Improvisation 1

Learning intentions

We are learning to understand that objects can hold symbolic significance.

What to look for

Pupils beginning to understand the symbolism of their own chosen objects
Pupils transferring this understanding of symbolism to another object
Pupils creating a tableau to demonstrate their understanding of symbolism
Pupils appraising their own and others’ work

Extension activity

In groups of 4–5, pupils choose an object (either provided by you, or from a member of their group). They create a tableau based on what the object symbolises. For example, a teddy bear could represent childhood. You could record their tableaux with a digital camera.

Learning activities

Each pupil brings in an item that means something to them, for example:

a medal; or
a favourite teddy bear.

Focus some circle time on encouraging each pupil to explain the significance of their chosen item.

Show or pass around examples of objects that have some kind of symbolic significance. Challenge the pupils to express that symbolism in a single word, for example:

a white dove – peace;
a lit candle – hope;
a length of blue material – river; and
a cane/stick – age/royalty.

Still seated in a circle, ask the pupils to sum up the significance of their own objects in one word.