Developing Self-Esteem & Social Skills through Theater
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1 Developing Self-Esteem & Social Skills through Theater 2008 NODCC Conference Cherry Hill, NJ Presented by Cindy Schneider Susan March ACTING ANTICS Inc. Corpus Callosum Disorders* *NODCC 2008» Abnormality in structure of the brain» The CC does not develop typically» Can be diagnosed through MRI or CAT scan» Does not worsen, nor can it be cured at this time Neurological Differences FRONTAL LOBE!!! AMYGDALA & HIPPOCAMPUS CEREBRAL CORTEX BRAINSTEM CEREBELLUM DCC Challenges to Selfesteem» Delays in reaching developmental milestones (ex. walking, talking, reading)» Clumsiness/difficulty with bilateral coordination (ex. swimming, riding a bike, tying shoes, pencil-paper tasks)» Learning difficulties (esp. related to abstract concepts, reasoning, problemsolving)» Social confusion (becoming worse as child approaches adolescence) 1
2 Social Confusion with Language» May not understand common expressions, metaphors, double meanings for words, exaggerations, etc.» May not get a joke (or be able to make one)» May not understand how to initiate or enter a conversation» May not understand the reciprocal nature of conversation Social Confusion with Nonverbal Communicaiton» May misunderstand: body language facial expression tone of voice» May not pick up on sarcasm or other s intentions» May not understand social conventions or hidden curriculums Social Confusion with People-Awareness» May not understand that others have feelings and thoughts that are different than their own» May not understand the consequences of their behavior (how it affects others)» May not recognize the purpose of taking turns and making compromises» May not use appropriate motor planning to avoid violating another s life space (ex. stepping on toes, bumping or crowding another)» May have limited insight into their own challenges Social Confusion May Lead To» Difficulty making and keeping friends» Seeking attention for attention sake; negative reactions from peers may be seen as better than being ignored» Poor self concept» Poor self-control or regulation» Vulnerability to suggestion (gullible)» Easy targets for bullies 2
3 ACTING Enter Why Theatre?» Recreational activity» Conducive to teaching social cues and interpretation» Interacting is an integral part of acting» It builds self-esteem» It s fun!» It s not called Social Skills!! Components of being an audience» Reading body language» Reading facial expressions» Interpreting vocal tone, volume» Understanding the content and context of the situation Components of being an actor» Using appropriate body language» Using appropriate facial expression» Modulating vocal tone and volume» Portraying meaning and context 3
4 BIG 3» Body Language» Facial Expression» Vocal Tone and Modulation From here on... Rules of Acting» Never hurt another actor! Physically! Feelings» Listen to the director Name game Name Game» Introductory circle game» All actors and directors where nametags» One person looks across circle at another person, claps & says that person s name» Second person does the same, etc, 4
5 Skills in Name Game» Learning names/faces The Power» Using body face to give message» Break the ice» Work as a group The Power» Pass clap around circle in one direction» The person who has the power gets to change direction» Eventually multiple people have the power Skills in The Power» Works on focus and attention» Must pick up body cues for where the clap is going» Promotes the ability to shift» Repetition increases the ability to shift quickly 5
6 Spongebob Squarepants Spongebob» Circle or line» Director gives a feeling word to actor» Actors use body language, facial expression, vocal tone to express emotion» Say BAMBOOZLE using that emotion Skills in Spongebob» Begin to work on the BIG 3» Can scaffold easily to levels of actor» Build confidence Scenes from a Hat 6
7 Scenes from a Hat» Pair given a common scenario with a minor conflict» Actors create dialogue on the spot, reacting to one another» Must come to some resolution/ ending Skills in Scenes From A Hat» Working with a partner» Being attentive to partner» Using verbal and non-verbal communication» REACTING to verbal AND non-verbal communication of partner» Analyzing outcomes of communication Blah, Blah Blah,blah Blah,blah Blah Blah» More abstract version of Scenes from a Hat» Pair given a common scenario with conflict» Only verbalization allowed is Blah, Blah» Two characters have Blah Blah conversation about conflict» Must come to some resolution/ending 7
8 Skills in Blah Blah» Portray meaning without words, with nonverbals» Read meaning without words, with nonverbals» Conflict resolution» Reinforce concept that one person s action causes a reaction Props Props» Use common objects! Kitchen tools, containers, odds & ends! Ex: ladle, roll of masking tape, basket, scarf» Have actor choose one» Actor uses it as something entirely different than its intended use» Audience guesses what the object is now supposed to be Props» Intention is not to stump audience, but to make it really clear» Actor calls on audience member who are raising hands to guess.» If audience cannot guess, actor may need help giving more information. 8
9 Skills in Props» Thinking about what others know» Thinking about what others see and perceive» Creative thinking» Risk taking Taxi Driver Taxi Driver» Four chairs set up-2 front and 2 back» Three actors start in car» New person comes up to car as driver with a specific persona» Other members in car must emulate that same persona» Director yells switch and actors rotate and new driver comes in with new persona Comments about Taxi Driver» Rehearse rotation scheme before playing» Brainstorm different characters before playing» Difficult for some actors especially those who are less confident to come up with a character» Option to choose from brainstorming list 9
10 Skills in Taxi Driver» Motor planning» Attending to fellow actors and emulating a persona» Shifting - quickly» Creative thinking» Increasing confidence so that one is willing to take a risk» Bank Robber» Elderly woman/man» Cool dude» Cowboy» Movie Star Examples» Politician» Robot» Firefighter» S-L-O-W talker» Sports announcer Partner Scenes Partner Scenes» Scene from everyday life» Understand meaning of dialogue and develop a character» Memorize scene if possible» Perform for audience of peers» Discuss context, social implications, language usage with group 10
11 Partner scenes» Two or three actors» Scene from everyday life» Can have a message» Can have some humor» Students work on them week after week» Highlight their lines» Understand meaning and develop a character» Perform for audience of peers Skills in small group scenes» Taking direction from director» Learning basic stage movement, blocking» Taking the perspective of the character» Thinking about the perspective of the audience Group Scenes 11
12 Larger Group Scenes» Short Skits with entire group of actors» Punch line Scripts» Scripts utilizing double meanings, social miscues, etc. The showcase The Showcase» Actors invite those they wish to attend» Plan what activities, scenes they wish to showcase» Wonderful feedback from audience» Evidence of the power of communication The Final Word Theatre can offer youngsters:» Opportunity to develop a leisure time activity that they enjoy» Build Self-esteem» Make friends» Work on social and pragmatic issues» Have fun!!! What more could we ask?! 12
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Coping and Problem Solving Strategies for Youth with ASD and Related Disorders
Coping and Problem Solving Strategies for Youth with ASD and Related Disorders Linda Matons, M.A. Rochester Regional Center for Autism Spectrum Disorder Strong Center for Developmental Disabilities 2 Factors
Occupational Therapy and ADHD. Occupational Therapy Integrated Team for Children with Disabilities
and ADHD Integrated Team for Children with Disabilities Setting the Scene for the Day Define (OT) and how Occupational Therapists work with children and young people Explore the three diagnostic elements
These methods have been explained in partial or complex ways in the original Mind Reading book and our rare Risk Assessment book.
These methods have been explained in partial or complex ways in the original Mind Reading book and our rare Risk Assessment book. In this lesson we will teach you a few of these principles and applications,