Crescendo

Goal: To warm up our bodies and voices in a silly way. To get to know each other's names through repetition.

Crescendo
  • Intro
  • Game

Crescendo

Contributed by Laura Borgwardt

Goal

To warm up our bodies and voices in a silly way. To get to know each other’s names through repetition.

Directions

  • Invite students to form a circle.
  • A Crescendo is when something starts really quiet and small and gets louder and bigger! 
  • The Teaching Artist will start by saying their name quietly and doing a very small physical motion/gesture. 
  • The next person will repeat the name and gesture, but they will make it a little bigger.
  • As the name/gesture moves around the circle, it will grow and grow bigger and bigger until it reaches the person whose name it is, who then says it in the biggest/wackiest way! 
  • Then move on to the next person with their name and a new motion.
  • Try going as quickly as possible to build the momentum. 
  • Reflection: Ask the group the following questions.
  1. What skills did we practice in this game? 
  2. Why was it important to pay attention to the person before you? 
  3. What would happen if someone started with a really loud/big sound and motion? Would there be anywhere for it to build to?

Transition into Activity

Have everyone be as quiet as they can. Shush them a lot dramatically and gesture for everyone to form a circle. 

Transition out of Activity

Say to the students: “Move to your next spots in the biggest body you can. Make sure to watch out and give each other space as we move through the room in this way. Then we’ll DECRESCENDO as we go from big to small to sit down.”

Classroom Arrangement

Level 1: Circle
Level Up: You could try one long line and have the person at the end circle back to the other side of the line as a way to make it clear which side is piano and which side is forte (it would also make the game more physically active).

Supports/Adaptive Materials/Tools

  • If you have a small group, try sending the same name around the circle twice to really build it up, before moving on to the next person.
  • Side coach the students as it goes around: “A little bigger, a little bigger, the biggest you can possible be!”
  • Option: Instead of names, you could do a sound and movement. Or you could try an emotion and have it start as the tiniest “sad” until it grows into a big, bawling “SAD”.
  • Draw a crescendo on the board or have a dynamics meter, and have a teacher or student point to the different dynamics as the names/gestures go around the circle. You can also call out dynamics (piano, mezzo, forte, fortissimo!) as the sound moves around the circle to emphasize this vocabulary.
  • For students with limited movement and/or students for whom this might be sensory overload, the TA might have students draw their names and a feeling and make the drawing bigger and bigger. 
  • If loud noises pose a problem for students, a TA might want to scaffold volume levels (i.e. 1-5) and start out with a whisper and only work up to a 3. It might also work best to have only a few students share their names and sounds so that the crescendo is not repeated so many times for those students who could be negatively impacted by this. 
  • TA might want to introduce a soundscape instead and apply the crescendo to one to three sounds instead of a whole group of names.

Role of the Teachers and Paraprofessionals

  • Model 100% participation
  • Point to the dynamics on a chart
  • Ensure that students are not being overwhelmed by the level of noise. 

Remote Adaptation

If it is available to the group without tech issues like feedback (which might be painful and/or overwhelming for some students), you might lead this activity for one or two sounds with everyone off mute. It might also work to place students in breakout rooms to practice this in a way that might cause less issues with feedback, etc.

Art forms

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Time

10 mins