# What is a serial sequence

## The importance of non-verbal communication

### Aims:

The students become aware of the importance of non-verbal communication. They recognize that the proportion of non-verbal signals in the effect of communicative signals is significantly higher than the proportion of verbal signals. They also analyze the non-verbal communication of a conversation.

### Step 1: Examining Watzlawick's axiom "We cannot not communicate."

Following on from lesson 2.1, the teacher writes Watzlawick's famous first axiom on the board as an impulse:

Paul Watzlawick: "We cannot not communicate."

The pupils copy the quotation directly under their notes on non-verbal communication (see table in teaching block 2.1), think together in plenary what it could mean and explain this taking into account the numerous channels of non-verbal communication (see table in teaching block 2.1).

### Step 2: review game

The pupils should now check Watzlawick's axiom "We cannot not communicate" using a game. To do this, the teacher asks all pupils to stand up and turn around so that each pupil can Then everyone is instructed to try not to communicate and also to look carefully whether the other person is communicating (non-verbally) in order to check whether Watzlawick is right with his assumption.

It is to be expected that due to the physical proximity and the close observation - as it will be uncomfortable for them - the students start to laugh and maybe even blush or turn away.

The results are then discussed.

### Step 3: Worksheet: Assertions on the topic of "non-verbal communication"

The pupils deal with central information on the importance of non-verbal communication using the worksheet Assertions on the subject of "non-verbal communication".

They cross in individual work at the appropriate point (column correct or not correct ) at.

### Step 4: Discussion of the results

see solution: Claims on the subject of "non-verbal communication"

### Step 5: Analysis of non-verbal communication in a film or series sequence

The teacher lets a film or series sequence play without sound. For example, a sequence from a soap (e.g. Storm of Love [Beginning of the series in 1789], All that counts ...). Individual episodes of the soap operas can usually be found using video searches on the Internet. The pupils describe and interpret the non-verbal signals and think about what could be the subject of the conversation / argument or the like. The same sequence is then played with sound and compared with the student results. In the plenary session, it is considered whether the verbal and non-verbal signals are congruent.

Then only the text is distributed for the following sequence (series / film). If it is a recent YouTube video, all spoken words can be called up using the "transcript" function. The students are given the task of inserting stage directions into the text. The sequence is then played back with the stage directions from the pupils compared.