Passing Out Instruments, Putting Instruments Away
About:
[Learning to be competent members of a group or community, doing our share, entitlement]
Purpose of this lesson:
- Manage the basic need to distributing instruments
- First hand experience of practicing 'meeting energy', as opposed to 'beating' or 'dead fish' .
- Opportunity to build and maintain positive group interactions and culture
- Support a positive awareness and attunement between group members
- Help each student know they are included.
- Help each student understand and manage their responsibility to others.
Directions:
Demonstrate bring someone and instrument using, 'meeting', 'beating' and 'dead fish' energy.
It be good to have a puppet do this. If an adult is doing a sort of role play, sometimes students get confused. Having the puppet do the undesirable actions helps keep roles more clear.
"When Dragon hands this drum to Sally, How should he do
it?"
( throw it at her?)
“Drop in front of her?”
“Hand it to her?”
“Place it in front of her?”
When Sally gets the drum, how should she respond?
Personal vs Impersonal
When a student says ‘thank you’ I like to respond
with a personal tone- This makes my heart so happy
that you thanked me.
Also this is the que that allows each child to pass
a drum another drum. That way they each deliver a
drum and they each receive one. If you get the
numbers right, then each gives to a different
student than they received from.
Putting drums away- I like to just say would you all come and put
your sticks in this container and make a stack with
the drums here. Then go sit back down.
Reflect on and celebrate how we did with the process.
Glitches:
- Student refuses to pass out an instrument
- It is useful so figure out why a student refuses to cooperate with passing out instruments. I've seen students who a in fear and don't want to leave their spots, or fearful that they can do it.
Sometimes moving closer and offering assistance helps these students get moving. - Sometimes student have an attitude of entitlement and believe they only have to do what they want, and don't accept being responsible for other tasks. With these student, Take Over the Problem; emphasis, dragon puppet refused to do something, when the next privaledge comes along, has he earned it?
- Give energy and recognition to those who are moving and participating.
- Student passes instrument in a 'dead fish' or 'beating kind of way'.
- Take Over the Problem, emphasis is on enacting the Dead fish or Beating Energy.
- Depending on age and context, you can walk the student through this, literally or figuratively hold their hand,
Needs Met:
Connection- learning to handling a task in
'meeting' energy.
Contribution- doing a action that is serving the
larger community.
Neuroscience and Psycho-physiology Basis:
[]
Metaphor to Explore:
[]
Extensions:
What are some of your responsibilities at home? At school?