Mime

Learning intentions

  • We are learning to use basic movement rhythms associated with mime work.
  • We are learning to be more aware of our own bodies and movements.
  • We are learning to develop pieces of mime by using the basic movement rhythms.

What to look for

  • Pupils using rhythms associated with mime
  • Pupils breaking down scenarios into the most appropriate mime rhythms

Learning activities

Introduce the basic rhythms employed in mime work by asking the pupils to move in different ways:

  • slow without resistance (e.g. walking on the moon, with no gravity);
  • slow with resistance (e.g. moving through peanut butter);
  • fast without resistance (e.g. acting surprised or shocked, with quick movements); and
  • fast with resistance (e.g. lifting or pushing a heavy object).

Give the pupils a variety of scenarios that enable them to practise these rhythms. For example, they could work in pairs; pupil ‘A’ is seated and ‘B’ is standing up. ‘B’ whispers good or bad news in ‘A’s ear. ‘A’ then reacts appropriately, for example:

  • standing up slowly (slow without resistance); or
  • jumping up quickly (fast without resistance).