PD Course
Impowerment Improv
Created by Jennine Profeta
Jennine Profeta, Second City performer and theatre educator, leads this course. This course was designed to give a teacher tools to create a safe environment in which students can go beyond their old patterns to take risks, embrace failure, be more confident and aware of the effects of their word choice. The course includes modules on risk-taking, creating a safe environment, failure, confidence, and positive/negative speak.
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0Module 0Introduction4:29 FREE PREVIEWThis module introduces the course and lays the foundation for the modules to come.
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1Module 1Risk Taking17:54 FREE PREVIEWThis module introduces exercises that encourage risk taking and creating a safe environment.
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2Module 2Encouraging Failure9:34This module explores failure, and how an improv failure can be a gift.
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3Module 3Confidence12:26This module is all about developing confidence in your students, through improv.
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4Module 4Positive and Negative Speak9:37This module focusses on positive and negative speak, and how to identify it.
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5Module 5Wrap Up2:07This module wraps up the course and emphasizes the key learnings.
Standards Addressed
Generate and conceptualize artistic ideas and work - Grade 6
Generate and conceptualize artistic ideas and work - Grade 7
Generate and conceptualize artistic ideas and work - Grade 8
Select, analyze, and interpret artistic work for presentation - Grade HS Advanced
Organize and develop artistic ideas and work - Grade 6
Develop and refine artistic techniques and work for presentation - Grade 6
Organize and develop artistic ideas and work - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 7
Develop and refine artistic techniques and work for presentation - Grade 8
Develop and refine artistic techniques and work for presentation - Grade HS Proficient
Develop and refine artistic techniques and work for presentation - Grade HS Accomplished
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 6
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 7
Refine new work through play, drama processes and theatre experiences using critical analysis and experimentation - Grade 8
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Accomplished
6.TH:Cr1 Generate and conceptualize artistic ideas and work
7.TH:Cr1 Generate and conceptualize artistic ideas and work
8.TH:Cr1 Generate and conceptualize artistic ideas and work
Adv.TH:Pr4 Select, analyze, and interpret artistic work for presentation.
6.TH:Cr2 Organize and develop artistic ideas and work.
6.TH:Pr5 Develop and refine artistic techniques and work for presentation.
7.TH:Cr2 Organize and develop artistic ideas and work.
7.TH:Pr5 Develop and refine artistic techniques and work for presentation.
8.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Prof.TH:Pr5 Develop and refine artistic techniques and work for presentation.
Acc.TH:Pr5 Develop and refine artistic techniques and work for presentation.
6.TH:Cr3 Refine and complete artistic work.
7.TH:Cr3 Refine and complete artistic work.
8.TH:Cr3 Refine and complete artistic work.
Prof.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Acc.TH:Cn11.2 Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Sixth Grade
- DT.6.1.1.c Students Can: Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
- DT.6.1.2.b Students Can: Contribute ideas and accept and incorporate the ideas of others in preparing or devising a drama/theatre work.
- DT.6.1.4.b Students Can: Identify and employ effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.6.2.2.a Students Can: Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.
Seventh Grade
- DT.7.1.1.c Students Can: Envision and describe a scripted or improvised character's inner thoughts and objectives in a drama/theater work.
- DT.7.1.2.b Students Can: Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
- DT.7.1.4.b Students Can: Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
- DT.7.2.2.a Students Can: Recognize how acting exercises and techniques can be applied to a drama/theatre work.
Eighth Grade
- DT.8.1.1.c Students Can: Develop a scripted or improvised character by articulating the character's inner thoughts, objectives, and motivations in a drama/theatre work.
- DT.8.1.4.b Students Can: Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted drama/theatre work.
- DT.8.2.2.a Students Can: Develop a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
High School - Fundamental Pathway
High School - Advanced Pathway
- DT.H2.1.3.b Students Can: Make creative choices based on connections with the selected topic.
- DT.H2.2.2.a Students Can: Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
- DT.H2.2.3.a Students Can: Execute creative processes to tell stories in a scripted drama/theatre work, to connect with audience, community, and ensemble.
High School - Professional Pathway
Critical Thinking & Reflection
- TH.912.C.1.5 Make and defend conscious choices in the creation of a character that will fulfill anticipated audience response.
- TH.912.C.2.5 Analyze the effect of rehearsal sessions and/or strategies on refining skills and techniques by keeping a performance or rehearsal journal/log.
- TH.912.C.2.7 Accept feedback from others, analyze it for validity, and apply suggestions appropriately to future performances or designs.
- TH.912.C.2.8 Improve a performance or project using various self-assessment tools, coaching, feedback, and/or constructive criticism.
Innovation, Technology & the Future
Skills, Techniques & Processes
- TH.912.S.1.6 Respond appropriately to directorial choices for improvised and scripted scenes.
- TH.912.S.2.4 Sustain a character or follow technical cues in a production piece to show focus.
- TH.912.S.2.8 Strengthen acting skills by engaging in theatre games and improvisations.
- TH.912.S.3.2 Exercise artistic discipline and collaboration to achieve ensemble in rehearsal and performance.
- TH.912.S.3.3 Develop acting skills and techniques in the rehearsal process.
Grade 8 - Creating
- TA8.CR.1 Organize, design, and refine theatrical work.<br/>a. Differentiate the physical, emotional, vocal, and social dimensions of a variety of characters.<br/>b. Compare the relationships and interactions between characters by analyzing character motivation (objectives, obstacles, strategy, action, stakes, outcome).<br/>c. Incorporate dramatic elements through improvisation.<br/>d. Connect theatre vocabulary to the application of theatre performance.<br/>e. Identify and demonstrate both ensemble and leadership skills in the rehearsal process.<br/>f. Evaluate the effectiveness of artistic and technical elements used in a theatre production.<br/>g. Design and create scenery, props, costumes, lighting, and sound.<br/>h. Assume different roles and responsibilities in the rehearsal process.
- TA8.CR.2 Develop scripts through theatrical techniques.<br/>a. Classify different points of view in a story.<br/>b. Identify, analyze, and articulate the structure of a script.<br/>c. Utilize improvisation techniques to generate script ideas.<br/>d. Use the dramatic writing process to generate a script.
Grades 9-12 - ACTING LEVELS I-IV - Creating
Grades 9-12 - FUNDAMENTALS OF THEATRE LEVELS I-IV - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Creating
Grades 9-12 - THEATRE HISTORY AND LITERATURE I AND II - Performing
Beginning High School Create
Beginning High School Standards - Communication
- B.C.1.1 Use non-verbal expression to illustrate how human emotion affects the body and is conveyed through the body.
- B.C.1.2 Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
- B.C.2.1 Use improvisation and acting skills, such as observation, concentration, and characterization in a variety of theatre exercises.
Beginning High School Standards - Culture
MS 117.212 LII - Creative Expression: performance
MS 117.212 LII - Creative Expression: production
MS 117.213 LIII - Creative Expression: performance
HS 117.315 LI - Foundations: Inquiry and Understanding
- C.1.B develop and practice theatre preparation and warm-up techniques.
- C.1.C develop and practice stage movement techniques such as mime, pantomime, stage combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-verbally.
- C.1.F demonstrate a working knowledge of the language of theatre such as stage terminology, elements of theatre, or theatrical conventions.
- C.1.H define the roles of and appreciate the collaborative relationships between all artistic partners such as playwrights, composers, directors, actors, designers, technicians, and audience.
HS 117.315 LI - Creative Expression: performance
Speech Drama 10
Speech Drama 20
Speech Drama 30
Improvisation Drama 10
- 1 use warmup techniques for preparation of body, voice and mind
- 10 demonstrate appropriate rehearsal methods
- 11 apply the essential elements of a story: character, setting, conflict, climax and plot in planned and unplanned scenes
- 12 create, relate and polish a story
- 13 communicate meaning without words
- 14 discover how various emotions affect one vocally and physically
- 15 initiate a dramatic situation in response to a given stimulus
- 16 make logical choices spontaneously within the boundaries of situation and character
- 17 demonstrate the ability to accept, advance, offer or block thought and action, quickly and effectively
- 18 extend the illusion of the onstage environment by creating an offstage reality
- 19 demonstrate techniques for creating effective entrances and exits, consistent with character
- 2 demonstrate the ability to be still
- 20 critique the work of self and others through observation and expression of specific detail
- 21 demonstrate techniques for communicating the “illusion of the first time” within a planned situation
- 22 distinguish between performer and character
- 23 use varied stimuli for character development
- 24 select and use vocal techniques appropriate to a character
- 25 select and use language appropriate to character and situation
- 26 use body language to add physical dimensions and depth to a character
- 27 demonstrate economy in movement and speech by making appropriate selections
- 28 demonstrate how attitude, and change in attitude, affects a character
- 29 demonstrate understanding of and apply the concept of status
- 3 maintain concentration during exercises
- 30 demonstrate understanding of and apply the concepts of a character’s objectives and motivation
- 31 demonstrate the ability to focus on, and achieve, the objective of a scene
- 32 sustain a character throughout a scene or exercise
- 4 demonstrate heightened sensory awareness
- 5 create experiences through imaging, visualizing and fantasizing
- 6 demonstrate thinking in a divergent mode
- 7 examine and express feelings
- 8 tell a story spontaneously
- 9 use appropriate stage directions
Improvisation Drama 20
- 33 sustain a single character in a variety of situations
- 34 demonstrate the techniques of sharing, giving and taking focus
- 35 demonstrate understanding of how the use of levels and planes can focus the stage picture
- 36 integrate improvisational skills learned, in planned and spontaneous improvisations
Improvisation Drama 30
Acting Drama 20
Movement Drama 10
- 10 demonstrate focus, concentration and energy in all movement and gesture
- 14 create physically shapes in space
- 18 appreciate that physical expression can enhance language
- 19 demonstrate qualities of energy
- 22 translate words, images and emotions into movement
- 24 demonstrate understanding of mood, and communicate mood
Improvisation/Acting Level III - Advanced
- 26 pick up cues effectively
- 27 identify and create a believable emotional build
- 28 use contrast such as dramatic elements (movement and stillness, light and dark, sound and silence) and groupings (solo and group) in scenes
- 29 use improvisational skills and concepts in exploration of text
- 30 analyze text for meaning and character development
- 31 recite text from memory
- 32 rehearse, polish and present text
- 33 critique the work of self and others through observation of specific details
Junior Goal II Objectives
Junior Orientation
- communicate through use of voice and body
- demonstrate awareness of the multidisciplinary nature of drama/theatre
- demonstrate trust by becoming comfortable, physically and emotionally, with others
- listen effectively
- offer and accept constructive criticism, given specific guidelines, with a desire to improve
- share ideas confidently with others
- show awareness of story sequence
- speak, move, and generate ideas spontaneously
- support positivity the work of others
- work cooperatively and productively with all members of the class in pairs, small groups and large groups
Movement Level I - Beginning
Movement Level II - Intermediate
Movement Level III - Advanced
Speech Level I - Beginning
Speech Level II - Intermediate
Speech Level III - Advanced
Improvisation/Acting Level I - Beginning
- 1 use warm-up techniques for preparation of body, voice and mind
- 10 use essential story elements in spontaneous and planned scenes
- 11 create a dramatic situation in response to varied stimuli: objects, pictures, music
- 12 make logical choices within the boundaries of situation and character
- 2 respond to directions without breaking concentration-side coaching
- 3 demonstrate the ability to be still
- 4 create experiences through imaging, visualizing and fantasizing
- 5 create and tell a story spontaneously
- 6 understand and apply the essential elements of a story: character, setting, conflict, climax and plot
- 7 use stage vocabulary: stage areas, body positions and crosses
- 8 demonstrate appropriate rehearsal behaviours and routines
- 9 communicate a clear beginning, middle and end in spontaneous and planned scenes
Improvisation/Acting Level II - Intermediate
- 13 recognize the techniques of offering, accepting, advancing and blocking
- 14 use varied stimuli for character development
- 15 use the body and body language to enhance characterization
- 16 demonstrate economy in movement and speech
- 17 select and use language appropriate to a given character and situation
- 18 use voice variety to enhance a character
- 19 discover how feelings affect a character
- 20 enter and exit in character
- 21 sustain a character throughout an exercise or scene
- 22 create business appropriate to character and situation
- 23 demonstrate understanding of character motivation
- 24 recognize that relationships exist between characters in given situations
- 25 demonstrate understanding of focus and the processes of sharing, giving and taking
Junior Goal I Objectives
- develop a positive self-image
- develop self-confidence
- develop self-discipline
- develop the ability to initiate, organize and present a project within a given set of guidelines
- develop the ability to interact effectively and constructively in a group process
- explore and develop physical and vocal capabilities
- extend the ability to explore meaning through abstract concepts
- extend the ability to explore, control and express emotions
- extend the ability to think imaginatively and creatively
- strengthen powers of concentration
Theatre Studies Level III - Advanced (The script)
Technical Theatre - Levels I, II, III - Awareness
Technical Theatre - Levels I, II, III - Readiness
- 10 demonstrate understanding of and use appropriate methods and tools for designing the project; e.g., makeup charts, cue sheets, working drawing
- 11 arrange and sequence time, ideas, information, materials and/or personnel for achievement of the project
- 6 demonstrate understanding of the importance of planning and organization
Technical Theatre - Application
Senior Goal I Objectives
- apply imaginative and creative thought to problem-solving situations
- demonstrate a sense of responsibility and commitment, individually and to the group
- demonstrate the ability to offer, accept, and reflect upon, constructive criticism
- extend physical and vocal capabilities
- extend the ability to concentrate
- extend the ability to control and express emotions
- increase self-confidence
- increase self-discipline
- sharpen observations of people, situations and the environment
Senior Goal II Objectives
Orientation Drama 10
- concentrate on the task at hand
- demonstrate trust by becoming comfortable with others, physically and emotionally
- demonstrate willingness to challenge and extend oneself: physically, emotionally, intellectually and artistically
- listen to self and others
- make effective decisions or choices
- positively support the work of others
- recognize that values are expressed through the arts
- share ideas confidently
- solve problems imaginatively and creatively
- work with abstract concepts
GRADE 6 - ARTS - Exploring and creating
GRADE 6 - ARTS - Reasoning and reflecting
GRADE 6 - ARTS - Communicating and documenting
GRADE 7 - ARTS - Exploring and creating
GRADE 7 - ARTS - Communicating and documenting
GRADE 8 - ARTS - Exploring and creating
GRADE 8 - ARTS - Communicating and documenting
GRADE 9 - DRAMA - Exploring and creating
GRADE 9 - DRAMA - Reasoning and reflecting
GRADE 9 - DRAMA - Connecting and expanding
GRADE 10 - DRAMA - Explore and Create
GRADE 10 - DRAMA - Connect and expand
GRADE 11 - DRAMA - Explore and Create
GRADE 11 - DRAMA - Reason and reflect
GRADE 11 - DRAMA - Connect and expand
GRADE 12 - DRAMA - Explore and Create
GRADE 12 - DRAMA - Reason and reflect
GRADE 12 - DRAMA - Connect and expand
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
- B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
- B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - The Creative Process
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