MIME FOR DISTRICT 75  EMOTIONALLY CHALLENGED (E.D.)  STUDENTS

In this residency, higher functioning, E.D. students learn how to communicate thoughts, feelings and actions through the universal language of the body and the art of stillness. The curriculum includes learning skills that increase self-control and cooperation, such as body movement, juggling, balancing and equilibrium techniques.  Emphasis is also placed on the historic and cultural significance of Mime. The Teaching Artist encourages the class to slow down and observe simple movements and human interactions through the lens of a physically controlled, emotionally-attentive theatrical discipline.  Students learn that Mime is more than “acting without talking” and there are difference between miming the handling of objects (opening a door) and miming emotions (sad/happy/angry). Combining these two concepts, the class learns to tell a story that clearly communicates the character’s feelings and actions. Students act out “who” they are, “where” they are and “what” they are doing and feeling. Using a variety of source materials, the student may examine Mime in different cultural contexts (from Balinese dance to Marcel Marceau), comparing and contrasting comedic theater to tragic theater.

If administrators, TAs and teachers feel that students would benefit from a presentational experience, some residencies (with higher functioning students) may culminate with an informal, shared performance, or a participatory parent/child workshop.

In this residency, higher functioning, E.D. students learn cooperation and self-control while acting out “who” they are, “where” they are and “what” they are doing and feeling through Mime, the theatrically and historically-rich language of the body.