Art test performance line "Hanging Intestine Grass" Lei
It is said that there is a kind of grass called nine lions grass. Don't know its shape. I don't know its color. I don't know its taste, I don't know its flowering period. It is said that it will hurt other grasses. Anyone who sees it will have a tragedy of parting, so people call it parting grass. I don't know if there is this kind of grass, which can pin people's sadness of parting and hint at the sadness of parting. I think maybe there will be. It must germinate in the rainy season, bloom in the sun and shed its leaves in the cold morning. I think that flower must be like catkin and dandelion, fluttering in the wind; Those who are looking for parting fall on their sobbing and trembling shoulders. The fallen leaves will be red, like acacia trees, like maple leaves, and will be stained with blood in people's eyes. I think there must be a kind of grass called parting grass, which was hung in the intestines at that time. Where is there no parting? When did you not leave? Life is like duckweed, facing east and west, how can we get together forever? I think there must be a grass, and it is sad to leave. Don't ask about its color, its taste and its flowering period.
Art Candidates's attention training method (1) finds a partner to practice.
First, the teacher asked the students to act out a scene: a man wanted to go to the movies, but before he left, he found that the movie tickets were missing. After searching, he finally found it. Some students are really looking for it during the performance, while others just pretend to be looking for it. After finishing, the teacher can take out a movie ticket or something else, such as a small bag of candy and a ballpoint pen, and ask the students to close their eyes first. The teacher will hide it somewhere in the classroom and let the students look for it. Whoever finds it will have it. After the students find it, let them sum up the differences between the two searches, and then ask them to really pay attention and act seriously in the performance.
(2) Observe the opponent's practice
When you start doing this exercise, let two students do it together. The teacher didn't ask for anything, just let one student observe for another two minutes. After two minutes, the teacher can ask the observing classmates, "Have you observed him for two minutes?" ? Are you distracted? What is the hairstyle of the classmate you observed today? Is the button in his coat pocket buttoned? "Generally speaking, students may answer general questions, but it is difficult to answer more subtle questions. It's hard to concentrate for two minutes. At this time, the teacher can point out that it is not so easy for an actor to concentrate on an object for two minutes on the stage. Then the teacher asked the observed students to pay close attention to each other's clothes and remember how they were dressed. Then let him turn his back, and the observed students can make three changes in their clothes. For example: roll up the cuffs slightly, unbutton the shirt, loosen the shoelaces, etc. At this time, let the observing students turn around and see what changes have taken place in each other, and see if he can find these changes. Then the two students exchanged, and the observer became an observer and did it again. After both students have finished, the teacher can guide the students to find out the difference between the two observations. Students generally find that when they have a specific purpose, their attention is more focused.