actors in action - national autism conference · »actors work on scenery, make props etc. ......
TRANSCRIPT
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Setting the Stage forSocial Success
presented by
Cindy Schneider
www.actingantics.org
A Brief History
» Cindy’s background
» Autism & Theatre…making theconnection
» Growing the program
» Reaching out to other geographicregions
Movin & Groovin’
» Focused less on abstractlanguage skills
» Age appropriate movementbased theater and music activities
» Skills include following directions,learning patterns, motor skills,group behaviors, greetings,etc.
Actors in Action
» Focused less on abstractlanguage skills
» Teen appropriate movementbased theater & music activities
» Skills include following directions,learning patterns, motor skills,collaboration in a group, taking arisk, building confidence
Inclusive Musical Theater
» Youngsters/teens with social needsperform with ‘typical’ peers
» Focus is on all aspects of putting on amusical production
» Group work, collaboration
» Actors work on scenery, make propsetc.
» Culminates in performance
Acting Antics» Geared to youth/teens with average
to above average IQ
» Focuses on building self-esteem &social cognition
» Builds ability to read non-verbal cues,abstract language, read context etc.
» Involves theater games, improvisation,scene work
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» Executive Function
» Sensory Processing
» Social Emotional Regulation
Neurological Differences Executive Functioning
» Set Goals» Plan» Sequence» Prioritize» Organize» Initiate
» Inhibit» Pace» Shift» Self-monitor» Emotional Control» Complete
Sensory Differences
» Receive sensory information andprocess it differently
» Hyper or Hypo-sensitive (seeker oravoider)
» Can trigger significant reactions orwithdrawal
» Can have a great deal of troublefocusing due to unmet sensory needs
Social / EmotionalRegulation Difficulties
» Impulsivity» Difficulty anticipating
consequences of own behavior» Trouble “filtering” responses» Difficulty keeping body in check
Theory of Mind Impairment
» Difficulty predicting others’ behavior
» Difficulty in explaining own behavior.
» Difficulty understanding emotions
» Difficulty understanding theperspective of others
» Lack of understanding of socialinteraction
BLAH… BLAH… BLAH…
20-40% of thetotal message
is related to thespecific words said
60-80% of the total message relates to what we do with our body
when communicating
Adapted from M. Winner 2002
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Social Impact ofTheory of Mind Impairment
» Difficulty with ‘appropriate’ emotionalresponsiveness
» Difficulties with conversationalinteractions
» Inaccurate reading of contextualand/or non-verbal cues
» Difficulty sustaining peer interactions
» Disproportionate focus on own interests
Why Theatre?» Recreational activity
» Conducive to teaching socialcues and interpretation
» Interacting is an integral part ofacting
» It’s fun!
» It’s not called Social Skills!!
Components of being anaudience
» Reading body language
» Reading facial expressions
» Interpreting vocal tone, volume
» Understanding the content andcontext of the situation
Components of beingan actor
» Using appropriate body language
» Using appropriate facial expression
» Modulating vocal tone and volume
» Portraying meaning and context
From here on. . .
» Body Language
» Facial Expression
» Vocal Tone andModulation
BIG 3 =
Rules of Acting
» Never hurt another actor Physically Feelings
» Listen to the director
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“Name game”
» Circle formation» One actor claps across to peer
using all messages and saying name» Peer then does the same to a new
peer» Continue as quickly as possible
Skills in the Name Game
» Ice Breaker» Successful first group activity» Giving non-verbal messages» Get to know names/peers» Processing time» Motor planning» Focus» Variations?
“The Power”
» Pass clap around circle in onedirection
» The person who has “the power”gets to change direction
» Eventually multiple people have“the power”
Skills in “The Power”
» Works on focus and attention» Must pick up body cues for where
the clap is going» Promotes the ability to “shift”» Repetition increases the ability to
shift quickly
Bamboozle
» Circle or line» Director gives a feeling word to
actor» Actors use body language, facial
expression, vocal tone to expressemotion
» Say BAMBOOZLE using that emotion
Skills in Bamboozle
» Begin to work on the “BIG 3”» Can scaffold easily to levels of
actor» Build confidence
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“Sell Your Partner”
» Demonstrate or have actordemonstrate how a “used carsalesman” might sell a commonobject
» Model exaggerated “salesman”vocal qualities
» Partners: graphic organizer
» Partners interview one anotherabout skills, preferences,strengths
» Partners practice salesman pitch:why should WE want that personin our lives?
» Used car salesperson persona?
“Sell Your Partner”
» Actors regroup to audiencepositions
» Person who is “product” sits inchair as “salesperson” gives thepitch
» Then switch roles
» Each team takes their turn
Skills in “Sell Your Partner
» Getting to know peers
» Recognizing the interests of others
» Risk taking-performing without ascript
» Encourages creative thinking
» Self esteem builder
“Flexible Phrases”
» Assign partners in the group
» Give each pair receives a commonphrase
» Pairs decide on 2 or more ways to saythat phrase to bring different meaning tothe phrase.
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Skills in “Flexible Phrases”
» Collaboration with partner
» Interpreting a phrase-multipleword meanings, etc.
» Using the BIG 3
Sample Phrases
» “I didn’t mean it.”
» “Will you come here”
» “Come over here.”
» “I didn’t do it”
» “You better go.”
Two Phrases
» One person is the “pivot person” -controls the scene
» Two actors on the sides are eachgiven two phrases - that’s all theycan say
» Suggestion of a workplace iselicited from the audience
Skills in Two phrases
» Multiple meanings of words andphrases
» Using “Big Three”
» Acting and reacting to anotherperson
» Increasing flexibility
Open Scenes
» Combination of commonphrases
» Can be interpreted more thanone way
» Extension of flexible phrasesactivity
Open Scene 2
So sorry.Maria
Just a little.Sandy
Oh, was I in your way?Maria
Excuse me.Sandy
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Open Scene 1
Yeah, right.Andy
Why, you want to getsome, too?
Chris
Yeah, well I like thosesneakers. Where’d youget them?
Andy
Hey, cool shirtChris
Scenes from a Hat
» Pair given a common scenariowith a minor conflict
» Actors create dialogue on thespot, reacting to one another
» Must come to some resolution/ending
Skills in “Scenes From A Hat”
» Working with a partner» Being attentive to partner» Using verbal and non-verbal
communication» REACTING to verbal AND non-verbal
communication of partner» Analyzing outcomes of
communication
“Blah Blah”» More abstract version of “Scenes
from a Hat”» Pair given a common scenario with
conflict» Only verbalization allowed is “Blah,
Blah”» Two characters have “Blah Blah”
conversation about conflict» Must come to some ending
Skills in “Blah Blah”
» Portray meaning without words, withnon-verbals
» Read meaning without words , withnon-verbals
» Conflict resolution
» Reinforce concept that one person’saction causes a reaction
Migration» Group sitting in circle
» One less chair that participants
» Person standing asks YES/NO question: Are you wearing…?
Do you like……?
Have you ever….?
» If participant’s answer is Yes, they move tonew chair
» Person left standing asks next question
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Skills in Migration
» Focus/attention/listening
» Perspective of peers
» Must have answer immed.-no time to overanalyze
» Formation of yes/no questions
» Strategies, use of humor, etc.
Props» Provide a common object
» Pantomimes using is as somethingother than its intended purpose
» Tries to give audience as much non-verbal info as possible
» Audience members raise hand ifthey can guess what object issupposed to be
Skills in “Props”
» Using imagination
» Taking a risk
» Using non-verbal communication
» Theory of mind practice: figuringout the audience’s perspective
Infomercial
» Start with “Props” game
» Build up to this game gradually
» Use 4 or 5 props
» Team of 3 or 4 actors
» Work together to improv sellinggroup of props as a kit, for example:
Sample “kits”
» Prevent hair loss kit
» Insect repellent kit
» Halitosis prevention kit
» Fire prevention kit
» No more zits kit
Skills in Infomercial
» Creative thinking
» Teamwork
» Flexibility
» Reciprocity
» ‘Closing’ statements
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Slow News Day» Group of 3-5 actors
» They are assigned a common object,food, etc.
» Group decides who will play the differentreporters
» Create weather, sports, news, trafficstories with this item as the focus
» Can be very whimsical, nonsensical
Skills in Slow News
» Cooperative group work with a structure
» Compromise and negotiation
» Creativity
» Maintaining a topic
» Sharing the “spotlight”
Taxi Driver
» Four chairs set up-2 front and 2 back
» New person comes up to car as“driver” with a specific persona
» Other members in car must emulatethat same persona
» Director yells “switch” and actorsrotate and new driver comes in withnew persona
Comments about Taxi
» Rehearse rotation scheme
» Brainstorm different characters
» Difficult for some actors especiallythose who are less confident tocome up with a character
» Option to choose frombrainstorming list
Skills in Taxi» Motor planning
» Attending to fellow actors andemulating a persona
» “Shifting”- quickly
» Creative thinking
» Increasing confidence so that one iswilling to ‘take a risk’
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Examples» Bank Robber
» Elderlywoman/man
» Cool dude
» Cowboy
» Movie Star
» Politician
» Robot
» Firefighter
» S-L-O-W talker
» Sports announcer
The Final WordTheatre can offer youngsters:
» Opportunity to develop a leisure timeactivity that they enjoy
» Build Self-esteem» Make friends» Work on social and pragmatic issues» Have fun!!!
What more could we ask?!
Cindy’s book is available at Jessica KingsleyPublishers www.JKP.com as well as at
Barnes & Noble or Amazon.
Cindy’s contact info:
Website:
www.actingantics.org