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The game goes like this. First everybody makes a circle holding each other’s hands. Then we let go our hands. Someone in the circle start miming an activity. The person next to him asks: ‘What are you doing?’, miming person tells something other than what he is miming at the moment, and asking person starts to mime what he/she has been told. And the person next to him asks: ‘What are you doing?’ He tells something other than what he is miming at the moment and on and on and on… Continue reading
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After seeing Dilar Pereira’s daily collage project, I thought that this can easly be integrated to a drama lecture. You can ask students to prepare a small collage from daily items and these projects can be used as stimuli in the lesson. They can exchange their projects and prepare little poems about each others’ project for example.
The first issue regarding developing students’ improvisation skills is how to overcome ‘performance anxiety’ (stage fright). At the heart of the fear of being silly lies ‘the others’. We fear of others’ finding us silly. So in an improvisation lecture, I decided to start with something that would make all of us –including me as teacher – silly.
We made a big circle holding each other’s hand and then let go off our hands. This is an energy game that I learned in an international workshop. Continue reading
An excerpt from Medienkunstnetz’s short description about TV-Buddha of video artist Nam June Paik (1932-2006):
Paik’s possibly most famous video work was produced as a gap-filler for an empty wall in his fourth show in the Galeria Bonino, New York. Shortly before the opening, he hit upon the idea of making a TV viewer out of an antique Buddha statue once purchased as an investment. The subsequent addition of a video camera meant the Buddha now watched his videotaped image on the screen opposite – past and present gaze upon each other in an encounter between Oriental deity and Western media.
I think this stimulus can be used to talk about identity, media, self-reference etc. in classroom.