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In this third improvisation lesson, students will practice accepting offers, building on offers, thinking quickly and giving STRONG OFFERS in improvisation exercises. Students will also give written and verbal peer feedback using language from the Improvisation Rubric.

In this sixth improvisation lesson, students will practice in partners quick thinking, improv, and enunciation in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the ENUNCIATION section of the Vocal Clarity Rubric.

In this second improvisation lesson, students will practice accepting offers, building on offers, and thinking quickly in improvisation exercises. Students will also give written and verbal peer feedback on the second row (QUICK THINKING) of the Improvisation Rubric, using language from the Rubric.

In this fourth improvisation lesson, students will participate in a mock improv assessment in small groups. They will also give partners written feedback on the entire Improvisation Rubric. Students will learn the exercise that will be used for their final improv assessment.

In this first improvisation lesson, students will work with the definitions of the key vocabulary terms by adding their own offers to improvised exercises and accepting and building on peer offers. Students will also give written and verbal peer feedback on the first row (ACCEPTING AND BUILDING ON OFFERS) row of the Improvisation Rubric, using language such as “improvisation” and “offers.”

In this fifth improvisation lesson, students will learn the definition of “projection.” With partners, they will practice quick thinking, improv, and volume in performance. Afterward, students will give verbal feedback on the Improvisation Rubric and the VOLUME section of the Vocal Clarity Rubric.

The final project will allow students to demonstrate their improv skills in a two-person scene.

Students explore the importance and types of conflict as well as the importance of telling a complete story. Students will demonstrate their understanding of the rules of improvisation through their final performance in Freeze as well as a written quiz.

Students are introduced to Guideline 4 “Make Your Partner Look Good” and apply their knowledge through warm-up and improv exercises.

Students will begin by discussing the importance of realistic acting in these scenes, noting how they will be graded on the Realistic Acting Rubric. They will commit their scenes to memory and review projection skills. When the scenes are solid, students will then begin practicing becoming and reacting to spect-actors, and reviewing the Improvisation, Spect-acting, and Realistic Acting Rubrics after each spect-acting attempt.

Students will create their own improvisational piece to an African fable called “Anansi: The Spider.” This lesson explores the different ways to tell a story through storytelling improvisation, which allows students to discover different movements, voices, and listening skills. In African theatre, there are many ways to tell a story; improv is often used when learning about fables.

Students are introduced to Guideline 5 “Relax, Have fun, and Don’t Force the Humor” and apply their knowledge through warm-up and improv exercises.

Students are introduced to Guideline 1 “Accept the Offer” and apply their knowledge through a warm-up and improv exercise.

Students are introduced to Guideline 3 “Take the Active Choice” and apply their knowledge through a warm-up and improv exercise.