Theatre in the Classroom: Who Started the Motion?

Whether you are a newbie, veteran or somewhere in between with your teaching career, there is always something new to learn or something you may come to realize with teaching.  My third year I realized that I could easily use my theatre background into my classroom to assist with learning.

I talk a lot about integrating theatre into the classroom or elementary schools, mainly because I believe in its effects and the energy it gives students. In my classroom, I use a few games and activities I have learned throughout undergrad that I know can be useful in the classroom.

One of my favorites, as well as students, is ‘Who Started the Motion?’ This game allows for collaboration and teamwork in order to accomplish a goal – prevent the observer from determining the leader. Although this is considered a theatre activity, it helps students build problem solving skills in a fun and engaging way. It is also a great activity that teachers can incorporate reading activities (more on that later).

To introduce ‘Who Started the Motion?’, I usually lead the first round to model for students how the game goes. Students form a circle around the classroom, making sure there’s ample space between each person. One student is chosen to step out of the classroom and a good distance away from the door. Everyone else in the room decides on one person to be the leader (it would be best if the teacher randomly chose someone, if he or she isn’t the leader), who will begin a motion. Normally, I inform the leader to make subtle moves because anything that is conspicuous will clearly be noticeable and easy for the observer to guess who started the motion.

Everyone must follow the leader the entire time while the observer, who is eventually allowed back into the room, makes his or her guesses. It is best to allow the leader a minute or so to have others follow their lead before allowing the observer back into the room. The leader should make different movements or gestures, but again very subtle when changing them. But once he or she returns, the observer must stand in the center of the room and put the problem-solving skills to work. He or she is only allowed three chances to guess the leader.

Now one of the main things to remember is to let students know NOT to stare down the leader (lol). Encourage them to be cognizant of what the leader is doing, but not obvious in giving away that person. If the leader is determined or the observer does not guess the leader (be sure to reveal the leader), allow other students the chance to participate as the leader or observer.

Alternatives:

• You can also use this game in reading subject matters, for those who are wondering, how can they incorporate this activity with other subject matters. Particularly, I’ve had students think of a story we’ve read in class (the observer must be outside). Once we’ve chosen a book, we determine different characters to embody. We think of different gestures the characters make or would make. Once we’ve decided on those things, the leader directs the group and the group follows. The observer returns and must determine the leader and which book was chosen based on the gestures and movements.

• Another alternative, would be choosing a theme for the leader to embody, and the observer would just have to guess the leader and the theme.

I’ll be sure to share other activities that you can easily incorporate. Until then, check out Theme Skits which helps encourage more on reading comprehension.