贡献者 劳拉·博格沃特

说明

在这项游戏活动中，学生们将热身、发声并相互了解，培养以动态和渐强为中心的技能。  

路线

• 请学生围成一个圆圈。
• 一种 crescendo is when something starts really quiet and small and gets louder and bigger. You can use these visual images to guide learning.
• Start by saying your name quietly and doing a very small physical motion/gesture. 
• 下一个人会重复这个名字和手势，但他们会让它变大一点。
• As the name/gesture moves around the circle, it will grow bigger and bigger until it reaches the person whose name it is, who then says it in the biggest way.  
• 然后移动到下一个人的名字和一个新的动作。
• Try going as quickly as possible to build momentum. 
• 反思：向小组提出以下问题。
  • 我们在这场比赛中练习了哪些技能？
  • 为什么关注你之前的人很重要？
  • 如果有人开始时发出非常响亮/大的声音和动作，会发生什么？有什么地方可以建造吗？

过渡到活动

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

退出活动

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.”

课堂布置

1级： 圆圈

Building on the Activity: 你可以尝试一条长线，让最后的人回到线的另一边，以明确哪一边是钢琴，哪一边是强项（这也会让游戏更加活跃）。

支持/自适应材料/工具

• 如果您有一个小组，请尝试在圈子周围发送相同的名字两次以真正建立它，然后再转到下一个人。
• Side coach the students as it goes around: “A little bigger, a little bigger, the biggest you can possibly 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 use a dynamics meter, and have a Classroom Professional 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 less movement and/or students for whom this might be sensory overload, have students draw their name and a feeling and make the drawing bigger and bigger. 
• If loud noises pose a problem for students, scaffold volume levels (e.g. 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 name and sound so that the crescendo is not repeated so many times for those students who could be negatively impacted by this. 
• You might want to introduce a soundscape instead and apply the crescendo to one to three sounds instead of a whole group of names.

课堂专业人员可能扮演的角色

• Model 100% participation.
• Point to the dynamics on a chart.
• 确保学生不会被噪音水平淹没。

远程教学的调整

如果小组可以使用它而没有反馈等技术问题（这对某些学生来说可能是痛苦的和/或难以承受的），您可以在每个人都关闭静音的情况下引导此活动一两个声音。将学生安排在分组讨论室以一种可能会减少反馈等问题的方式进行练习也可能有效。