Logically all trainers know that Role Plays are a perfect way to ensure practice of new skills. But somewhere we do realize that not all of us are comfortable acting parts in front of an audience, sometimes the role plays just seem superficial lacking any direction or we are just rushing through things to finish the role play and cover the agenda.
Simulation and role play is very important in nursing education. it includes definition, purpose, principles, types and procedure etc. of simulation and role play.
Our first lesson in Unit 1, using still images to explore the theme of domestic abuse, with the song Behind the Wall by Tracey Chapman as our main stimulus.
W2a Behind the Wall: Refuge advert role playGareth Hill
Lesson 3 in our exploration of domestic abuse in GCSE Drama. Using Role Play and Marking the Moment to explore the stimulus of an advert for Refuge, the Women's charity organisation. Exploring triggers of violence and how our reactions and actions change depending on the relationship.
4TH DAY OF 40 HOURS NLP WORKSHOP for the TRAINING OF TRAINERS @ADARSH AMDAVAD
Neuro-Linguistic Programming is a model about human behavior. It is not a theory because a theory must be proved. On the other hand a model merely has to be tested and if the model yields consistent results; it qualifies as a working model.
Every model is based on pre-suppositions which are assumed to be true. The presuppositions
for any given model are fine tuned till such time that the model yields
consistent results.
1. Everyone lives in and operates from his/her own unique model of the world.
2. People always make the best choices available to them, given their unique model of the world and the situation.
3. There is a desirable solution/possible outcome to every problem.
4. Each person is equipped with everything he/she needs to solve his/her
problems.
5. It is important to separate and distinguish a person from his/her behavior.
When someone is learning something new, it is useful to evaluate the
behaviors while holding constant a positive evaluation of self.
6. All behaviors that people exhibit are motivated by a positive intention or
purpose.
Lesson 4 in our exploration of domestic abuse in GCSE Drama. Using Forum Theatre to explore difficulties communicating concerns about an unhealthy relationship.
W4 GCSE Drama - Domestic Abuse - exploring statisticsGareth Hill
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
This presentation is an introduction to characterization for my 6th graders. The slides are a combination of my work and the work of other teachers online. So i don't want to take all the credit. Hope it helps.
Logically all trainers know that Role Plays are a perfect way to ensure practice of new skills. But somewhere we do realize that not all of us are comfortable acting parts in front of an audience, sometimes the role plays just seem superficial lacking any direction or we are just rushing through things to finish the role play and cover the agenda.
Simulation and role play is very important in nursing education. it includes definition, purpose, principles, types and procedure etc. of simulation and role play.
Our first lesson in Unit 1, using still images to explore the theme of domestic abuse, with the song Behind the Wall by Tracey Chapman as our main stimulus.
W2a Behind the Wall: Refuge advert role playGareth Hill
Lesson 3 in our exploration of domestic abuse in GCSE Drama. Using Role Play and Marking the Moment to explore the stimulus of an advert for Refuge, the Women's charity organisation. Exploring triggers of violence and how our reactions and actions change depending on the relationship.
4TH DAY OF 40 HOURS NLP WORKSHOP for the TRAINING OF TRAINERS @ADARSH AMDAVAD
Neuro-Linguistic Programming is a model about human behavior. It is not a theory because a theory must be proved. On the other hand a model merely has to be tested and if the model yields consistent results; it qualifies as a working model.
Every model is based on pre-suppositions which are assumed to be true. The presuppositions
for any given model are fine tuned till such time that the model yields
consistent results.
1. Everyone lives in and operates from his/her own unique model of the world.
2. People always make the best choices available to them, given their unique model of the world and the situation.
3. There is a desirable solution/possible outcome to every problem.
4. Each person is equipped with everything he/she needs to solve his/her
problems.
5. It is important to separate and distinguish a person from his/her behavior.
When someone is learning something new, it is useful to evaluate the
behaviors while holding constant a positive evaluation of self.
6. All behaviors that people exhibit are motivated by a positive intention or
purpose.
Lesson 4 in our exploration of domestic abuse in GCSE Drama. Using Forum Theatre to explore difficulties communicating concerns about an unhealthy relationship.
W4 GCSE Drama - Domestic Abuse - exploring statisticsGareth Hill
the sixth workshop in the series, where we selected appropriate strategies, mediums and elements to create a dramatic response to stattistical information on the subject of Domestic Abuse in the UK.
This presentation is an introduction to characterization for my 6th graders. The slides are a combination of my work and the work of other teachers online. So i don't want to take all the credit. Hope it helps.
Basic framework for KS4 and 5 Drama and Performing Arts students. Also contains some slides about Narrative theory useful to cross over with Media Studies/Film students
5THDAY OF 40 HOURS NLP WORKSHOP @ADARSH AMDAVAD
Neuro-Linguistic Programming is a model about human behavior. It is not a theory because a theory must be proved. On the other hand a model merely has to be tested and if the model yields consistent results; it qualifies as a working model.
Every model is based on pre-suppositions which are assumed to be true. The presuppositions
for any given model are fine tuned till such time that the model yields
consistent results.
1. Everyone lives in and operates from his/her own unique model of the world.
2. People always make the best choices available to them, given their unique model of the world and the situation.
3. There is a desirable solution/possible outcome to every problem.
4. Each person is equipped with everything he/she needs to solve his/her
problems.
5. It is important to separate and distinguish a person from his/her behavior.
When someone is learning something new, it is useful to evaluate the
behaviors while holding constant a positive evaluation of self.
6. All behaviors that people exhibit are motivated by a positive intention or
purpose.
8TH DAY OF 40 HOURS NLP WORKSHOP for the TRAINING OF TRAINERS Neuro-Linguistic Programming is a model about human behavior. It is not a theory because a theory must be proved. On the other hand a model merely has to be tested and if the model yields consistent results; it qualifies as a working model.
Every model is based on pre-suppositions which are assumed to be true. The presuppositions
for any given model are fine tuned till such time that the model yields
consistent results.
1. Everyone lives in and operates from his/her own unique model of the world.
2. People always make the best choices available to them, given their unique model of the world and the situation.
3. There is a desirable solution/possible outcome to every problem.
4. Each person is equipped with everything he/she needs to solve his/her
problems.
5. It is important to separate and distinguish a person from his/her behavior.
When someone is learning something new, it is useful to evaluate the
behaviors while holding constant a positive evaluation of self.
6. All behaviors that people exhibit are motivated by a positive intention or purpose.
8TH DAY OF 40 HOURS NLP WORKSHOP for the TRAINING OF TRAINERS Neuro-Linguistic Programming is a model about human behavior. It is not a theory because a theory must be proved. On the other hand a model merely has to be tested and if the model yields consistent results; it qualifies as a working model.
Every model is based on pre-suppositions which are assumed to be true. The presuppositions
for any given model are fine tuned till such time that the model yields
consistent results.
1. Everyone lives in and operates from his/her own unique model of the world.
2. People always make the best choices available to them, given their unique model of the world and the situation.
3. There is a desirable solution/possible outcome to every problem.
4. Each person is equipped with everything he/she needs to solve his/her
problems.
5. It is important to separate and distinguish a person from his/her behavior.
When someone is learning something new, it is useful to evaluate the
behaviors while holding constant a positive evaluation of self.
6. All behaviors that people exhibit are motivated by a positive intention or purpose.
This is a material that can be used to introduce people to learn about being 'healthy' at work or in personal life by practicing self discovery, proactive mindset, and growth mindset
A guide for GCSE Drama students on how to prepare their 500 words of notes for Section B of the Component 3 written exam. The example features 'As You Like It' by Shakespeare, performed by the RSC in the 2018 season at Stratford upon Avon
GCSE Drama: PPE revision 1 Section B - 9 markGareth Hill
Lesson one in a series aimed at revising the written exam for Y11 GCSE Drama (Edexcel) studying As You Like It for Section B and The Crucible for Section A
Exploring the Mindfulness Understanding Its Benefits.pptxMartaLoveguard
Slide 1: Title: Exploring the Mindfulness: Understanding Its Benefits
Slide 2: Introduction to Mindfulness
Mindfulness, defined as the conscious, non-judgmental observation of the present moment, has deep roots in Buddhist meditation practice but has gained significant popularity in the Western world in recent years. In today's society, filled with distractions and constant stimuli, mindfulness offers a valuable tool for regaining inner peace and reconnecting with our true selves. By cultivating mindfulness, we can develop a heightened awareness of our thoughts, feelings, and surroundings, leading to a greater sense of clarity and presence in our daily lives.
Slide 3: Benefits of Mindfulness for Mental Well-being
Practicing mindfulness can help reduce stress and anxiety levels, improving overall quality of life.
Mindfulness increases awareness of our emotions and teaches us to manage them better, leading to improved mood.
Regular mindfulness practice can improve our ability to concentrate and focus our attention on the present moment.
Slide 4: Benefits of Mindfulness for Physical Health
Research has shown that practicing mindfulness can contribute to lowering blood pressure, which is beneficial for heart health.
Regular meditation and mindfulness practice can strengthen the immune system, aiding the body in fighting infections.
Mindfulness may help reduce the risk of chronic diseases such as type 2 diabetes and obesity by reducing stress and improving overall lifestyle habits.
Slide 5: Impact of Mindfulness on Relationships
Mindfulness can help us better understand others and improve communication, leading to healthier relationships.
By focusing on the present moment and being fully attentive, mindfulness helps build stronger and more authentic connections with others.
Mindfulness teaches us how to be present for others in difficult times, leading to increased compassion and understanding.
Slide 6: Mindfulness Techniques and Practices
Focusing on the breath and mindful breathing can be a simple way to enter a state of mindfulness.
Body scan meditation involves focusing on different parts of the body, paying attention to any sensations and feelings.
Practicing mindful walking and eating involves consciously focusing on each step or bite, with full attention to sensory experiences.
Slide 7: Incorporating Mindfulness into Daily Life
You can practice mindfulness in everyday activities such as washing dishes or taking a walk in the park.
Adding mindfulness practice to daily routines can help increase awareness and presence.
Mindfulness helps us become more aware of our needs and better manage our time, leading to balance and harmony in life.
Slide 8: Summary: Embracing Mindfulness for Full Living
Mindfulness can bring numerous benefits for physical and mental health.
Regular mindfulness practice can help achieve a fuller and more satisfying life.
Mindfulness has the power to change our perspective and way of perceiving the world, leading to deeper se
Why is this So? ~ Do Seek to KNOW (English & Chinese).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma teaching of Kamma-Vipaka (Intentional Actions-Ripening Effects).
A Presentation for developing morality, concentration and wisdom and to spur us to practice the Dhamma diligently.
The texts are in English and Chinese.
2 Peter 3: Because some scriptures are hard to understand and some will force them to say things God never intended, Peter warns us to take care.
https://youtu.be/nV4kGHFsEHw
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
Discover various methods for clearing negative entities from your space and spirit, including energy clearing techniques, spiritual rituals, and professional assistance. Gain practical knowledge on how to implement these techniques to restore peace and harmony. For more information visit here: https://www.reikihealingdistance.com/negative-entity-removal/
2. Preliminary Work
• Simultaneous solo work:
• Find a space. Shut your eyes and imagine you’re a
character who has a strong statement to say to another
character standing a few metres away from you. (only 1
or 2 sentences)
• Open your eyes and make the statement. Use any
movement you feel is appropriate – may be a step
forward, or a gesture etc.
• Now make the statement again with just one main
movement only. Any subsidiary movements need to be
reduced or removed. Repeat the statement with
simplified movement.
3. Continued...
• Everyone now thinks about their statement
again. This time, a stronger impulse stops you
making the statement just in time. When
putting this into action a clear intention as
well as a change of mind should be evident.
• Repeat this exercise but this time the
intention and change of mind should be
defined by one clear movement or gesture
each.
• Discuss the work accomplished so far.
4. Discuss:
• Why should a character move at all? If a character is in
harmony and balance with life, would the character
move?
• What forces tend to make the characters move and
what forces tend to block or check movement?
• What forces tend to move characters forward? What
forces tend to move charters backward?
• As well as external movements, are there internal
movements? If so give an example.
• Are internal movements directional?
• Is there ever such a thing as a still character?
• Is it possible to move and remain neutral?
5. Guide to exercises
• No exercise is designed to prevent micro
movements of the body. Fluidity of movement
has to remain.
• We are attempting to match the fluidity of
movement to the fluidity of thought.
• Thought processes of the characters need to be
led by strong objectives.
• Hopefully everyone's understanding and
appreciation will grow as a result of experiencing
the execises.
6. Core exercise- in pairs
• Create and act out a short scene where both
actors express a clear intention with a limited
number of movements – 3 or 4 is sufficient.
Each one of these movements has a single or
clear thought or a feeling motivating it.
• Not mime – the movements are linked directly
to speech.
7. Follow up work – in pairs
• Create and act out a fully developed language
based scene in which every movement and
action has a strong and understandable
purpose. The number of movements are
unlimited, but try to get rid of subsidiary
movements, gestures etc.
• Those movements that remain need to
communicate the characters conscious or
subconscious decision making.
8. Script for the scene if needed
• A: What are you doing here?
• B: Waiting for you to come back
• A: I think you should go. I want you to leave now,
please.
• B: I only what to explain to you what I meant,
why won’t you give me a chance?
• A: I’ve heard it before. You’re a liar, you can’t help
yourself. You’re pathetic.
• B: Who needs you anyway? Not me. See you
around.
9. Follow up to core exercise
• Repeat the exercise as before, this time the
movements should be as subtle as possible.
However they still need to be clearly
communicated.
10. Script for the scene if needed
• A: What are you doing here?
• B: Waiting for you to come back
• A: I think you should go. I want you to leave now,
please.
• B: I only what to explain to you what I meant,
why won’t you give me a chance?
• A: I’ve heard it before. You’re a liar, you can’t help
yourself. You’re pathetic.
• B: Who needs you anyway? Not me. See you
around.
11. Variations – in pairs
• Without making a direct movement A has an impulse
to move towards B, or to react to B by making a
movement, or gesture. This is checked or blocked by a
second impulse. The 2nd may originate from a lack of
confidence, embarressment, self control , kindness etc.
• A has to generate these two impulses – one to
communicate to B and one to prevent that
communication. B is asked to watch and detect if it is
possible to understand what B is doing. Swap and
repeat
• Create and act out a short scene which uses a set of
impulses as its climax.
12. Applying the exercises to your work
• These exercises were created to assist
students in their audition pieces, normally
monologues just like you are doing at the
moment.
• Further reading can be found in the chapter
on Restraint and Control in Konstantin
Stanislavski’s book ‘Building a Character’
