Fairynne Activity 2

Activity 2: Movement in Performance

1. Who - Private voice student with a tic disorder

2. The need - The student expressed frustration at the expectation of stillness that accompanies public performance. The goal is to allow the student time and space to move as they need to and find ways to incorporate that movement into a performance setting.

3. What - 

   • Student and teacher identify commonly used tics.

   • Together, they determine which ones are the least disruptive/ones that do not create excess sound like tapping or snapping.

   • The student has the freedom to move how they wish as they perform their chosen song in a safe environment. The teacher observes movements and works with the student after their performance to determine what felt comfortable or what the student may need to be careful of.

4. Music - This activity is specifically dealing with movement in relation to an upcoming public vocal performance.

5. UDL - I incorporated “minimizing threats and distractions” in this activity, providing the student a safe space to experiment and share what they were feeling and experiencing.

6. SEL - This activity focuses on the “self-management” portion of SEL by allowing the student to identify and utilize stress management exercises and demonstrating personal agency.

7. How -

   • Discuss “performance etiquette” with the student. Make it very clear that they are not a problem to be fixed, there are just certain expectations when it comes to formal performance settings.

   • Ask the student what their most common tics are. Work together to identify whether there are any that would be considered “disruptive” to the performance (such as tapping a leg or snapping fingers). Also identify movements that would be the least “disruptive” (such as rocking back and forth).

   • Allow the student the freedom to experiment while performing. The teacher observes, noting anything that might be too distracting or, on the flip side, things that really worked. The teacher should also note whether the freedom to move has an impact on the vocal production or quality of the student. The teacher should not interrupt during the performance.

   • After the first performance, ask the student how they felt. This allows them the chance to reflect on the impact their movements may or may not have had. The teacher follows up with the positive observations first, followed by some things they might want to change or keep in mind.

   • Student performs the piece again, this time paying close attention to making any adjustments discussed and maybe trying some new things. The teacher observes things that the student kept the same throughout both performances and where there were changes made. Again, pay close attention to whether this freedom to move has any impact on vocal production or quality.

   • After the second performance, check-in with the student again. The goal is that the student feels more comfortable and at ease with incorporating movement in their performance.

8. Materials - Something to take notes with (notepad, tablet, phone).