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Julie is not afraid of taking the lead.
She participates in ALL the exercises with the students, building class rapport and bonding.
Having hiked through a section of the Amazon, the students now are asked to envision the North Pole. "What's it like?"
"What's there?" "What would you be wearing?" "What's covering your face?" "How are you moving?" Having answered the
questions, the students embark on a walk through the environs.
| Hiking at the North Pole |
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How can anyone forget these names, the Amazon Jungle and the North Pole, after having hiked through them?
Julie continues with the physical exercises. She switches to asking the students to work on expressing emotion
through body movement. They work on different walks and body posture: angry, happy, sad, and so on. Finally, Julie introduces
a brief discussion about proximics and has the class experiment with varying levels of territorial comfort and personal space.
Thus warmed up and their minds focused on the relationship of feeling and body movement, Julie turns again to the subject
of the plays. She asks the students to move as their characters and, after a few minutes of exercise, she then instructs them
to think of the physical actions of their characters in the plays on which they are working. "Think of the different
sections of your plays and try out the movement depending upon the different physical demands of the play and the characters."
Julie's Class -- Part Three -- Work on the Plays
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