| Body | By Lindsay Marean
Last summer, high school students in the Swahili College Readiness Academy had several hours of intensive Swahili language instruction in the morning, followed by more hours of meaningful practice in the afternoon. Students had already spent time researching travel destinations in East Africa and learning modes of transportation, geographical features, and flora and fauna. This activity gave students an opportunity to use language having to do with travel, to be creative, to stretch their legs, to really focus on their listening skills, and to imagine themselves in East Africa.
Materials/Preparation:
Procedure:
- Put students in groups of 3-5. Each group will create a "blindfold tour" simulation to lead another group through.
- Give each group a Blindfold Safari Radio Show worksheet.
- Each group will choose a travel destination to describe, "radio tour" style. For each narrated element, students will think of special effects that their blindfolded classmates can experience on the tour. For example, if the narration is, "You climb a mountain," students might lead their peers up a slope, ramp, or short series of stairs. If the narration is, "You hear elephants in the distance," designated students will make elephant noises on cue.
- Students use the Blindfold Safari Radio Show worksheet to plan out all of the elements of the tour, including who will narrate each element, what the "special effects" will be, and who will implement them.
- Once the tour is planned, each group will make a list of 6-8 key words/phrases to pre-teach their classmates.
- Each performance requires three groups: One to read their narration/implement "special effects," one group of blindfolded tourists, and a third group who will serve as personal guides for the safety of each blindfolded classmate. The performing group should meet briefly with the safety group to outline any special concerns (for example, climbing up a few stairs).
- Show time! Each group will have a turn preteaching their targeted words and phrases and then taking another group on their planned tour, while the rest of the class watches.
Management Considerations:
We chose a small courtyard area on campus that has a water feature and nice landscaping for our simulation area. Obviously, an excursion outside of the classroom, sound effects, blindfolds, and a complex set of roles for different groups create lots of potential for disruption. Here are some special management considerations:
- Discuss safety and comfort concerns with the whole class at the beginning of the activity. As a whole class, give examples of appropriate "special effects" and experiences that are inappropriate because they are unsafe or could cause discomfort (for example, walking near a water feature is nice, but splashing water on your classmates is inappropriate).
- Stress the importance of the "safety group." Each blindfolded student will be paired with a guide.
- Naturally, no one should ever have to wear a blindfold if they don't want to. Be sure that all students know that they can opt out of wearing a blindfold if they would prefer not to wear one.
- One student at a time will be narrating, most likely in a setting where there's already some background noise. Stress with the whole class the importance of having no side talk during performances, and projecting your voice if you're the narrator.
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