The Word Game: A Theater Game for Attention and Listening

Children respond to the workshop leader’s commands, forming pairs and small groups during the Word Game.

OBJECTIVES

Attention, concentration, use of space, and relationships with fellow participants.

The Word Game is almost always the first game I introduce in a workshop.

It is a very simple activity, suitable even for preschool children when adapted appropriately. It allows me to assess listening and attention quickly and to establish from the outset the kind of relationship I want to create with participants: one based on play and listening.

I make it clear from the outset that, in this game, I am neither a teacher nor an instructor.

To prove it, I warn participants that I will try in every possible way to make them slip up, and that it is up to them not to let me trick them.

I also explain that I am not there to determine who is “the best,” and that no one will be eliminated for making a mistake. I consider them a team, and they must behave like one.

The only way to beat me at the game is to pay attention.

AGE

Ages 3 and up.

The number and difficulty of the commands must be adapted to the group’s age and experience.

RULES

Participants walk silently through an obstacle-free space. They must move individually, use the entire available space, and remain as far away from the others as possible.

Each word spoken by the workshop leader corresponds to a specific command, which may be carried out individually, in pairs, or by the whole group.

Words are introduced gradually. A new word is added only when participants can remember and correctly perform the commands already introduced within a reasonable amount of time.

With children, I consider it a good result if the number of words they can remember without mistakes matches the group’s average age. With teenagers and adults, the number should be adjusted according to their experience.

Participants may begin or resume walking only when the workshop leader claps, unless the command itself explicitly tells them to start moving again.

The workshop leader may deliberately use other words or false starting cues to try to make them slip up.

SAFETY GUIDELINES

All physical contact must be light and controlled. Participants must not run, throw themselves at others, or push.

The workshop leader must decide whether commands involving a hug are appropriate for the group’s age and characteristics and, if necessary, replace them with a different form of contact.

WORDS AND COMMANDS

• CHOCOLATE: sit down on the floor immediately.

• CHIPS: take the hand of the first participant you meet, whoever it is.

• MOZZARELLA: go to the nearest participant and sit on the floor back-to-back, forming a pair.

• DONUT: quickly hug the first participant who passes by, without squeezing or throwing yourself at them, and then resume walking.

• ALL FOURS: continue moving on all fours. Because the available space is now considerably reduced, move more slowly and keep track of your distance from the others.

• DARKNESS: faint dramatically, lowering yourself to the floor in a controlled way. Each participant must touch only the floor, without actually falling or leaning on anyone else.

• COW: stop with your legs together and your arms at your sides. Rise onto your toes, look up at the ceiling, and imitate the sound of a cow.

• GO: move, without running, to the point in the space farthest from the workshop leader.

• MONSTER: frighten a nearby participant without touching them.

• WORLD: gather together in a single group without running, pushing, or piling on top of one another.