travelling in the same direction around the circle. This activity generates much laughter and enjoyment. Once the facilitator has introduces the sounds and what they represent the activity is controlled by the partici . pants who have to make decisions as individuals which directly affect the direction of the group exercise - a common feature of participatory learning which here underlies a simple, but pleasurable group experience. Sources of these activities Pru-ee: Stephanie Judson (ed.), A M Non-violence and Children;.Mathemd ercises: derived from an idea in Prisc man et al., The Friendiy Classroom fc Planet; Findings Things in Common: Nancy Schniedewind and Ellen Davidson, Open Minds to Equaiity; Attribute LinkinglHeight Line-up.Centre for Global Education; others: Various. |
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