Keywords - The clock, seconds, minutes, hours, angles, minutes, seconds.
Purpose - Understanding the relationship between seconds, minutes, hours and sexagesimal measurements in general.
Didactic materials - Music.
Description - The trainer divides the participants into groups of three. The members of the groups represent the three components: seconds, minutes and hours, respectively.
The trainer asks the participants to develop a performance, choosing a context, music, the characters and deciding the nature of the relationships.
The performance is made up of actions that are carried out according to a very precise sequence, like the hands of a clock.
It is critical that the trainer clarify the interdependence between the hours, minutes and seconds and explain that, not being able to respect the timing of a real clock (that is waiting 60 seconds for the minutes to move and 60 minutes for the hours to move), the representation is a metaphor which demonstrates the relation between seconds, minutes and hours and units in general with submultiples in sixtieths (degrees, minutes and seconds).
Being able to represent the clock on 3 concentric circles may be helpful to the participants so they have a clear spatial disposition which helps understand the phases: when the seconds character has completed a cycle the minutes one can start and so on.
The trainer gives the group a pre-established time to create the performance. Each group exhibits a complete cycle of their clock to their classmates.
Each performance must respect three rules: having a clear beginning, a performance section and an exit scene.
The three characters enter the stage one at a time taking their positions in the space and remain immobile. When everyone is ready on the set, the clock starts working and it stops after having completed at least one complete cycle.
Duration - A minimum of 30 minutes.